1. 1 The Workbook Process The Workbook starts by building an understanding of the context of the school and the Prevent agenda. It then focuses on 4 aspects to mainstream Prevent work within the School Improvement Plan This is approached initially by considering the implications for Leadership and Values. Consideration of the other 3 aspects can be approached in any order. Understanding the Issues Curriculum, Teaching and Learning Learner Support and Challenge Managing Risk and Responding to Events Leader- ship and Values Local Context

2. 2 Activity - Write a contextual narrative The contextual narrative Cultural/ ethnic context Cultural/ ethnic context Socio- economic context Basic characteristics Local, national and global context Religious context Information, data, intelligence

3. 3 Activity – Build a shared contextual narrative with stakeholders Who contributes to building a shared understanding of the context of the school?

4. 4 Snapshot of the Workbook Steps to complete the Workbook process Engaging Stakeholders Deciding Process Embedding Outcomes and impact Understand the context of the school Write a shared contextual narrative with your main stakeholders Develop a process for engaging each stakeholder group Make your priorities core to the Leadership and Values aspect Check that the process contributes to your intended outcomes Plan and take actions Identify the partners and agencies to contribute to each aspect of the Toolkit Plan your actions for each aspect – Curriculum, Learner Support and Managing Risks Allocate resources, build on success, develop skills and confidence Focus on actions which will have the greatest impact Evaluate impact Identify the contribution of stakeholders to the school Use an impact evaluation tool for each main area of action Evaluate understanding and effectiveness in delivering outcomes Revise your contextual narrative to reflect the impact of your actions

5. 5 Leadership and values Does the school have explicit values statements? Does the school promote human rights and inclusivity? Does the school use restorative approaches to resolve conflict? Do teachers promote democratic and participative approaches? How effective is the school at helping the pupils to be active in local, national and global communities? Have teachers the skills and confidence to raise and address controversial issues? Do induction programmes include school community cohesion policy and practice? Do partners contribute to the school’s community cohesion programmes? How good is the school at hearing and responding to tensions in the community? Establish a learning culture to develop skills and confidence Promote and model core values of a democratic society Develop engagement with the communities of the school Uphold a clear ethos

6. 6 Curriculum, Teaching and Learning In which subjects is the Prevent agenda considered? How are cross-curricular themes used and managed? How are assemblies used to consider controversial issues? What opportunities are there for pupils to engage in debates with others? Does the school work with community organisations to extend ---- ? How does the school use small group work to explore tensions with pupils causing concern? Are pupils encouraged and supported to ask questions and express their views and beliefs? How well do pupils problem solve and resolve conflict? How are you developing critical thinking skills? The Curriculum Learning, social and emotional skills Teaching and Learning Styles and pedagogy The Extended Curriculum

7. 7 Learner support and challenge Specialist Targeted Universal Are restorative justice approaches used to help pupils recognise harm and to put it right? How effective is school provision in changing the behaviour of individuals which is bullying, racist or hate driven? How do you know if the most at risk pupils feel safe? Does the school have access to specialist advice and support about different types of extremism? Are you aware of pupils who are exploring or receiving extremist views particularly those that advocate violent extremism? Are there specialist trained staff able to support at risk groups and deal with controversial issues? Do the school’s safeguarding and multi- agency procedures recognise and provide the means to respond to extremist views and behaviour? Are at risk groups engaged in decision making processes at the school? Are pupils trained and supported in peer leadership and mediation and in conflict resolution? Are pupils who express extremist views challenged through a range of programmes for small groups and individuals? Do all pupils have a personal tutor or mentor? Do behaviour management systems encourage and reward positive behaviour that reinforces the inclusive values and ethos of the school? Are all pupils encouraged to express their views and to engage in debate and discussion? Are the social and emotional skills of all pupils developed through planned programmes and activities? E.g. SEAL. Are all pupils encouraged and provided with opportunities to engage in active citizenship programmes locally, nationally and globally? Specialist Targeted Universal

8. 8 Managing risks, responding to events Specialist Targeted Universal FocusHarmful local influences ICTResponding to local Events Responding to national or global events Where would the school seek specialist assistance for advice or referral? Do staff know how to access CEOPS or other specialist services in case of high risk behaviour? Which agencies or groups would the school engage for a multi-agency and community response to an extreme event or incident? Does the school emergency plan include the risk of extremist activity or a terrorist event? How does the school work with partners to monitor and respond to local groups who may try to cause harm? How do relevant staff monitor ICT systems for potentially harmful material? Does the school site management team understand the potential risk of community use of premises by extremist groups – and what to do? If a national or global event caused inter-\community tension how would the school respond? How is it made clear that the school challenges extremist views which might lead to harm – be it far right, Islamophobia, anti-Semitic or other? How does the school develop the critical skills of pupils in the use of the media and modern technology? How does the school make sure it is aware of potential or actual local tensions affecting pupils in the school community? How well does the school monitor and respond to national and global events of significance which might impact on pupils or the community? Specialist Targeted Universal