British Values Anti-radicalisation/Prevent Education Policy Updated: May 2016 Links: Policy Document links: PSHE Programme, Assembly & Tutor Time Rota, School Calendar, Curriculum Areas Anti-bullying policy, Inclusion & Diversity policy, Relationships & Sex Ed Policy, Behaviour Policy, PSHE Policy Next Update: May 2018 Page 1
Contents: Section 1: Introduction Page 3 Section 2: School Ethos & Practice Page 4 Section 3: Teaching Approaches Page 5 Section 4: The Promotion of British Values Page 6 Section 5: The Use of External Agencies and Speakers Page 8 Section 6: Whistle-Blowing Page 9 Section 7: Child Protection (including e-safety) Page 10 Section 8: Training Page 10 Section 9: Recruitment Page 10 Section 10: Role of the Governing Body Page 11 Section 11: Policy Adoption, Monitoring & Review Page 11 Page 2
1. Introduction 1.1 The Coopers Company & Coborn School is committed to providing a secure environment for students, where children feel safe and are kept safe. All adults in our school recognise that safeguarding is everyone s responsibility irrespective of the role they undertake or whether their role has direct contact or responsibility for children or not. Our school motto of Love as Brethren is central to our approach to tackling extremism and safe-guarding children. 1.2 This policy also sets out the four key areas within which the DfE has defined British values, and the ways in which our students learn and develop understanding of these areas, both through the curriculum, extracurricular and other opportunities. 1.3 In adhering to this policy and procedures staff and visitors will contribute to our 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 s175 of the Education Act 2002 (s157 of the Education Act 2002.) Our school s Preventing Extremism and Radicalisation Safeguarding Policy also draws on: guidance in the London Child Protection Procedures DfE Guidance Keeping Children Safe in Education, 2014 DCSF Resources 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 Peter Clarke s Report of July 2014. 1.4 The National Prevent Strategy: The Coopers Company and Coborn School supports the Home Office 4P Prevent strategy to combat radicalisation and terrorism. The 4P s are: Protect - to strengthen protection against a terrorist attack in the UK or against its interests overseas and so reduce their vulnerability. This work focuses on border security, the transport system, national infrastructure and public places Prepare - to mitigate the impact of a terrorist attack where that attack cannot be stopped. This includes work to bring a terrorist attack to an end and to increase the UK's resilience to facilitate recovery from its aftermath Pursue - to stop terrorist attacks by detecting, prosecuting and otherwise disrupting those who plot to carry out attacks against the UK or its interests overseas Prevent - to stop people from becoming or supporting terrorism. This includes countering terrorist ideology and challenging those who promote it; supporting individuals who are especially vulnerable to becoming radicalised; and working with sectors and institutions where the risk of radicalisation is assessed to be high. 1.5 Whilst the first three strands are clearly the remit of the Government and security services, the fourth one is one to which schools and those who work with young people can contribute. Our school acknowledges this, supports the strategy and strives to take an active part of the Prevent section of the strategy both as a whole school and an individual level. Page 3
1.6 Prevent is a strategy that works to prevent the growth of issues that create a climate which facilitates radicalisation to occur, by creating a climate of mutual trust in which young people grow and develop. This climate works against creating circumstances in which young people feel isolated and become vulnerable to exploitation by those who wish to further a radical agenda. The creation of a school that is a secure and safe place based on appreciation and respect for all has always been a stated aim of The Coopers Company & Coborn School and continues to be so in the school s clear statement of Equality and related policies and procedures. 1.7 Extremism in all its forms has no place at Coopers Coborn, as exposure to both extremist materials and influences is detrimental to the development of young people. 2. School Ethos and Practice 2.1 When operating this policy we use 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. 2.2 The full Government Prevent Strategy can be viewed at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/97976/preven t-strategy-review.pdf 2.3 There is no place for extremist views of any kind in our school, whether from internal sources students, staff or governors, or external sources - school community, external agencies or individuals. Our students see our school as a safe place where they can explore controversial issues safely and where our teachers encourage and facilitate this we have a duty to ensure this happens. 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. We also recognise that if we fail to challenge extremist views, we are failing to protect our students. 2.4 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. We therefore 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 marginalized. 2.5 We are also 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. Any prejudice, discrimination or extremist views, including derogatory language, displayed by students or staff will always be challenged and where appropriate dealt with in line with our Behaviour Policy for students and the Discipline and Dismissal Policy for staff. Page 4
2.6 Where misconduct by a teacher is proven in relation to extremism, or concerns regarding extremism are raised, the matter will also be referred to the police by the Headteacher. 2.7 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 pupils 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 Partner schools, local authority services, and police reports of issues affecting pupils in other schools or settings Students voicing opinions 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 2.8 Our school will closely follow agreed procedures as set out by the Local Authority s agreed processes and criteria for safeguarding individuals vulnerable to extremism and radicalisation. 2.9 In the event of concerns about a person becoming radicalised the matter should be dealt with in line with our Safeguarding and Whistleblowing policies and the Child Protection Officer will be informed. 3. Teaching Approaches 3.1 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 our school this will be achieved by good teaching, primarily via our PSHE, tutor time and assembly programme but also by adopting the methods outlined in the Government s guidance Teaching approaches that help build resilience to extremism among young people DfE 2011. 3.2 We will ensure that all of our teaching approaches help our students build resilience to extremism and give pupils a positive sense of identity through the development of critical thinking skills. 3.3 We will ensure that all of our staff are equipped to recognize extremism and are skilled and confident enough to challenge it. 3.4 Self-esteem is critical to eradicating extremism. With this in mind, we have a developed praise and reward policy system in the school, through the use of E-praise. We also have an important House System to foster collegiality, healthy competition and a sense of identity. Page 5
3.5 We will be flexible enough to adapt our teaching approaches, as appropriate, so as to address specific issues so as to become even more relevant to the current issues of extremism and radicalisation. This is primarily achieved through our assembly programme. 3.6 Our broad and varied extra-curricular provision, as well as our wide range of trips and visits learning beyond the classroom is a central pillar in broadening students horizons, tackling isolation and creating well-rounded young people. It is clear that one of the main causes of radicalisation is isolation, individualism and low self-esteem our extra-curricular provision attempts to tackle this. 3.7 Our work in tackling extremism and promoting British values is central to the school s approach to the spiritual, moral, social and cultural development of pupils as defined in Ofsted s School Inspection Handbook. We have a clear PSHE/SMSC policy which is integral to the life of the school 3.8 One of our goals is to build mutual respect and understanding and to promote the use of dialogue not violence as a form of conflict resolution. We will achieve this by using a curriculum: which is broad and balanced explicitly creates two PSHE conference days each year which centres on the importance of learning beyond the classroom enriches student s individual identities by using the history of the school, links with alumni and The Coopers Company to broaden student experiences promotes religious education as a compulsory element at KS4 ensures continuation in sport at KS4 as a recognised qualification introduces students to key issues around extremism and British values through a specialised Year 7 curriculum Politics 3.9 We will also work with local partners, families and communities in our efforts to ensure our school understands and embraces our local context and values in challenging extremist views and to assist in the broadening of our pupil s experiences and horizons. 3.10 We will help support pupils who may be vulnerable to such influences as part of our wider safeguarding responsibilities and where we believe a pupil is being directly affected by extremist materials or influences we will ensure that that pupil is offered intervention. Additionally in such instances our school will seek external support from the Local Authority and/or local partnership structures working to prevent extremism. 3.11 At our school we 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 pupils 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 pupils safe and prepare them for life in modern multi-cultural Britain and globally. 4. The Promotion of British Values 4.1 Fundamental British values are defined by the DfE as: Page 6
Democracy: Respect for democracy and support for participation in the democratic process The rule of law: Respect for the basis on which the law is made and applies in England Individual liberty: Support and respect for the liberties of all within the law Mutual respect and tolerance: Support for equality of opportunity for all and respect and tolerance of different faiths and religious and other beliefs 4.2 At this school, we believe passionately that our role is to : Enable pupils to develop their self-knowledge, self-esteem and self-confidence Enable pupils to distinguish right from wrong and to respect the civil and criminal law of England Encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated, and to society more widely Enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England Further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own cultures Encourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010 Encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which the law is made and applied in England 4.3 How do we actively promote British Values at The Coopers Company and Coborn School? We aim to develop the following attributes through various models of delivery: An understanding as to how citizens can influence decision-making through the democratic process Use our rich 480 year history to promote certain traditions and values e.g. raising the Union Jack every morning from a multi-faith perspective An understanding that participation in elections by those opposed to democracy should be allowed by law, but the success of such candidates is undesirable for the well-being of society if it would lead to the end of democracy An understanding that bodies such as the police and the army can be held to account by the people, through the democratic organs of government An understanding that the freedom to hold other faiths and beliefs is protected in law, and an acceptance that other people having different faiths or beliefs to oneself (or having none) should not be the cause of prejudicial or discriminatory behaviour. 4.4 Promoting Democracy We provide pupils with a broad general knowledge of and promote respect for public institutions and services through lessons, assemblies, speaker events and curriculum programmes. This is explicitly covered in Year 7 Politics Including student representation on all key staffing appointments made to the school Use the Form Representative System and Charity Representative System to teach pupils how they can influence decision making through democratic process Page 7
Develop leadership capacity at the school through the use of captaincy positions, mentoring and colours awards Run mock elections and mock referendums to link with national political events Include information about the advantages and disadvantages of democracy and how it works in Britain and abroad through the PSHE, History, Geography, RS, English Curricula at KS3 /4, broadening to include Business Studies, Politics, Economics at KS5 Encourage students to be aware of injustice, perceived or real and think about ways in which this can be challenged through school processes or in the wider world, Charity Fundraising initiatives and awareness raising campaigns. 4.5 The Rule of Law Ensure school rules and expectations are transparent, clear and fair, available for all to consult and that they are used consistently across the different areas and age groups within the school. This is done through the Coopers Coborn Charter. The school has a clear Behaviour Policy which is transparent and shared with staff, students and parents In KS3 History, we take all students to the WW1 Battlefields to learn the consequences of the rule of law breaking down Help pupils to distinguish right from wrong through discussion and modelling positive behaviour through student captaincy positions Through KS3 History and RE study when the rule of law breaks down e.g. Nazi Germany and what implications this has for differing groups Police visits are used to build links between and understanding of the local constabulary and their work to support the local community Help pupils to understand that the law is to be respected through upholding and adhering to it as a community and to our own school rules. Page 8 4.6 Individual Liberty Support all pupils to develop positive self-esteem, self-confidence and self-awareness and self-knowledge. Encourage pupils to assume responsibility for their own behaviour and acknowledge the effects it may have on others. Challenge stereotypes and promote individuality at every opportunity, modelled by staff and older students to set positive examples through the school. Work tirelessly to establish and maintain a climate in which all students feel safe and bullying is not tolerated Deliver a diverse speaker programme to expose pupils to people from a wide range of backgrounds and belief systems. 4.7 Respect and Tolerance Promote respect for individual differences Use curricular and extra-curricular opportunities to expose pupils to British and other cultures, their ways of life and faiths, encourage and support pupils in growing their understanding and appreciation of these e.g. Y8 visit to Mosques Use our Multi-Faith group as a vehicle to embrace and accept different ways of worship and different perspectives on faith.
. Use curricular opportunities: RS to encourage critical thinking and deeper understanding of difference and beliefs. Discuss differences between people: ethnicity, gender, faith, disability, sexuality and family situations such as young carers or looked after children ensuring that pupils can understand these different elements within British society. 5. Use of External Agencies and Speakers 5.1 We encourage the use of external agencies or speakers to enrich the experiences of our pupils; however we will positively vet those external agencies, individuals or speakers who we engage to provide such learning opportunities or experiences for our pupils. 5.2 Such vetting is to ensure that we do not unwittingly use agencies that contradict each other with their messages or that are inconsistent with, or are in complete opposition to, the school s values and ethos. We must be aware that in some instances the work of external agencies may not directly be connected with the rest of the school curriculum so we need to ensure that this work is of benefit to all pupils. 5.3 Our school will therefore assess the suitability and effectiveness of input from external agencies or individuals to ensure that: Any messages communicated to pupils are consistent with the ethos of the school and do not marginalise any communities, groups or individuals Any messages do not seek to glorify criminal activity or violent extremism or seek to radicalise pupils through extreme or narrow views of faith, religion or culture or other ideologies Activities are properly embedded in the curriculum and clearly mapped to schemes of work to avoid contradictory messages or duplication Activities are matched to the needs of pupils Activities are carefully evaluated by schools to ensure that they are effective 5.4 We recognise, however, that the ethos of our school is to encourage pupils to understand opposing views and ideologies, appropriate to their age, understanding and abilities, and to be able to actively engage with them in informed debate, and we may use external agencies or speakers to facilitate and support this. 5.5 By delivering a broad and balanced curriculum, augmented by the use of external sources where appropriate, we will strive to ensure our pupils recognise risk and build resilience to manage any such risk themselves where appropriate to their age and ability but also to help pupils develop the critical thinking skills needed to engage in informed debate. 6. Whistle Blowing 6.1 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. Please refer to School Whistle Blowing Policy. Page 9
7. Child Protection (including e-safety) 7.1 Please refer to our Child Protection Policy for the full procedural framework on our Child Protection duties. 7.2 Staff at our school will be alert to the fact that whilst Extremism and Radicalisation is broadly a safeguarding issue there may be some instances where a child or children may be at direct risk of harm or neglect. For example; this could be due to a child displaying risky behaviours in terms of the activities they are involved in or the groups they are associated with or staff may be aware of information about a child s family that may equally place a child at risk of harm. (These examples are for illustration and are not definitive or exhaustive) Therefore all adults working at our school (including visiting staff, volunteers, contractors, and students on placement) are required to report instances where they believe a child may be at risk of harm or neglect to the Child Protection Officer. 7.3 The Child Protection Officer is the focus person and local expert 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 7.4 The school places great focus on its duties regarding radicalisation and e-safety. In the KS3 Computer Science curriculum, the issue of e-safety is a really important one and is explicitly covered. Each year we promote Internet Safety Week as a school with assemblies on the topic at every key stage. We also expect all students to sign an ICT User-Agreement which deals explicitly with the issue of e-safety. These issues are also picked up through our PSHE curriculum. 7.5 The school uses a wide range of filtering software to ensure that students are unable to access radical material on the school ICT equipment. As we all as this, we also monitor student internet use on a regular basis to ensure the appropriateness of what is being accessed. This double protection is an important part of our strategy in protecting our students. 8. Training 8.1 Whole school in-service training on Safeguarding and Child Protection will be organised for staff and governors at least every three years and will comply with the prevailing arrangements agreed by the Local Authority and will, in part, include training on extremism and radicalisation and its safeguarding implications. 8.2 The Child Protection Officer will attend training courses as necessary and the appropriate interagency training at least every two years, again this will include training on extremism and radicalisation and its safeguarding implications. 9. Recruitment 9.1 The arrangements for recruiting all staff, permanent and volunteers, to our school will follow LA guidance for safer recruitment best practice in education settings, including, but not limited to, ensuring that DBS checks are always made at the appropriate level, that references are Page 10
always received and checked and that we complete and maintain a single central record of such vetting checks. 9.2 We will apply safer recruitment best practice principles and sound employment practice in general and in doing so will deny opportunities for inappropriate recruitment or advancement 9.3 We will be alert to the possibility that persons may seek to gain positions within our school so as to unduly influence our schools character and ethos. We are aware that such persons seek to limit the opportunities for our students thereby rendering them vulnerable to extremist views and radicalisation as a consequence. 9.4 Therefore, by adhering to safer recruitment best practice techniques and by ensuring that there is an on-going culture of vigilance within our school and staff team we will minimise the opportunities for extremist views to prevail. 10. Role of Governing Body 10.1 The Governing Body of our School will undertake appropriate training to ensure that they are clear about their role and the parameters of their responsibilities as Governors, including their statutory safeguarding duties. 10.2 The Governing Body of our school will support the ethos and values of our school and will support the school in tackling extremism and radicalisation. 10.3 The Governing Body at The Coopers Company and Coborn School has appointed a link governor, and ex-child Protection Officer to work closely with the school s current Child Protection Officer. 10.4 In line with Recommendation 13 of Peter Clarke s report details of our Governing Body will be published on our school website to promote transparency. 10.5 In line with the provisions set out in the DfE guidance Keeping Children Safe in Education, 2014 the governing body will challenge the school s senior management team on the delivery of this policy and monitor its effectiveness. 10.6 Governors will review this policy regularly (every two years) and may amend and adopt it outside of this timeframe in accordance with any new legislation or guidance or in response to any quality assurance recommendations pertaining to the delivery of this policy and the overall safeguarding arrangements made. 11. Policy Adoption, Monitoring and Review 11.1 This policy was considered and adopted by the Governing body in line with their overall duty to safeguard and promote the welfare of children as set out in the DfE guidance Keeping Children Safe in Education Page 11
11.2 Parents will be issued with a hard copy of this policy on request. This policy will also be made available to parents via the school website. 11.3 The Deputy Head Teachers will actively evaluate the effectiveness of this policy by reviewing it on an on-going basis, working closely with the Child Protection Officer. Page 12