THE HUNDRED OF HOO ACADEMY An Independent Academy A member of The Williamson Trust

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1 THE HUNDRED OF HOO ACADEMY An Independent Academy A member of The Williamson Trust Registered No: CEO: Mr G Vyse Responsibility for Procedure: Mr P Mortley Adopted: April 2016 Date of Review: April 2017 Radicalisation and Extremism Procedure The Hundred of Hoo Academy is fully committed to safeguarding and promoting the welfare of all its pupils. Every member of staff recognises that safeguarding against radicalisation and extremism is no different to safeguarding against any other vulnerability in today s society. The Tackling Extremism and Radicalisation Policy sets out our beliefs, strategies and procedures to protect vulnerable individuals from being radicalised or exposed to extremist views, by identifying who they are and promptly providing them with support. Sections: 1. Statutory framework 2. Links to other policies 3. Roles and responsibilities 4. Principles and Aims 5. Definitions and Indicators 6. Procedure for referrals 7. The role of the curriculum 8 Staff training 9. Visitors and use of Academy premises Appendix 1 Dealing with referrals Appendix 2 - Prevent referral form Section 1 Statutory Framework The following national guidelines have also be read when working with this policy; PREVENT Strategy HM Government, Keeping Children Safe in Education DfE 2014, Working Together to Safeguard Children HM Government Section 2 Links to other policies The Hundred of Hoo Tackling Extremism and Radicalisation Policy links to the following Academy policies; Child Protection and Safeguarding, Equality Policy, Anti-bullying Policy, Behaviour Policy, E-Safety Policy. The following national guidelines have also be read when working with this policy; PREVENT Strategy HM Government, Keeping Children Safe in Education DfE 2014, Working Together to Safeguard Children HM Government Tel: Fax: Main Road Hoo Rochester, Kent ME3 9HH

2 Section 3 - Roles and Responsibilities The management of pupil s behaviour is the responsibility of the pupils themselves in the first instance and will be supported by all academy staff. Heads of Year and Heads of Department will support both pupils and staff in the implementation of the Behaviour Policy. Mr Mortley is the member of the Senior Leadership Team (SLT) responsible for the behaviour and safety of pupils within the academy. Section 4 - Principles and Aims The Hundred of Hoo Academy values freedom of speech and the expression of beliefs / ideology as fundamental rights underpinning our society s values. Both pupils and teachers have the right to speak freely and voice their opinions. However, freedom comes with responsibility and free speech that is designed to manipulate the vulnerable or that leads to violence and harm of others goes against the moral principles in which freedom of speech is valued. Free speech is not an unqualified privilege; it is subject to laws and policies governing equality, human rights, community safety and community cohesion. The Hundred of Hoo Tackling Extremism and Radicalisation Policy is intended to provide a framework for dealing with issues relating to vulnerability, radicalisation and exposure to extreme views. We recognise that we are well placed to be able to identify safeguarding issues and this policy clearly sets out how the Academy will deal with such incidents and identifies how the curriculum and ethos underpins our actions. The objectives are that: All governors, teachers, teaching assistants and non-teaching staff will have an understanding of what radicalisation and extremism are and why they need to be vigilant within the academy. All governors, teachers, teaching assistants and non-teaching staff will know what the school policy is on tackling extremism and radicalisation and will follow the policy guidance swiftly when issues arise. All pupils will understand the dangers of radicalisation and exposure to extremist view, build resilience against these and know what to do if they experience them. All parents/carers and pupils will know that the school has policies in place to keep pupils safe from harm and that the school regularly reviews its systems to ensure they are appropriate and effective. Academy staff are expected to be fully engaged in being vigilant about radicalisation and that they overcome professional disbelief that such issues will not happen here and ensure that we work alongside other professional bodies and agencies to ensure that our pupils are safe from harm. Section 5 Definitions and Indicators Radicalisation is defined as the act or process of making a person more radical or favouring of extreme or fundamental changes in political, economic or social conditions, institutions or habits of the mind. Extremism is defined by the Government in the Prevent Strategy as: 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. There are a number of behaviours which may indicate a child is at risk of being radicalised or exposed to extreme views. Environmental factors - it is known that violent extremists exploit vulnerabilities in individuals to drive a wedge between them and their families and communities. It is vital that school staff are able to recognise those vulnerabilities.

3 Indicators of vulnerability include: Identity Crisis the pupil / pupil is distanced from their cultural / religious heritage and experiences discomfort about their place in society; Personal Crisis the pupil / pupil may be experiencing family tensions; a sense of isolation; and low selfesteem; 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 pupil / 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 Aspirations the pupil / 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 / pupils may experience difficulties with social interaction, empathy with others, understanding the consequences of their actions and awareness of the motivations of others. More critical factors can include ; Spending increasing time in the company of other suspected extremists. Changing their style of dress or personal appearance to accord with the group. Day-to-day behaviour becoming increasingly centred on an extremist ideology, group or cause. Loss of interest in other friends and activities not associated with the extremist ideology, group or cause. Possession of materials or symbols associated with an extremist cause. Attempts to recruit others to the group/cause. Communications with others that suggests identification with a group, cause or ideology. Using insulting to derogatory names for another group. Increase in prejudice-related incidents committed by that person these may include; physical or verbal assault, provocative behaviour, damage to property, derogatory name calling, possession of prejudice-related materials,prejudice related ridicule or name calling, inappropriate forms of address, refusal to co-operate, attempts to recruit to prejudice-related organisations and condoning or supporting violence towards others. Section 6 Procedure for referrals While it is very rare for school children to become involved in criminal extremist activity, young people can be exposed to extremism or prejudiced views. It is important for us to be constantly vigilant and remain fully informed about the issues which affect the local area and society in which we teach. Staff are reminded to suspend any professional disbelief that instances of radicalisation could not happen here and to be professionally inquisitive where concerns arise, referring any concerns through the appropriate channels. (See appendix 1 Dealing with referrals) We believe that it is possible to intervene to protect people who are vulnerable. Early intervention is vital and staff must be aware of the established processes to refer concerns about individuals and/or groups.

4 The Senior Leadership Team (SLT) member of staff trained as Designated Senior Leader for Child Protection and Safeguarding is Mr Mortley. Mr Mortley will also investigate any concerns with regards to extremism / radicalisation. Mr Dehaney will deputise in Mr Mortley absence. Section 7 The role of the Curriculum Our curriculum is broad and balanced. It promotes respect, tolerance and diversity. Pupils are encouraged to share their views and recognise that they are entitled to have their own different beliefs which should not be used to influence others. Our PSHE provision is embedded across the curriculum, including form time. It directs our assemblies and underpins the ethos of the school. It is recognised that pupils with low aspirations are more vulnerable to radicalisation and therefore we strive to equip our pupils with confidence, self-belief, respect and tolerance as well as setting high standards and expectations for themselves. Pupils are regularly taught about how to stay safe when using the internet and are encouraged to recognise that people are not always who they say they are online. They are taught to seek adult help if they are upset or concerned about anything they read or see on the internet. Section 8 Staff Training Through INSET opportunities in school, we will ensure that our staff are fully aware of the threats, risks and vulnerabilities that are linked to radicalisation; are aware of the process of radicalisation and how this might be identified early on and are aware of how we can provide support as a school to ensure that our children are resilient and able to resist involvement in radical or extreme activities. (See Appendix 2- Staff training) Section 9 Visitors and use of Academy premises Staff are to follow the agreed academy protocol for booking visitors into the academy. Appendix 1 Dealing with referrals We are aware of the potential indicating factors that a child is vulnerable to being radicalised or exposed to extreme views, including; peer pressure, influence from other people or the internet, bullying, crime and anti-social behaviour, family tensions, race/hate crime, lack of self-esteem or identity prejudicial behaviour and personal or political grievances In the event of prejudicial behaviour the following system will be followed; All incidents of prejudicial behaviour will be reported directly to Mr Mortley or a member of SLT or the Head Teacher. All incidents will be fully investigated and recorded in line with the Behaviour Policy and records will be kept in line with procedures for any other safeguarding incident.

5 Parents/carers will be contacted and the incident discussed in detail, aiming to identify motivating factors, any changes in circumstances at home, parental views of the incident and to assess whether the incident is serious enough to warrant a further referral. A note of this meeting is kept alongside the initial referral. For advice and guidance for following people should be contacted: Quentin Carrington Moss Prevent and Channel Coordinator Telephone Mobile The following referral form should be completed and sent to the above address, this must also be placed upon the pupils file Appendix 2 Prevent referral form Name: Referral details Alternative names: Date of birth: Gender: Address: Nationality: Language: Ethnicity: Religion: Family or carer details: Referring agency details Referral author and contact details Agency: Date of referral:

6 Referral factors Faith / ideology issues e.g. concerning comments relating to faith or ideology, association with extremists Social mobility issues Physical or mental issues Risk or harm factors Criminal activity or association e.g. Poverty, lack of social activity, isolation, lack of education or employment, immigration issues e.g. disability, learning difficulties, mental health concerns e.g. threat posed by family member (i.e. DV issues), victim of hate crime or personal attack e.g. involved in criminal activity, associating with known criminals Outline main reasons for referral Summary reason for referral Existing agency involvement Outline any agency involvement already in place (that you are aware of) e.g. Early Help/Preventative Services (CAF), MAPPA, Safeguarding Any other relevant information When completed please to

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