Prevent briefing
‘Prevent’ for schools January 2016
Contest – UK’s counter Terrorism Strategy. Four strands. Pursue – To stop terrorist attacks Protect – To strengthen our protection against a terrorist attack Prepare – To mitigate the impact of a terrorist attack Prevent – To stop people becoming terrorists or supporting terrorism
What is ‘Prevent’ GMP DVD available through their website or youtube
http://www.gmp.police.uk/live/nhoodv3.n sf/section.html?readform&s=379DB3B5D2 6A772080257A5C0048ABC1
Prevent Aim to reduce the number of people becoming or supporting violent extremists. Prevent happens before any criminal activity takes place. It is about recognising, supporting and protecting people who might be susceptible to radicalisation.
terrorism
Use of violence and intimidation to achieve political ends
Extremism
“Extremism is vocal or active opposition to fundamental British values; including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas”
Violent extremism “The demonstration of unacceptable behaviour by using any means or medium to express views which: foment, justify or glorify terrorist violence in furtherance of particular beliefs; seek to provoke others to terrorist acts; foment other serious criminal activity or seek to provoke others to serious criminal acts; foster hatred which might lead to intercommunity violence in the UK.”
Early intervention - Channel
identify and support those individuals vulnerable to recruitment into all forms of violent extremism and terrorism Channel seeks to intervene in the lives of people who may be prone to the messages of violent extremism. Channel is designed to establish an effective multiagency referral and intervention processes to identify vulnerable individuals and provide them with diversionary intervention to support them and reduce their vulnerability.
Channel threshold
Any person who is susceptible to radicalisation through a range of social, personal and environmental factors, that may lead that person demonstrating or exhibiting violent extremist behaviour. This also includes violent domestic extremism
TSCB procedures http://greatermanchesterscb.proceduresonli ne.com/chapters/p_sg_vio_ext.html DfE guidance https://www.gov.uk/government/publication s/protecting-children-from-radicalisationthe-prevent-duty GMP Prevent information http://www.gmp.police.uk/live/nhoodv3.nsf/ section.html?readform&s=379DB3B5D26A7 72080257A5C0048ABC1
What’s this got to do with our school?
The Prevent duty reinforces existing duties placed upon educational establishments for keeping children safe by:
Ensuring a broad and balanced curriculum is in place schools to promote the spiritual, moral, social and cultural development of pupils. Assessing the risk of pupils being drawn into extremist views. Ensuring safeguarding arrangements by working in partnership with local authorities, police and communities. Training staff to provide them with the knowledge and ability to identify pupils at risk. Keeping pupils safe online, using effective filtering and usage policies.
Key areas of schools’ duties Curriculum – teaching British Values Leadership – policies and values statements reviewed and updated in the light of Prevent Risk assessment and working in partnership IT policies Staff development/training
What are the risks of children in our school being affected by this?
Range of extremism International Irish related Extreme right wing Extreme animal rights Extreme left wing environmentalism
Activism does not equal extremism
Vulnerabilities to radicalisation Identity Crisis - Distance from cultural / religious heritage and uncomfortable with their place in the society around them. Personal Crisis – Family tensions; sense of isolation; low self esteem; disassociating from existing friendship group and becoming involved with a new and different group of friends; searching for answers to questions about identity, faith and belonging
Vulnerabilities to radicalisation Personal Circumstances – Migration; local community tensions; events affecting country or region of origin; alienation from UK values; having a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy Unmet Aspirations – Perceptions of injustice; feeling of failure; rejection of civic life
Vulnerabilities to radicalisation
Criminality – Experiences of imprisonment; poor resettlement / reintegration; previous involvement with criminal groups.
OUR ROLE Notice Check Share
Follow usual safeguarding procedures – share with designated person
What might we see
Being in contact with known extremists or extremist recruiters; Articulating support for violent extremist causes or leaders; Accessing violent extremist websites, especially those with a social networking element; Possessing or accessing violent extremist literature; Using inappropriate language, extremist narratives and a global ideology to explain personal disadvantage;
What might we see Justifying the use of violence to solve societal issues; Joining or seeking to join extremist organisations; Seeking to recruit others into extremist ideology; Significant changes to appearance and/or behaviour; Changes in friends and mode of dress.
Signs of radicalisation Emotional – short tempered, angry, withdrawn, depresses, new found arrogance Verbal – fixated on a subject, closed to new ideas, change in language use of work, asking inappropriate questions, scripted speech Physical/circumstantial – tattoos, use of the internet, change of routine, new circle of friends, absent
Teaching role - Dfe guidance 2014 Teaching fundemental British values Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs
Pupils are expected to understand:
an understanding of how citizens can influence decision-making through the democratic process an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;
Pupils are expected to understand: an understanding that the freedom to choose and hold other faiths and beliefs is protected in law; an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; an understanding of the importance of identifying and combatting discrimination
Safeguarding procedures
Share with DSL Record MARAT Prevent team GMP [email protected] T: 0161 856 1030 M: 07468717971 Call the Police on 101 (in an emergency always call 999) If you suspect it, report it to the Anti-Terrorist Hotline 0800 789 321 or the Text Phone Service 0800 032 4539
Some useful websites http://www.preventforschools.org/index.php http://www.doingsmsc.org.uk/british-values/
https://schoolleaders.thekeysupport.com/samplearticles/promoting-british-values-in-the-curriculum http://www.unicef.org.uk/rrsa http://www.ltai.info/
Contest – UK’s counter Terrorism Strategy. Four strands. Pursue – To stop terrorist attacks Protect – To strengthen our protection against a terrorist attack Prepare – To mitigate the impact of a terrorist attack Prevent – To stop people becoming terrorists or supporting terrorism
What is ‘Prevent’ GMP DVD available through their website or youtube
http://www.gmp.police.uk/live/nhoodv3.n sf/section.html?readform&s=379DB3B5D2 6A772080257A5C0048ABC1
Prevent Aim to reduce the number of people becoming or supporting violent extremists. Prevent happens before any criminal activity takes place. It is about recognising, supporting and protecting people who might be susceptible to radicalisation.
terrorism
Use of violence and intimidation to achieve political ends
Extremism
“Extremism is vocal or active opposition to fundamental British values; including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas”
Violent extremism “The demonstration of unacceptable behaviour by using any means or medium to express views which: foment, justify or glorify terrorist violence in furtherance of particular beliefs; seek to provoke others to terrorist acts; foment other serious criminal activity or seek to provoke others to serious criminal acts; foster hatred which might lead to intercommunity violence in the UK.”
Early intervention - Channel
identify and support those individuals vulnerable to recruitment into all forms of violent extremism and terrorism Channel seeks to intervene in the lives of people who may be prone to the messages of violent extremism. Channel is designed to establish an effective multiagency referral and intervention processes to identify vulnerable individuals and provide them with diversionary intervention to support them and reduce their vulnerability.
Channel threshold
Any person who is susceptible to radicalisation through a range of social, personal and environmental factors, that may lead that person demonstrating or exhibiting violent extremist behaviour. This also includes violent domestic extremism
TSCB procedures http://greatermanchesterscb.proceduresonli ne.com/chapters/p_sg_vio_ext.html DfE guidance https://www.gov.uk/government/publication s/protecting-children-from-radicalisationthe-prevent-duty GMP Prevent information http://www.gmp.police.uk/live/nhoodv3.nsf/ section.html?readform&s=379DB3B5D26A7 72080257A5C0048ABC1
What’s this got to do with our school?
The Prevent duty reinforces existing duties placed upon educational establishments for keeping children safe by:
Ensuring a broad and balanced curriculum is in place schools to promote the spiritual, moral, social and cultural development of pupils. Assessing the risk of pupils being drawn into extremist views. Ensuring safeguarding arrangements by working in partnership with local authorities, police and communities. Training staff to provide them with the knowledge and ability to identify pupils at risk. Keeping pupils safe online, using effective filtering and usage policies.
Key areas of schools’ duties Curriculum – teaching British Values Leadership – policies and values statements reviewed and updated in the light of Prevent Risk assessment and working in partnership IT policies Staff development/training
What are the risks of children in our school being affected by this?
Range of extremism International Irish related Extreme right wing Extreme animal rights Extreme left wing environmentalism
Activism does not equal extremism
Vulnerabilities to radicalisation Identity Crisis - Distance from cultural / religious heritage and uncomfortable with their place in the society around them. Personal Crisis – Family tensions; sense of isolation; low self esteem; disassociating from existing friendship group and becoming involved with a new and different group of friends; searching for answers to questions about identity, faith and belonging
Vulnerabilities to radicalisation Personal Circumstances – Migration; local community tensions; events affecting country or region of origin; alienation from UK values; having a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy Unmet Aspirations – Perceptions of injustice; feeling of failure; rejection of civic life
Vulnerabilities to radicalisation
Criminality – Experiences of imprisonment; poor resettlement / reintegration; previous involvement with criminal groups.
OUR ROLE Notice Check Share
Follow usual safeguarding procedures – share with designated person
What might we see
Being in contact with known extremists or extremist recruiters; Articulating support for violent extremist causes or leaders; Accessing violent extremist websites, especially those with a social networking element; Possessing or accessing violent extremist literature; Using inappropriate language, extremist narratives and a global ideology to explain personal disadvantage;
What might we see Justifying the use of violence to solve societal issues; Joining or seeking to join extremist organisations; Seeking to recruit others into extremist ideology; Significant changes to appearance and/or behaviour; Changes in friends and mode of dress.
Signs of radicalisation Emotional – short tempered, angry, withdrawn, depresses, new found arrogance Verbal – fixated on a subject, closed to new ideas, change in language use of work, asking inappropriate questions, scripted speech Physical/circumstantial – tattoos, use of the internet, change of routine, new circle of friends, absent
Teaching role - Dfe guidance 2014 Teaching fundemental British values Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs
Pupils are expected to understand:
an understanding of how citizens can influence decision-making through the democratic process an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;
Pupils are expected to understand: an understanding that the freedom to choose and hold other faiths and beliefs is protected in law; an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; an understanding of the importance of identifying and combatting discrimination
Safeguarding procedures
Share with DSL Record MARAT Prevent team GMP [email protected] T: 0161 856 1030 M: 07468717971 Call the Police on 101 (in an emergency always call 999) If you suspect it, report it to the Anti-Terrorist Hotline 0800 789 321 or the Text Phone Service 0800 032 4539
Some useful websites http://www.preventforschools.org/index.php http://www.doingsmsc.org.uk/british-values/
https://schoolleaders.thekeysupport.com/samplearticles/promoting-british-values-in-the-curriculum http://www.unicef.org.uk/rrsa http://www.ltai.info/
