Published on December 5, 2016
1. Prevent duty: schools and local authorities Prevent duty: schools and local authorities Slide 1
2. Prevent duty in schools To fulfil the Prevent duty, staff must be able to identify children who may be vulnerable to radicalisation, and know what to do when they are identified. Protecting children from the risk of radicalisation should be seen as part of schools’ and childcare providers’ wider safeguarding duties. Schools must be able to demonstrate both an awareness and an understanding of the risk of radicalisation in their area. Key aspects of the schools’ role: protecting children and building children’s resilience to radicalisation. Prevent duty: schools and local authorities Slide 2
3. Key considerations Leadership: what happens in schools starts with leaders, managers and governors who need to ensure that staff understand the risks and help to build the capabilities to deal with it Communicate and promote the importance of the duty and ensure effective implementation Working in partnership: schools cannot do this in isolation. They need to demonstrate evidence of productive cooperation with other relevant agencies Capabilities: awareness and understanding of radicalisation and why people may be drawn into terrorism Sharing information: where necessary with relevant authorities. Prevent duty: schools and local authorities Slide 3
4. What does this look like in schools? Clear procedures in place for protecting children at risk of radicalisation; does not require separate policies but needs to be built into relevant policies and procedures. Working in partnership with LSCBs, local authorities, the police and others in the community, including parents. Appropriate staff training, including general Prevent awareness, WRAP, and when and how to refer to Channel. As a minimum, designated safeguarding lead must be trained in Prevent and be able to provide advice and support to other staff. IT – procedures for access to online material covered in relevant policies; suitable filtering in place to protect pupils Prevent duty: schools and local authorities Slide 4
5. What does this look like in schools? Building resilience through the curriculum, teaching and learning. Providing a safe environment in which children and young people can discuss and learn. Could be linked to PSHE, citizenship education or other parts of the curriculum, e.g. SMSC. Weakest aspect that has been found in school inspections is risk- assessment. Schools have often focused on the general points to raise awareness, build into policies etc. but have not necessarily assessed the specific risks based on local circumstances. Prevent duty: schools and local authorities Slide 5
6. Prevent Duty − local authorities In the exercise of their functions, local authorities are to have ‘due regard to the need to prevent people from being drawn into terrorism’. This does not confer new functions on local authorities. Partnership: local authorities should establish, or make use of, an existing local multi-agency group to agree risk and coordinate Prevent activity. Risk-assessment: local authorities are expected to use existing counter-terrorism local profiles, to assess the risk of individuals being drawn into terrorism. Local authorities are expected to incorporate the duty into existing policies and procedures, so it becomes part of the day- to-day work of the authority. The impact should be that local authorities are able to identify children who are at risk. Prevent duty: schools and local authorities Slide 6
7. Prevent Duty − local authorities Action planning: where a local authority has identified a risk, an action plan should be developed. Training: frontline staff and contractors should have a good understanding of Prevent and the risks of people being drawn into terrorism. Use of local authority resources: local authority resources should not provide a platform for extremists or the dissemination of extremist views. Through the SIF, we evaluate how effectively the local authority is meeting the ‘Prevent duty’ in relation to safeguarding children. Prevent duty: schools and local authorities Slide 7
8. Positives identified through the SIF Awareness-raising, including events in relation to prevention and identification of extremism. Training for frontline staff across agencies, including schools. Effective information and multi-agency working. Growing confidence and awareness among professionals in this area of practice. Staff making appropriate referrals where concerns are identified which leads to an effective assessment, including referrals to channel where appropriate. Proactive engagement with local communities. Effective work and advice to schools. Prevent duty: schools and local authorities Slide 8
9. Positives identified through the SIF The channel panel develops plans and provides support/intervention for individual children − evidence seen in cases that this has led to a reduction in risk and diverting children away from radicalisation. Connections are being made between risk of radicalisation and child sexual exploitation, children going missing and gang involvement. Radicalisation is built into the wider safeguarding agenda. Comprehensive plans, effective use of legal orders and intervention work ensure that children at high risk remain in this country. Prevent duty: schools and local authorities Slide 9
10. Joint project Ofsted has a particular focus into the work local authorities undertake at a strategic and practice level in relation to: children missing from education: specifically to safeguard these children from harm, including harm from exploitation and extremism the work being undertaken in discharging their Prevent duties support provided to schools to help them in meeting their Prevent duties, including a specific focus on independent faith schools monitoring of children educated at home children attending unregistered schools Including the connections between these areas of practice. Prevent duty: schools and local authorities Slide 10
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