Download Preventing Extremism and Radicalisation

Preventing Extremism and
Radicalisation
Preventing Extremism and Radicalisation
In adhering to this Policy, and the procedures therein, staff and visitors will contribute to the
School’s delivery of the outcomes to all children, as set out in s10 (2) of the Children Act 2004.
This Preventing Extremism and Radicalisation Safeguarding Policy is one element within our
overall school arrangements to safeguard and promote the welfare of all children in line with
our statutory duties set out at S157 of the Education Act 2002.
Our School’s Preventing Extremism and Radicalisation Safeguarding Policy also draws upon
the guidance contained in the “London Child Protection Procedures” and DfE Guidance
“Keeping Children Safe in Education, July 2015”; and “Learning Together to be Safe”, “Prevent:
Resources Guide”, “Tackling Extremism in the UK”, DfE’s“ Teaching Approaches that help Build
Resilience to Extremism among Young People” and the Education Commissioner (Birmingham)
Peter Clarke’s report of July 2014. This is in response to duties placed on all schools in The
Counter Terrorism and Security Act 2015.
When operating this Policy, the School uses the following accepted Governmental definition of
extremism which 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; and/or calls
for the death of members of our armed forces, whether in this country or
overseas’.
There is no place for extremist views of any kind in our School, whether from internal sources,
pupils, staff or governors – or external sources – school community, external agencies or
individuals.
As part of wider safeguarding responsibilities school staff will be alert to:
• Disclosures by pupils of their exposure to the extremist actions, views or materials of
others outside of school, such as in their homes or community groups, especially where
pupils have not actively sought these out.
• Graffiti symbols, writing or art work promoting extremist messages or images.
• Pupils accessing extremist material online, including through social networking sites. The
ICT department will monitor computer use with Impero and Smoothwall software
generating daily reports. The DSL will carry out regular checks of these logs
• Parental reports of changes in behaviour, friendship or actions and requests for
assistance.
• Partner schools, local authority services, and police reports of issues affecting pupils in
other schools or settings.
• Pupils voicing opinions drawn from extremist ideologies and narratives. Attempts to
impose extremist views or practices on others.
A member of the SMT will attend Friday Muslim prayers.
• Use of extremist or ‘hate’ terms to exclude others or incite violence.
• Intolerance of difference, whether secular or religious or, in line with our equalities
policy, views based on, but not exclusive to, gender, disability, homophobia, race,
colour or culture.
• Anti-Western or Anti-British views.
• All concerns should be reported immediately to the school’s Designated Safeguarding
Lead or the Head using the Radicalisation and Extremism Concern Form (appendix ii). The
DSL will look for evidence to establish the nature of the behaviour and whether it should
be reported.
Concerns will be reported, in the first instance to Harrow LSCB. A decision on referral to the
Channel Panel will be taken in consultation with Channel panel coordinator and the Harrow
LSCB. If referral is not made to Channel, the individual will be directed by the LSCB to other
support services. The Police may be informed in the event of concern regarding an immediate
risk. Anyone who is concerned about a young person or adult at risk of extremism or
radicalisation may make a referral to the Channel Programme.
Referral for young people up to and including age 18 (up to 25 with learning disability) should
be made on a CAF (Common Assessment Framework) to Duty&[email protected]
detailing the concerns about the young person and relevant history.
The young person or adult should be referred if there are concerns about any of the following:
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Changes in patterns of behaviour from known and predictable patterns with day to day
behaviour becoming secretive or increasingly centred around extremist ideology, group
or cause.
Expressing attitudes that justify offending on behalf of the group, cause or ideology.
Using insulting or derogatory names or labels for another group and blaming that group
for all social or political ills.
Condoning or supporting violence or harm towards others and speaking about the
imminence of harm from another group and the importance of action now.
Planning to travel abroad to areas where there are known risks from terrorism and
violent extremism.
Staff will receive training on identifying and dealing with radicalisation and extremism. This will
be through whole staff training that will be reinforced by external providers as appropriate. LSP
is WRAP trained. SMT, Heads of Department and Heads of Year will receive WRAP training on
21st September. This training will be disseminated to their departments within a week. Full staff
training will take place through the completion of online training module of Channel General
Awareness by 2nd November 2015. .
The School promotes the teaching of fundamental British Values through key areas of the
curriculum and pastoral system. (further details of the curriculum may be found in appendix i.)
The PSCHE curriculum delivers lessons to all year groups on the use of the internet and social
media to bully, groom, abuse or radicalise people. Form tutors will deliver a lesson on the
dangers of Social Media and radicalisation in tutor time on 17th September.
FAST (Families against Stress and Trauma) identifies some features that may be exhibited by
young people who are being radicalised.
There is no catch-all description, or foolproof signs that we can look out for. However there are
factors which mean a young person may be more vulnerable to those seeking to radicalise
them, including;
• A conviction that their religion or culture is under threat and treated unjustly.
• A tendency to look for conspiracy theories and distrust of mainstream media.
• The need for identity and belonging.
• The need for more excitement and adventure.
• Being susceptible to influence by their peers/friends.
(Further details may be found in appendix 3 Indicators of vulnerability)
Mental health issues should not be considered a factor in isolation, but can exacerbate
other vulnerabilities mentioned above.
In addition, there are certain behaviour changes that we are well placed to notice which
indicate that the child may have fallen under the influence of an extremist group such as
ISIS, and are at risk of acting upon their new beliefs;
• Have they become more argumentative and domineering?
• Are they quick to condemn those who don’t agree, and do they ignore viewpoints which
contradict their own?
• Do they express themselves in a divisive ‘them and us’ manner about others who do not
share their religion or beliefs?
• Has their language changed? Have they asked inappropriate questions, or expressed
themselves in a way that sounds scripted? Have they used derogatory terms such as ‘kaffir’
or ‘rafidi’, or terms such as ‘dawlah’ or ‘khilafah’?
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Has their circle of friends changed, including on social media, and are they distancing
themselves from friends they were previously close to?
Do their friends express radical or extremist views?
Have they lost interest in activities they used to enjoy?
Are they spending increasing amounts of time online, and are they overly secretive about
what they are doing?
Have they changed their style of dress or personal appearance to fit with newfound ideas?
Have they expressed sympathy with violent extremist groups such as ISIS, condoning their
actions and ideology?
Have they expressed sympathy or understanding for other young British people who have
joined these groups?
Often the trigger for young people to act on their new-found beliefs is contact with individuals,
sometimes through the Internet, who will provide encouragement, practical support and even
funding for them to leave their families to travel and join the group.
Radicalisation and Extremism Risk Assessment
Risk
Yes/No
Responsibility of:
Does the School have a
policy?
Yes
LSP
Does the School work
with outside agencies on
R and E?
Yes
Police, Channel Panel
and LSCB
Has the School got a
nominated R and E lead
and single point of
contact?
Yes
LSP
Have staff been trained to
be aware of signs of R
and E?
Yes. SMT, HoY and HoDs WRAP trained.
All staff required to read School R and E
policy. Staff required to complete Channel
online awareness module.
All staff
Do the staff have a
process to voice their
concerns?
Yes
Internal referral form
and DSL
Do the pupils have a
process to voice their
concerns?
Yes
As part of information
in PSCHE and
assemblies. Form
Tutor, Head of Year,
School Council, Prefects
Peer Mentors are all
readily accessible to
pupils.
Are there opportunities for
pupils to learn about R
and E?
Yes
PSCHE, tutor time and
assemblies
In the School particularly
prone to R and E?
The School is not in an area identified as a
priority by the government. The local
context of the School it that it has an
ethnically diverse pupil mix with a
significant Muslim population (17% of
pupils). The pupils are drawn from a
number of boroughs and diverse
backgrounds. There are levels of religious
observance varying from devout to little
outward evidence in daily life. There is
some risk of radicalisation and extremism.
Pupils’ access to social media and the
internet outside school cannot be
All staff and pupils to
be made aware of the
signs and dangers of
radicalisation and
extremism and to
report any behaviour of
concern immediately to
the DSL who will look
for evidence to
establish the nature of
the behaviour and
whether it should be
reported. Use of the
internet and social
Are external speakers
vetted before talking with
the boys?
monitored.
media accessed
through the School
network is monitored
daily. Reports go to the
DSL. Parents are
advised to monitor their
son’s use of social
media and the internet.
Yes
Member of staff
responsible for booking
speaker to ensure
vetting has taken place.
Speaker must never be
left unsupervised with
boys.
Any inappropriate
content to be
challenged.
How does the School
ensure that appropriate
steps are taken?
Once a concern has been established, it LSP
will be reported, in the first instance, to
Harrow LSCB. Referral for young people
up to and including age 18 will be made
on
a
CAF
(Common
Assessment
Framework)
to Duty&[email protected]
detailing our concerns about the young
person and relevant history. A decision
on referral to the Channel Panel will be
taken in consultation with Channel panel
co-ordinator and the Harrow LSCB. If
referral is not made to Channel, the
individual will be directed by the LSCB to
other support services. The Police may be
informed in the event of concern
regarding an immediate risk. The School
will work with the Police as required.
Are there documented
cases of R and E?
None proven
LSP October 2015
One case referred to police
Concerns logged.
Referral made.
Appendix 1 British Values and Anti Radicalisation in the Curriculum
The School promotes the teaching of fundamental British values throughout the curriculum.
Staff are trained to look for evidence of radical or extremist views and challenge these. All
concerns should be reported to Mrs Lynne Plummer (DSL) or the Head as a matter of urgency
using the Radicalisation and Extremism Concern form found in the Child Protection folder on the
‘I’ drive.
HISTORY teaches some key aspects of human rights and the development of democratic
government in the U.K.
 Year 7 – law and order – evolution of in Middle Ages.
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Year 8 – English Civil War and growth of parliament.
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Year 9 – defence of democracy in WW2. Citizenship – fighting for the country WW1 and
WW2.
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Year 10 – Russian Rev – idea of totalitarianism v democracy. International Relations –
rise of Hitler and failure of League of Nations.
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Year 11 – USA black civil rights, women’s rights and students’ rights – teaching why
equality is fair.
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Lower 6th – Lutheranism – freedom to practice religion (sort of).
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Upper 6th – Repression of SPD in Germany pre WW1. Key aspects of life in a fascist
dictatorship v democratic (surveillance!) Britain.
GEOGRAPHY addresses what it means to be British and consider issues around community
cohesion.
 Year 8 – UK Topic – What is Britishness is covered.
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Year 9 – Globalisation Topic – Migration UK.
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Year 11 – Urban Topic - Socioeconomic and Ethnic Segregation in UK.
MUSIC develops an understanding of British music and heritage. It references shared values
and artistic culture.
Patriotic songs and music are regularly performed. Choral music from a British heritage is
performed in cathedrals and at major events.
SPANISH considers issues that can challenge a multi ethnic society and encourages the
development of a coherent understanding of these.
Upper 6th - multicultural society. Pupils research and discuss issues around immigration,
integration and racism. As part of the oral exam, they may have to defend an opinion regarding
one of these matters.
GOVERNMENT AND POLITICS in addition to the teaching of government and politics to the
Sixth Form there have been whole school events to develop an understanding of and
engagement in the political process
 Mock elections happen regularly for all UK election (European, General, Mayoral etc.)
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A hustings event was organised for the local constituency.
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The Sixth Form are invited to regular Politics talks at Harrow School and we have had
some success in getting external speakers in (e.g. Baroness Jay).
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Assemblies delivered to Y9, Sixth Form and Y11 about the UK political system. Further
post-result election assembly to the U6th.
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Stonewall will be coming in next year to speak to the Sixth Form about homophobia.
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The Politics SoW covers Islamism, Fascism, Liberalism, Toleration, Democracy etc.
explicitly and implicitly throughout the SoW.
PSCHE covers wide ranging issues pertinent to developing an understanding of fundamental
British values. All year groups have lessons about online safety. In addition:
Year 7
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Year 8
What does it mean to be British?
Prejudice and discrimination.
Racism
Improving race/interpersonal relations
Making a positive contribution - To understand the role of local councils and understand
how they can participate in decision-making processes that affect them. To have
identified ways they can make a difference to their local area.
Online safety
 Community cohesion
 Online safety
Year 9
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Relationships with employers/the law - Identify ways to deal with injustice.
Human rights - To understand what human rights are and why they are important. To
have considered which human rights are most important and why.
 Online safety.
Year 10
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Co-operation and conflict resolution
Communication (being safe online)
Reasons to work - To have considered why it is important to work. To have identified
key terms used in business. To have considered ‘alternative’ careers.
 Rights and responsibilities in the work place
 Morality and judgement: Human trafficking
 Preventing radicalisation and extremism. To understand what the terms radicalisation
and extremism means. To have considered what they can do to help identify extremist
behaviours in School.
Year 11
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The economic situation in the UK.
Dealing with problems
Online safety
RSP teaches pupils about the beliefs and practices of the main world religions and the values
and attitudes that are shared by these groups. The curriculum also addresses a wide range of
moral and philosophical issues, many of which are key to an understanding of fundamental
British values.
Year 7
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Evidence of Christianity
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Hindu worship
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Jewish worship
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Festivals – Christian, Jewish and Hindu
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Signs and symbols of religions
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Cathedral visit
Year 8
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Role of the mosque and the gurdwara
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Visits to a mosque and gurdwara
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Festivals in Islam and Sikhism
Year 9
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Buddhism in the U.K.
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Key beliefs in western philosophy and ethics
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Abolition of slavery in the U.K. and attitudes to modern slavery
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Attitudes to war and Just War theory
Year 10
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Human rights
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Democracy and the importance of voting
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Sources of moral authority for Christians
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Legal situation regarding; abortion, euthanasia, divorce, homosexuality, racism and
gender discrimination
Year 11
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Racial and religious tolerance
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The reasons for the importance of community cohesion
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Attitudes to war and peace
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Attitudes to crime and punishment
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Reasons for belief or non belief in God
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Features of a religious upbringing
Lower 6th
Moral values in contemporary society
Attitudes to the existence of God in contemporary society
Challenge of science to religion
Upper 6th
Environmental and business ethics
ENGLISH
Enabling pupils to distinguish right from wrong and to respect the law through Lower School
study of novels such as A Christmas Carol, Lord of the flies, The Protectors, Stone Cold and so
on, entail discussions of criminal behaviour and teachers make clear the correct course of
action. In the Upper School and Sixth Form more contentious and sophisticated issues are
addressed prompted by a range of texts. For example, morality and evil in The Crucible,
Paradise Lost, racism in Of Mice and Men, Moral responsibility in To Kill a Mockingbird, Courage
and sacrifice in Journey’s End. The opportunities for discussing morality and legality are
numerous, taken and clear moral guidance is offered.
We encourage pupils to accept responsibility for their behaviour, show initiative and understand
how they contribute to community life when we ensure that pupils actively listen to and engage
with other pupils; when the alien worlds of literature are related to the lives of pupils and their
responses are discussed. Empathy is developed and behaviour, whether their own or a fictional
example, is discussed in relation to the school or London’s communities.
We provide pupils with a broad general knowledge of public institutions and services in England
for example a trip to The Globe or The Houses of Parliament with Gifted and Talented pupils,
Sixth Form students, and also in the Debating Society. Issues also arise in the non-fiction area
of the English Language examination.
We assist pupils to acquire an appreciation of and respect for their own and other cultures in a
way that promotes tolerance and harmony between different cultural traditions by studying
products of our literary heritage, especially in the Upper School and Sixth Form and by studying
a diverse range of texts that are products of cultures alien in time and location to pupils. We
also touch upon the cultures of pupils whose backgrounds are diverse, for example via the
International G.C.S.E. exam poetry texts.
We promote fundamental British Values of democracy, the rule of law, individual liberty and
mutual respect across faiths. Many texts at all levels are tied in with this area. Discussions
around justice in To Kill a Mockingbird or 12 Angry Men are an obvious example. A new AS
level text: Jerusalem, by Jez Butterworth is a powerful study of “Britishness”. Democracy in
action has been a theme of all teaching relating to individual oral contributions and debating,
especially at the time of elections. The forthcoming EU referendum will afford another
opportunity to engage in this area. Political speeches are to be studied in the new Rhetoric
module in KS3. Likewise, the study of “biased” material relating to Global Warming in year 11
as part of the IGCSE anthology gives ample opportunity to look at this issue from all sides of
the political spectrum.
LSP October 2015
Appendix 2 Radicalisation and Extremism Concern Form
APPENDIX 2
RADICALISATION AND EXTREMISM CONCERN FORM
Pupil Name
Staff logging concern
Date
Nature of concern – please tick
Inappropriate content on phone
Overheard conversation
Propaganda material
Other – please specify
Inappropriate material held by pupil
Gang mentality
Social media posting
Describe in as much detail as possible your concern and note any behaviours observed.
Once completed, please send this form to LSP without delay.
Signed …………………………………………………………
Dated ………………………………………………………….
TO BE COMPLETED BY SAFEGUARDING LEAD
Action taken:
Investigation led by:
Outcome of investigation:
Police involvement Y / N
Further recommended actions:
LSP
September 2015
Appendix 3 Tackling Extremism and Radicalisation
Indicators of vulnerability include:
Identity
 the student/pupil is distanced from their cultural /religious heritage and experiences;
 discomfort about their place in society;
 personal Crisis – the student/pupil may be experiencing family tensions;
 a sense of isolation;
 low self-esteem;
 they may have dissociated from their existing friendship group and become involved
with a new and different group of friends;
 they may be searching for answers to questions about identity, faith and belonging.
Personal Circumstances
 migration;
 local community tensions; and events affecting the student/pupil’s country or region of
origin may contribute to a sense of grievance that is triggered by personal experience of
racism or discrimination or aspects of Government policy.
Unmet
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Aspirations
the student/pupil may have perceptions of injustice;
a feeling of failure;
rejection of civic life.
Experiences of Criminality
 involvement with criminal groups
 imprisonment; and poor resettlement/reintegration on release
 Special Educational Needs
 social interaction
 empathy with others
 understanding the consequences of their actions; and
awareness of the motivations of others
More critical risk factors could include:
 being in contact with extremist recruiters;
 accessing violent extremist websites, especially those with a social networking element;
 possessing or accessing violent extremist literature;
 using extremist narratives and a global ideology to explain personal disadvantage;
 justifying the use of violence to solve societal issues;
 joining or seeking to join extremist organisations; and
 significant changes to appearance and/or behaviour;
 experiencing a high level of social isolation, resulting in issues of identity crisis and/or
personal crisis.
LSP
October 2015