Name of regulation: Prevent Duty Policy and British Values
Purpose of regulation: “The Prevent Duty is the duty in the counter-terrorism and security act 2015 (section 26) on specific authorities … to have due regard to the need to prevent people from being drawn into terrorism” Department of Education; The Prevent Duty 1st July 2015.
Approval for this regulation given by: Directors
Responsibility for its update: Directors
Regulation applies to: Fixation Academy of Performing Arts (FPA) staff, members and volunteers.
This policy is to safeguard and protect children and young people and their families against the risk of being drawn into radicalisation and at the risk of terrorism. Protecting children from the risk of radicalisation is part of Fixation Academy of Performing Arts (FPA) wider safeguarding duties. We will actively assess the risk of children being drawn into terrorism.
This policy is to assist the FPA Staff team in their understanding of the Prevent Duty and their ability to look for signs of those who are at risk and to inform Parents and Carers of our legal requirement to safeguard and protect children and their families.
This policy runs alongside our Child Protection and Safeguarding policy.
Radicalisation: the process by which a person comes to support terrorism and forms of extremism which lead to terrorism.
Extremism: active or vocal opposition to fundamental British values including but not confined to:
- The rule of law
- Individual liberty
- Mutual respect and tolerance of those with different faiths and beliefs.
∙ To ensure they have completed the online general awareness training module that is available through Channel, and have understood its content – https://www.elearning.prevent.homeoffice.gov.uk
- To understand the process and steps to take when concerns are noticed which may include making a referral to the Channel programme.
- To be able to identify children who may be vulnerable to radicalisation.
There is no single way of identifying a child or an adult who is likely to be drawn into a terrorist ideology but staff need to be alert to changes in behaviour that might indicate they are need of help or protection.
∙ To ensure a strong and trusting relationship with Key children and their families to enable to open and honest communication lines. Through this, subtle changes may be spotted easily.
∙ People from all different backgrounds and walks of life may be drawn into radicalisation and this may not be from a particular religion or ethnicity. Staff must remember to bare this in mind
- Staff must remember that the Prevent Duty does not require us or expect us to pry into family life but to remain aware of changes that may cause for concern and to report or act on them as necessary.
- Staff must remember the setting’s policy in regards to Equality and Inclusion and that all families and their children are welcome at Fixation Theatre Company. Certain religious groups are not more likely to be a part of a terrorist act or to show forms of radicalisation.
- Are to support FTC as a whole to ensure that the Fundamental British Values form a underpinning and natural part of FPA’s ethos and that we are supporting all children and their families in this process.
The British Values
The British Values are embedded within the existing EYFS and it covers the four themes of this area; Democracy, Rule of Law, Individual Liberty and Mutual Respect and Tolerance. By enabling children to explore their learning through the EYFS and supporting their development in their own Characteristics of Effective Learning, we will support them to become independent learners and critical thinker. This is in turn will support them in later life to have the confidence to challenge views and resist extremist opinions.
Through playful and meaningful learning, the children at our setting will be able children to develop social and emotional skills, alongside emotional literacy that will enable them to become strong and confident young people. We will encourage children to explore situations around religions, differences, equality, inclusion, positive identity and much more, so that this can become the foundations of their own values.
Definitions of the Fundamental British Values:
>Rule of law
It is expected that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law.
In Fixation we promote the importance of the rule of law through such things as:
- a shared class code of practice, normally created by the members.
- Feedback and group discussions on work
- FPA’s policies which set clear boundaries are explained clearly to members.
- liability is stressed to all stakeholders including staff, students and governors.
Democracy can be seen as equality of rights and privileges. It can also refer to our nation’s electoral systems. In FPA we promote the importance of democracy through such things as:
- The free and fair electoral process for members positions of responsibility within activities.
- Members are encouraged to consider alternative pathways in classes.
- Members Voice on key FPA decisions. For example, youth, children meetings, choice of play, theme etc
Individual liberty suggests the free exercise of rights generally seen as outside Government control. In FPA we promote the importance of individual liberty through such things as:
- The increasing liberty afforded to members as they move up through the years. ∙ Members are encouraged to voice views in lessons.
- Members are offered autonomy over choices regarding academic pathways.
The proper regard for an individual’s dignity, which is reciprocated.
In FPA we promote the importance of mutual respect through such things as:
- Session code of practice.
- FPA’s ethos statement
- Clear guidance on good behaviour in all areas around the venues FPA Hires
- FPA’s behavior policy.
- Equal opportunities policy.
Tolerance of Those with Different Faiths, Religions and Beliefs.
A fair, objective, and permissive attitude to those whose faith and beliefs may differ from one’s own. In school we promote the importance of tolerance of those with different faiths and beliefs through such things as:
- Observance of religious festivals and services.
- Acceptance of different faiths.
- Religious Studies taught to all students.
- Faith talks, discussions and character development to incorporate within performances.
Prevent Single Point of Contact (SPOC)
The single point of contact will normally be the Designated Safeguarding Lead (DSL).
The SPOC for FPA is Laura Davitt.
If there any concerns a member of staff should inform the SPOC (and/or the DSL). There is a form to assist in reporting any concerns.
The DfE Due Diligence and Counter Extremism Group have a confidential telephone helpline 020 7340 76244.
Below are a number of risk indicators to help staff and volunteers identify causes for cocern relating to anti-terrorism. It may be one of these indicators below or several combined. Any concerns must be reported using the form attached to this policy.
Indicators of an identity crisis:
- Distancing themselves from their cultural/religious heritage
- Uncomfortable with their place in society
- Changing style of dress or personal experience to accord with the group
- Conversation increasingly focussed on a particular (potentially extremist) ideology
- Possession of materials or symbols associated with an extremist cause
Indicators of a personal crisis:
- Family tensions
- A sense of isolation
- Low self-esteem
- Disassociation from existing friendship groups
- Loss of interest in activities which they previously engaged with
- Searching for answers to questions about identify, faith and belonging
Indicators of vulnerability through personal circumstances:
- Local community tensions
- Events affecting their country or region of origin
- Alienation from UK values
- A sense of grievance triggered by personal experience of racism or discrimination
Indicators of vulnerability through unmet aspirations:
- Perceptions of injustice
- Feelings of failure
- Rejection of civic life
- Using derogatory language about a particular group
- Inappropriate forms of address
- Possession of prejudice related material
- Property damage
- Refusal to cooperate with teachers/adults requests
- Condoning or supporting engagement with extremist ideologies or groups
It should also be remembered that outside events, such as tensions in the local community, events in the country of origin, in the case of migrants, or major world events can also disproportionately affect the feelings and actions of young people. All staff should be alert to these events and be ready to help young people understand them, and put them into context.
Making a judgement
When making a judgement, staff should ask themselves the following questions:
- Does the child have access to extremist influences?
- Does the child access the internet for the purposes of extremist activities (e.g. using closed network groups, accessing or distributing extremist material, contacting covertly using Skype, etc.)?
- Is there a reason to believe that the child has been, or is likely to be, involved with extremist organisations?
- Is the child known to possess or actively seek extremist literature/other media likely to incite racial or religious hatred?
- Does the child sympathise with or support illegal/illicit groups?
- Does the child support groups with links to extremist activity?
- Has the child encountered peer, social, family or faith group rejection?
- Is there evidence of extremist ideological, political or religious influence on the child?
- Have international events in areas of conflict and civil unrest had a noticeable impact on the child?
- Has there been a significant shift in the child’s outward appearance that suggests a new social, political or religious influence?
- Has the child come into conflict with family over religious beliefs, lifestyle or dress choices?
- Does the child vocally support terrorist attacks; either verbally or in their written work?
- Has the child witnessed or been the victim of racial or religious hate crime?
- Is there a pattern of regular or extended travel within the UK?
- Has the child travelled for extended periods of time to international locations?
- Does the child have experience of poverty, disadvantage, discrimination or social exclusion?
- Does the child display a lack of affinity or understanding for others?
- Is the child the victim of social isolation?
- Does the child demonstrate a simplistic or flawed understanding of religion or politics?
- Is the child a foreign national, refugee or awaiting a decision on their/their family’s immigration status?
- Does the child have insecure, conflicted or absent family relationships?
- Has the child experienced any trauma in their lives, particularly trauma associated with war or sectarian conflict?
- Is there evidence that a significant adult or other person in the child’s life has extremist views or sympathies?
Critical indicators include where the child is:
- In contact with extremist recruiters
- Articulating support for extremist causes or leaders
- Accessing extremist websites
- Possessing extremist literature
- Using extremist narratives and a global ideology to explain personal disadvantage
- Justifying the use of violence to solve societal issues
- Joining extremist organisations
- Making significant changes to their appearance and/or behaviour
Channel is a programme which provides support for those who are vulnerable and may be being drawn towards terrorism.
Schools may refer individuals to the Channel panel, however as the programme is voluntary the student may decline. There is an online training module available for school staff. https://www.gov.uk/government/publications/channel-guidance
The Local Authority Safeguarding Board (MASH) is responsible for coordinating what is being done by all the local agencies. https://www.barnet.gov.uk/citizen-home/children-young-people-andfamilies/Safeguarding-children/multi-agency-safeguarding-hub-mash.html
Date: 6th September 2021
Date to be reviewed: September 2022