Safeguarding against Extremism and Radicalisation Policy

Transcription

1 Safeguarding against Extremism and Radicalisation Policy Mission Statement As a Catholic school, our mission is to show love through our respect for others. We value our God-given gifts, talents and abilities. Our aim is to bring out the best in everyone, within a safe and happy environment. Everyone should know that we are followers of God by what we do, not just by what we say. Agreed by Leadership team Reviewed by Pastoral Welfare and &Ethos Committee Ratified by Governing Body Due For Review

2 1. Introduction The Barlow RC High School is committed to providing a secure environment for pupils, where children feel safe and are kept safe. All adults at the school recognise that Safeguarding is everyone s responsibility irrespective of the role they undertake or whether or not their role has direct contact responsibility for children. This policy sets out the school s approach to preventing extremism and radicalisation and ensuring that all students and staff are safe and able to thrive in a positive learning environment in keeping with its core aims and Christian values. Our School s Preventing Extremism and Radicalisation Safeguarding Policy draws upon the guidance contained in the DfE Guidance Keeping Children Safe in Education March 2015, Government Prevent Strategy Resources Guide, Tackling Extremism in the UK December 2013, DCSF Resources Learning Together to be Safe. 2. School Ethos and Practice When operating this policy the school uses the following accepted 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. Radicalisation within this policy refers to The process by which a person comes to support terrorism and forms of extremism leading to terrorism. There is no place for extremist views in our school whether from internal or external sources. Our pupils see our school as a safe place where they can explore controversial issues safely and where teachers encourage and facilitate this. As a school we recognise that extremism and exposure to extremist materials and influences can lead to poor outcomes for children and so should be addressed as a safeguarding concern as set out in this policy. Extremists of all persuasions aim to develop destructive relationships between different communities by promoting division, fear and mistrust of others based on ignorance or prejudice and thereby limiting the life chances of young people. Education is a powerful weapon against this; equipping young people with the knowledge, skills and critical thinking, to challenge and debate in an informed way. Therefore the school will provide a broad and balanced curriculum, delivered by skilled professionals, so that our pupils are enriched, develop the understanding to become tolerant of difference and diversity and also to ensure that they thrive, feel valued and not marginalized. Furthermore we are aware that young people can be exposed to extremist influences or prejudices views from an early age which emanate from a variety of sources and media, including via the internet, and at times pupils may themselves reflect or display views that may be discriminatory, prejudiced or extremist, including using derogatory language.

3 Any prejudice, discrimination or extremist views, including derogatory language, displayed by pupils or staff will always be challenged and where appropriate dealt with in line with our Behaviour Policy for pupils or staff and Code of Conduct for staff. All concerns should be reported immediately to the school s Designated Safeguarding Lead person or the Headteacher. 3. Indicators of Vulnerability Any student may be at risk of displaying extremist behaviour and therefore all responsible adults need to be aware of any indicators of vulnerability as follows: Identity Crisis- the pupil is distanced from their cultural/religious heritage and experiences discomfort about their place in society Personal crisis- the pupil may be experiencing family tensions: a sense of isolation: and low self-esteem. A young person 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 pupil s country or origin may contribute to a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy. Unmet Aspirations- the pupil may have perceptions of injustice: a feeling of failure: rejection of civic life. Experiences of Criminality- which may include involvement with criminal groups, imprisonment, and poor resettlement/ reintegration. Special Educational Need- pupils may experience difficulties with social interaction, empathy with others, understanding the consequences of their actions and awareness of the motivations of others. Possession of extremist literature, accessing violent websites, justification of violence to address issues of injustice. The list is not exhaustive, nor does it mean that all young people experiencing the above are at risk of radicalisation for the purposes of violent extremism. As part of wider safeguarding responsibilities school staff will be alert to: Disclosures by pupils of their extremist actions, views or materials of others or materials outside school, such as in their homes or community groups, especially where pupils have not sought these out. Graffiti symbols, writing or artwork promoting extremist messages or images Pupils accessing extremist material online, including through social networking sites. Parental reports of changes in behaviour, friendship or actions and request for assistance Partner schools, local authority services, and police reports of issues affecting pupils in other schools or settings Pupils voicing opinion drawn from extremist ideologies and narratives 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. Attempts to impose extremist views or practices on others Anti-Western or Anti British views

4 4. Aims To ensure that any incidents or concerns arising in relation to extremism or radicalisation are dealt with seriously, effectively and appropriately To ensure that the wholes school community promotes British Values and challenges any views to the contrary Protect vulnerable young people against attempts to radicalise vulnerable children and to hold extreme values including views justifying political, religion, sexism, racism or violence, or steer them into a rigid and narrow ideology that is intolerant of diversity and leaves them vulnerable to future radicalisation. Regularly assess the risk of extremism or radicalisation in school and take active steps to reduce any possible risk taking. Protect all young people from the messages and materials which promote extremist ideology 5. Actions to achieve these Aims Report any concerns in relation to terrorism or extremism as a Safeguarding concern, due to vulnerability of student involved. Provide opportunities for specialised professional and external agencies in relation to extremism or radicalisation, once vetted and DBS checked, to speak to all students to raise awareness and enrich experiences. Where any particular concerns arise make professional referrals to appropriate agencies including the police, Prevent, Social Care, counsellors, SPOC or the Youth Offending Team Ensure risks are minimalized through the implementation of other policies to promote British Values and diversity and celebrate difference: SEND policy, Equality and Diversity policy and Anti-Bullying policy. Ensure the school challenges intolerance and lack of respect for difference throughout the curriculum Ensure teaching approaches help our pupils build resilience to extremism and give a positive sense of identity through development of critical thinking skills Develop a curriculum that includes citizenship programmes, open discussion and debate, work on anti-violence and restorative approaches, active promotion of British and Christian Values through assemblies, SMSC workshops and Rich curriculum Noticeboards displaying warnings against risks of radicalisation to be positioned in suitable locations around the school. Regularly hold diversity workshops to ensure students develop an understanding of others: presentations at the school have included Sophie Lancaster Foundation, Exceeding Expectations, Ten Ten theatre, Police, Love Rocks Ensure Christian School Values encourage knowledge and understanding and tolerance of different beliefs and cultures and challenge extremist views and misconceptions Share any concerns with parents and make every attempt to work together to support any pupil about whom they might be concerned Where there are concerns of extremism or radicalisation Pupils and Staff will be encouraged to make use of our internal systems to whistle blow or raise any issue in confidence(refer to Whistle blowing policy)

5 Whole school in-service training on Safeguarding and Child Protection will be organised for all staff every 3 years. Prevent whole staff training delivered Sept Designated Person will attend training every 2 years. Arrangements for recruiting all staff, permanent and volunteers will follow Government guidance on safer recruitment best practice in education, including ensuring DBS checks are always made at the appropriate level, references are received and checked and Single Central Record is maintained 6. Role of the Designated Person The Designated Lead Teacher for Safeguarding and Child Protection is: Mrs Linda Hanson- Deputy Head The Designated Officer for Safeguarding and Child Protection is: Mrs Victoria Wilson. The Designated Person works in line with the responsibilities as set out in the guidance of the DfE Guidance Keeping Children Safe in Education. The Designated Person is the focus person for school staff, and others, who may have concerns about an individual child s safety or well-being and is the first point of contact for external agencies The Designated Person ensures that proper procedures and policies are in place and are followed in relation to extremism and radicalisation concerns The Designated Person will need to liaise with other agencies and refer cases of suspected extremism and radicalisation (Refer to Appendix A Prevent Violent extremism Flowchart) 7. Role of Staff Be vigilant in relation to any type of extremism or radicalisation Ensure appropriate and fair action is taken in relation to any incidents or concerns and that they are reported and recorded accurately and appropriately Identify and challenge stereotyping across the curriculum in keeping with the schools values and ethos. Actively promote British Values throughout the curriculum including tolerance of those with different faiths, culture and belief, democracy, Rule of law, individual liberty and mutual respect. Be a role model for pupils and treat all other staff and pupils with respect. 8. Role of Parents and Pupils Parents and pupils should be supportive of the schools strategies to promote and encourage British Values throughout the organisation Parents and pupils should raise any concerns in relation to extremism or radicalisation to the School Child Protection Officers or any other member of school staff. Parents and pupils should be positive role models to others in relation to tolerance, appreciation and acceptance of diversity and embrace the School s policies to celebrate differences. 9. Role of the Senior Leadership Team

6 To implement the policy, strategies and procedures, ensuring all stakeholders are aware of this policy and have access to it Ensure that all staff receive appropriate support, training and continued professional development in relation to safeguarding including the awareness of extremism and radicalisation Report to governors annually regarding any incidents or concerns in relation to extremism or radicalisation Ensure a member of staff is named as a single point of contact in relation to extremism ad radicalisation. Ensure active promotion of British Values throughout SMSC, the curriculum and extra curriculum including tolerance of those with different faiths, cultures and beliefs, democracy, rule of Law, individual liberty and mutual respect. 10. Role of the Governing Body The Governor s will ratify this policy and ensue that the school is compliant from this point Ensure the school s policy and it s procedures and strategies are carried out and monitored in relation to extremism or radicalisation with appropriate impact assessments informing future plans The Pastoral Welfare Governor will challenge the Senior Leadership Team in relation to extremism and radicalisation: and preventative action and numbers of any issues arising. This policy should be read in conjunction with other related policies in school including: Safeguarding policy incorporating child protection & safer recruitment Equality and Diversity Policy Attendance Policy Anti-Bullying Policy Health and Safety Policy Behaviour Policy Safer Recruitment and Selection policy (DFE Guidance) Teaching and Learning Policy SEN policy LAC policy E- Safety policy including social media responsibly Curriculum Policy Keeping Children Safe in Education 2015

7 Appendix A