1 Introduction Preventing Extremism and Radicalisation Policy (to be read in conjunction with the Safeguarding Policy) Trinity is committed to providing a secure environment for all of our students, staff and our wider community. The current threat from terrorism extremism in the United Kingdom can involve the exploitation of vulnerable people, including children, young people and vulnerable adults to involve them in terrorism or activity in support of terrorism. Since 2010, when the Government published the Prevent Strategy, there has been an awareness of the specific need to safeguard children, young people and families from violent extremism. There have been several occasions both locally and nationally in which extremist groups have attempted to radicalise vulnerable children and young people to hold extreme views including views justifying political, religious, sexist or racist violence, or to steer them into a rigid and narrow ideology that is intolerant of diversity and leaves them vulnerable to future radicalisation. Trinity School and College values freedom of speech and the expression of beliefs and ideology, as fundamental rights underpinning our society s values. Both students 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 current threat from terrorism in the United Kingdom may include the exploitation of vulnerable people, to involve them in terrorism or in activity in support of extremism and terrorism. The normalisation of extreme views may also make children and young people vulnerable to future manipulation and exploitation. Parkfield School is clear that this exploitation and radicalisation should be viewed as a safeguarding concern. Trinity's Preventing Extremism and Radicalisation Policy also draws upon the guidance contained in Prevent Strategy, 2011; Keeping Children Safe in Education, 2015; Tackling Extremism in the UK Teaching Approaches that help Build Resilience to Extremism among Young People Peter Clarke s Report of July Definitions of radicalisation and extremism, and indicators of vulnerability to radicalisation are to be found in Appendix 1. In adhering to this policy, and the procedures therein, directors, staff, volunteers and visitors will contribute to Trinity's delivery of the outcomes to all children, as set out in the Children Act 2004.
2 Trinity School, College and Training Centre Ethos and Practice There is no place for extremist views of any kind within Trinity, whether from internal sources or external sources - school community, external agencies or individuals. It is essential that our students and parents see our school as a safe place where they can discuss and explore controversial issues safely and in an unbiased way and where our 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 our students. We also recognise that if we fail to challenge extremist views we are failing to protect our students. 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, at Trinity we will provide a broad and balanced curriculum, delivered by skilled professionals, so that our students are enriched, understand and become tolerant of difference and diversity and also to ensure that they thrive, feel valued and not marginalised. We are aware that young people can be exposed to extremist influences or prejudiced views from an early age which emanate from a variety of sources and media, including via the internet, and at times students may themselves reflect or display views that may be discriminatory, prejudiced or extremist, including using derogatory language. This will be dealt with sensitively and will promote the values of equality, acceptance and tolerance for all. Any prejudice, discrimination or extremist views, including derogatory language, displayed by staff, visitors or parents will always be challenged and where appropriate, dealt with. Where misconduct by a teacher is proven the matter will be referred to the National College for Teaching and Leadership for their consideration as to whether to a Prohibition Order is warranted. As part of wider safeguarding responsibilities school staff will be alert to: Disclosures by students 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 students have not actively sought these out. Graffiti symbols, writing or art work promoting extremist messages or images Students accessing extremist material online, including through social networking sites Parental reports of changes in behaviour, friendship or actions and requests for assistance Students voicing opinions drawn from extremist ideologies and narratives Use of extremist or hate terms to exclude others or incite violence
3 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 Teaching Approaches We will all strive to eradicate the myths and assumptions that can lead to some young people becoming alienated and disempowered, especially where the narrow approaches children may experience elsewhere may make it harder for them to challenge or question these radical influences. In Trinity this will be achieved by good teaching, primarily during PHSMSC, Social Skills and PSE lessons, but also through Citizenship days and activities within the School and College. Our teachers have read the document Teaching approaches that help build resilience to extremism among young people DfE We will ensure that all of our teaching approaches help our students build resilience to extremism and give students a positive sense of identity through the development of critical thinking skills. We will ensure that all of our staff are equipped to recognise extremism and are skilled and confident enough to challenge it through extensive training and professional development. As Trinity is a small educational provision, we are able to be flexible to adapt our teaching approaches, as appropriate, so that we can address specific issues which are affecting the school, college and wider community. The comprehensive work completed within the PHSMSC and ASDAN programmes of work show how the school response to the spiritual, moral, social, cultural, health and personal needs of the students, and within Citizenship and History days we promote British values, culture and heritage to promote a sense of pride and belonging to our community for all. Trinity School and College work with local educational provisions, families and other communities in our efforts to ensure our school understands and embraces our local context and values. We will promote the values of democracy, the rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs. We will teach and encourage students to respect one another and to respect and tolerate difference, especially those of a different faith or no faith. It is indeed our most fundamental responsibility to keep our students safe and prepare them for life in modern multicultural Britain and globally. Risk reduction Trinity Directors, the Executive Headteacher, Head of School and College and the Senior Designated Safeguarding Personnel will assess the level of risk within the Trinity School, College and Training Centre and put actions In place to reduce that risk.
4 Risk assessment may include consideration of the school s PHSMSC curriculum, SEND policy, E Safety policy, Anti Bullying Policy; Topics of Importance at School and College Assemblies, the use of Student Voice and the Emotional Wellbeing Team. The school will screen staff, visitors and volunteers to ensure that they will not deliver messages of extremism or radicalisation. Response The responsibilities of the Senior Staff and Senior Designated Safeguarding Personnel (see Appendix 2) will be to act in according with the Safeguarding and Child Protection Policy when identifying that a child or group of children and young people may be at direct risk of harm or neglect. All visitors to Trinity School and College are advised about the Safeguarding Policy and Procedure and staff are trained to Level 3 for Safeguarding, Child Protection. This policy has an Action Plan (appendix 3). Elizabeth Baines Reviewed June 2015 To be reviewed r 2016
5 Appendix 1 Indicators of vulnerability to radicalisation 1. Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism leading to terrorism. 2. 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. 3. Extremism is defined by the Crown Prosecution Service as: The demonstration of unacceptable behaviour by using any means or medium to express views which: Encourage, justify or glorify terrorist violence in furtherance of particular beliefs; Seek to provoke others to terrorist acts; Encourage other serious criminal activity or seek to provoke others to serious criminal acts; or Foster hatred which might lead to inter-community violence in the UK. 4. There is no such thing as a typical extremist : those who become involved in extremist actions come from a range of backgrounds and experiences, and most individuals, even those who hold radical views, do not become involved in violent extremist activity. 5. Students may become susceptible to radicalisation through a range of social, personal and 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. 6. Indicators of vulnerability include: Identity Crisis the student / student is distanced from their cultural / religious heritage and experiences discomfort about their place in society; Personal Crisis the student / student may be experiencing family tensions; a sense of isolation; and 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 / student 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 student / student 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 students / students may experience difficulties with social interaction, empathy with others, understanding the consequences of their actions and awareness of the motivations of others. 7. However, this 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. 8. More critical risk factors could include: Being in contact with extremist recruiters;
6 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.
7 Appendix 2 Preventing violent extremism - Roles and responsibilities Senior Designated Safeguarding Personnel Elizabeth Baines Rebecca Kennedy Georgina Moorcroft (Sept 2015) Are responsible for: Ensuring that staff of the school are aware that you are the SPOC in relation to protecting students/students from radicalisation and involvement in terrorism; Maintaining and applying a good understanding of the relevant guidance in relation to preventing students/students from becoming involved in terrorism, and protecting them from radicalisation by those who support terrorism or forms of extremism which lead to terrorism; Raising awareness about the role and responsibilities of Trinity staff and community in relation to protecting students/students from radicalisation and involvement in terrorism; Monitoring the effect in practice of the school s PHSMSC curriculum and the Curriculum Policy to ensure that they are used to promote community cohesion and tolerance of different faiths and beliefs; Raising awareness within the school about the safeguarding processes relating to protecting students from radicalisation and involvement in terrorism; Acting as the first point of contact within the school for case discussions relating to students who may be at risk of radicalisation or involved in terrorism; Collating relevant information from in relation to referrals of vulnerable students into the report progress to actions to the local authority; Sharing any relevant additional information in a timely manner. Safeguard individuals who might be vulnerable to being radicalised, so that they are not at risk of being drawn into terrorist-related activity; and Provide early intervention to protect and divert people away from the risks they face and reduce vulnerability.
8 Prevention and Duty Risk Assessment/Action Plan No POTENTIAL RISK AREA Current Position Action to be taken When Leadership 1 A lack of knowledge and understanding within Trinity School and College Team to include Directors Senior Leadership Team Staff Safeguarding Team 2 Student population lacks knowledge and understanding and is extremely vulnerable to extremism and radicalisation. The entire student population are identified as vulnerable young learners. Directors have reviewed the Extremism and Radicalisation Policy Senior Leadership, Staff, Student Population and Safeguarding Team are highly qualified in Safeguarding and Child Protection procedures. Students have access to Citizenship Programme of activity and events days. PHSMSC Curriculum provides RE which is evidenced within Social Skills lessons. PSE is followed by Key Stage 4 and 5. Personal Effectiveness and Wide Key Skills Projects are focused on improving learners ability to make good positive choices for their own safety. Democracy Day event supported knowledge and understanding of political debates and tolerance of All staff including volunteers and administrative staff are to complete Training in Extremism and Radicalisation. To organise three Citizenship Activity Days within 2015/16 EBA/GMO JKE, MWA
9 other views (political focus). Student Voice and Speaking and Listening Sessions are used to debate and challenge concepts. No POTENTIAL RISK AREA Current Position Action to be taken When Leadership 3 Communication between Directors, Senior Leadership and Staff. Staff being aware of the identified Single Point of Contact. Staff have information on the Single Point of Contact and the Designated Safeguarding Professionals within the School and College within the regularly updated Handbook and within the policies relating to Safeguarding, Child Protection and Prevention of Extremism and Radicalisation Policy. To make contact with Medway Local Authority and to establish attendance on Prevent Boards/Steering Groups at Strategic and Operational level if possible. EBA/GMO The Incident Procedure within the School and College ensures that staff are knowledgeable on the processes of ensuring that communication of concerns are made. 4 Failure to meet the needs of learners with respect to safeguarding, pastoral care and support within Trinity School and College. Emotional Wellbeing Team Learning Mentors Counselling and Coaching Therapies to nurture and support expressive and receptive language skills Head of Inclusion and To ensure that the pastoral and therapeutic team are involved with the training listed in Identified Risk 1. To ensure that the administrative team are involved with the training listed in Identified Risk 2 RKE CRO
10 Therapeutic Services and the Head of Person Centred and Transitional Provision ensure that students have access to the interventions and therapies within Trinity
11 No POTENTIAL RISK AREA Current Position Action to be taken When Leadership 5 There is no Extremism and Radicalisation Policy within the School and College The school has an up to date Safeguarding Policy. The Extremism and Radicalisation Policy is currently under development. To complete the Extremism and Radicalisation Policy June 2015 EBA 6 Policies are not communicated to staff. The policy list is identified within the Staff Handbook, all safeguarding related policies are sent to all staff via when updated, reviewed or developed. This is evidenced with a read receipt. New staff safeguarding training to be completed by Novembe. The reviewed policies will be ed to all staff with a read receipt as evidence of delivery. November 2015 GMO CRO Training Schedule identifies a focus on Safeguarding training and development. All staff are trained to Safeguarding Level 3. New staff are trained during their probationary period. 7 The management of the school environment during Activities and Events days ensures safety of students (and staff). The school has a protocol which ensures safeguarding of learners with all visitors escorted and signed in. Safeguarding policies and procedures are available on the website and within reception with immediate access to all visitors. To ensure that all visitors who are greeted by two students in all cases. Escorted journeys from the School to the College are established, and wherever possible the Activity and Event is limited to one house. CRO
12 No POTENTIAL RISK AREA Current Position Action to be taken When Leadership 8 The school and college E Safety Policy does not reference the Prevention of Extremism and Radicalisation Online The school and college employ filtering, firewall systems to prevent staff and student from accessing extremist websites and materials. Review and update the E Safety Policy to reflect the Prevention of Extremism and Radicalisation Policy. TFU 9 Learners are able to access websites using their own devices via WiFi. The school and college allows learners to have access to their mobile phones for safety reasons. However within the school day, access to mobiles are limited. To review the access to mobiles within the learning day. CRO RKE LHU 10 The system fails to alert to serious and / or repeated breaches or attempted breaches of the policy. To review the reporting systems within the ICT system of breaches or attempted breaches of the policy. TFU 11 The school has no facility for prayer To review the option of the Library or the Emotional Wellbeing Office as a place of prayer during the school day. LHU 12 The school does not have a policy covering the distribution (including electronic) of leaflets and other publishing materials There is no policy in place. To write a policy for the distribution of leaflets and other publishing materials. CRO EBA
13 No POTENTIAL RISK AREA Current Position Action to be taken When Leadership 13 The staff wear ID badges, and all visitors are identified with Visitor Badges including Service and Maintenance Personnel. Directors have their own ID badges. All visitors are issued with badges for their visit, they have to sign in at reception. All visitors are escorted throughout the day. For private meetings, they are still supported with information and communication channels kept open to ensure that safeguarding standards are maintained. To get photographs of Directors for the badges All new staff to have ID badges for Friday 4 th. All changes in personnel roles to have new ID badges for Friday 4 th r. All Visitor Badges to be checked for reference to Safeguarding and Health and Safety information. TFU CRO All staff have to wear their ID at all times, and failure to do so is a serious matter. This is highlighted in the staff handbook. 14 COSHH regulations are adhered to always, and staff have an awareness of Health and Safety All staff are trained to Level 2 Health and Safety. The Health and Safety Coordinator is trained to Level 3 A review of a policy to manage the storage, transport, handling and audit of such substances MWA CRO The COSHH guidelines are followed and staff are trained to comply with these rules. The school has the correct COSHH cupboards.
14 No POTENTIAL RISK AREA Current Position Action to be taken When Leadership 15 The safeguarding Policy does not have a reference to the Prevention of Extremism and Radicalistion Policy Both Policies are referred to within the Staff Handbook. To review the Safeguarding Policy and made a reference to the Prevention of Extremism and Radicalistion Policy. EBA 16 Safeguarding and welfare staff receive additional and ongoing training to enable the effective understanding and handling of referrals relating to radicalisation and extremism. 17 Trinity School and College does not have a critical incident management plan which is capable of dealing with terrorist related issues. This training is being dealt with in Risk 1 Advice from Medway Local Authority to be sought to support the development of this Critical Incident Management Plan. GMO EBA GMO 18 Freedom of expression is valued within the Learning Community Freedom of Expression is enabled within the school and is referenced within the Prevention of Extremism and Radicalisation Policy Staff to receive training to support their work in supporting Freedom of Expression and the challenging and debating skills for Speaking and Listening Sessions and Student Voice. October 2015 RKE EFA Georgina Moorcroft Elizabeth Baines Reviewed August 2015