Learning together to be safe. A workbook to help implement the Prevent toolkit. 1. Living in a complex changing world where everything inter-relates and interconnects.
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A workbook to help implement the Prevent toolkit
“Our generation's greatest challenge... is learning to live in a crowded and interconnected world that is creating unprecedented pressures on human society”
Prof. Jeffery Sachs
Director of the Earth Institute
Understand the context of the school
Plan and take actions
Who are the key stakeholders? Working with partners – involving the school community
Who has contributed to your shared understanding of the context? (Exercise 1)
Identify the key partners and other agencies who can contribute to each of the 4 aspects of the toolkit
Identify with your stakeholders how their attitudes and responses have changed and contributed to their school and its work
Consider the 4 aspects from Learning together to be safe to identify main actions (Exercises 3 to 6)
Process - How will you engage stakeholders in the dialogue
Identify from your context the key factors for improving achievement, safety and well-being (Exercise 2)
Use the TDA impact evaluation tool to analyse and finalise outcomes for each main area of action
Embedding – Have you identified resources and linked your actions into other strategies and resources?
What do you do now that you can build on? Are there other strategies to be added?
What resources, tools, and strategies provide support for effective implementation? (Exercise 7, Case studies, Resource catalogue, and signposts)
Who will be responsible for analysing the impact, how often, and with whom?
What are the intended outcomes and what will be the impact? - Keep the end in mind
Common understanding by all of school community of the main (2 or 3) areas for making a difference
Identify key actions (no more than 3) for each aspect of the toolkit to be included in the school improvement plan
Review and revise your contextual narrative to reflect changed circumstances and the impact of your actions
To promote highly critical and informed idealism
Student voice and open debating forums
Emotional intelligence and thinking skills
Curriculum and pedagogy
To build resilience in communities and individuals
Safer Schools Partnerships
Tutors and mentors
Parents and carers
Have you taken
account of all these
Culture and ethnicity
A shared narrative of the school and its context
Faith and religion
Information, data, intelligence
Links to local, national and global communities
Who have you talked to build the shared understanding of the context of the school?
Examples of a contextual narrative
School A: serves an area of low deprivation. Pupils from village and wide rural area. Estate of families in village with social problems, young single parent families and high crime (drug related) which inhibit opportunities. Almost all families are White British, with very few from other cultural backgrounds. Some families have very narrow experience beyond the village so some have a limited understanding of wider communities. It is also a school with a particular faith based intake policy.
School B: serves a very diverse urban community, with pupils from a very wide range of cultural, ethnic and linguistic backgrounds. Broadly: White British 22%, Black African 22%, Black Caribbean 9%, Asian 24%, Eastern European 8%. It is an area of high social mobility and significant deprivation. Families who remain in the area usually have low aspirations and high dependency. There is diversity of faiths and high levels of active worship but most travel out of the area to different faith centres.
Using your contextual statement identify with your partners 3 to 5 priorities main aspects to be the priorities and focus for your further school improvement planning.
These priorities will inform and direct your consideration of the 4 aspects of Learning together to be safe. (Exercises 3 to 6.)
Leadership and Values for improving achievement, safety, and well-being
Curriculum, Teaching and Learning
Pupil support processes
Managing risks, responding to eventsExercises 3 to 6 – Plan and take actionsThe four aspects of learning together to be safe
Use the key areas of focus (starting points) from the revised understanding of the context to review each of the four aspects of the toolkit. Plan actions (maximum of 2 or 3) for each aspect. You should start by with Leadership and Values and a review of culture and ethos.
The others can be taken in any order. Pupil support processes and Managing risks and responding to events are likely to require multi-agency approaches and partnership working.
Have teachers the skills and
confidence to raise and address
Do induction programmes
include school community
cohesion policy and
Does the school have
explicit values statements?
Does the school promote
human rights and are inclusive
for all pupils?
Does the school use
restorative approaches to
Do teachers promote
democratic and participative
approaches with teachers?
Do partners contribute to
the school’s community
How good is the school at
hearing and responding
to tensions in
How effective is the school at helping
the pupils to be active in local, national
and global communities?