1. PSHE Working Group: PREVENT
Thursday 25th February

2. Prevent
From 1st July 2015 all schools and childcare providers had to have “due regard to the need to prevent people from being drawn into terrorism.”
It is essential that staff are able to identify children who may be vulnerable to radicalisation, and know what to do when they are identified
Schools .. can also build pupils’ resilience to radicalisation by promoting fundamental British Values and enabling them to challenge extremist views.
It is important to emphasise that the Prevent Duty is not intended to stop pupils debating controversial issues
Schools should provide a safe space where they can understand the risks associated with terrorism and develop the knowledge and skills to be able to challenge extremist arguments.

3. What do we do if we are worried that a young person has been radicalised?

4. What is terrorism / extremism / radicalisation?

5. but could it also be this????

6. Extremism – Extremism is the vocal or active opposition to our fundamental values, including democracy, the rule of law, individual liberty and the mutual respect and tolerance of different faiths and beliefs. We also regard calls for the death of members of our armed forces as extremist. Terrorism – Terrorism is defined as action designed to influence the government, intimidate the public, and done for the purpose of advancing a political, religious or ideological cause, that endangers or causes serious violence or harm to people, property, or seriously disrupts or interferes with an electronic system. Radicalisation - In general terms, three elements are present. A vulnerable person will be introduced to an extremist ideology by a radicalising influencer who in the absence of protective factors, such as a supportive network of family and friends, or a fulfilling job, draws the individual ever closer to extremism.

7. Vulnerability

8. Modern British Values Democracy
Tolerance of different faiths / beliefs
Rule of Law
Mutual Respect
Individual Liberty
Democracy – children involved in democratic process; school council, school vision, buddy mentors, choosing fund raising and theme days, pupil involvement in staff recruitment, assembly themes, pupils voice in school decision making, governor monitoring to include ‘pupil voice’ panels and Pupil questionnaires. The elections of House Captains are based solely on pupil votes. Along with this the children have the opportunity to discuss as a class termly – “What we think about…” topics as selected by the School Council following discussions with their classmates.
Tolerance – focus week topics, celebrations of different festivals,, International languages day, visit to places of worship, links with more ethnically diverse schools, pen pals, links to EMTASS, exploring animal rights, work linked to recent wars (WW1, WW2, Iraq, The Balkans, Afghanistan, Syria) This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE. The school has a high-profile ‘Language of the Term’ subject that runs throughout the year, linking to languages spoken by our EAL pupils. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school.
Rule of Law – school behaviour policy, school rules, anti-bullying policy, pupil developed policies, school links with PCSO, The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police; Fire Service; Lifeguards etc. are regular parts of our calendar and help reinforce this message
Mutual Respect – SEAL / PSHE lessons, positive relationships modelled, RE curriculum, sport ambassadors / quality mark, active support of charity days, visits to local old people’s homes, pen pals, Respect for others is reiterated through our classroom and learning rules, as well as our behaviour policy.
Individual Liberty – Rights of the child, pupil roles in school (council members, buddies), restorative practice approaches, home school agreement, celebration assemblies, e-safety rules / teaching, class assemblies chosen planned and delivered by the children, aspirations day / week, Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safety, through of provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.

9. Internet Safety Where and when do you teach about Internet Safety?
Resources
CEOP Think U Know
UK Safer Internet Centre
Childnet

10. Time to share … Recognising and managing risk
Recognising when pressure affects EHWB
Developing resilience, determination self-esteem, confidence
Consider evidence, debate reasoned arguments
Democracy, government, rules and how laws are made
Diversity and mutual respect

11. Prevent Resources www.preventforschools.org
Lessons and powerpoints for KS1 and KS2
Resource from Avon and Somerset Police
Assemblies and lesson plans to support a wide range of modern British values