Welcome

1. Welcome Schools Training Session 29th September 2015 Prevent and Reducing Extremism Duties Prevent should be seen as part of the existing school safeguarding framework

2. Introduction Prevent and Reducing Extremism Duties Schools duty – a safe place All Schools staff have a role Inter agency working together to promote welfare and protect from harm National Prevent Strategy Early Intervention – support for education institutions

3. Context in Education Prevent and Reducing Extremism Duties • The act • How did we get here? • The picture so far • Guidance for schools • What schools need to do

4. The Act: • Section 26 came into force on 1 July 2015 • A duty for specified authorities (this is a school or college) to have: “due regard to the need to prevent people from being drawn into terrorism” • Schedule 6 confirms that all schools (whether maintained or independent are specified authorities for the purpose of the act)

5. The Act – what does this mean?: • All specified authorities (schools) as a starting point, should demonstrate an awareness and understanding of risk of radicalisation in their area, institution or body. This risk will vary greatly and can change rapidly, but no area, institution or body is free from risk paragraph 14 – Prevent guidance

6. How did we get here?: • Trojan Horse affair - Birmingham • Three missing London school girls travelling to Syria to join Isil – February 2013 • ISIS: two more teens feared to have the fled the UK to join a terror group in Syria – April 2015 • Other examples in the media daily

7. The Picture so Far • RBWM History – last three years • Leadership session in May 2014 – on the Prevent Strategy (Channel Pathway) • Publication of the Prevent Within Schools tool kit via the leadership update

8. What Guidance is there? • The Prevent duty Departmental advice for schools and childcare providers (June 2015) • Promoting fundamental British values as part of Spiritual, Moral, Social and Culture (SMSC)in schools Departmental advice for maintained schools (November 2014) • Keeping Children Safe in Education (July 2015)

9. What is the prevent duty for schools? There are four key duties for schools: • Identify local risks • Identify at risk students • Work in partnership with other agencies • Keep children safe online where much of the radicalisation takes place (Phones not just PCs and Laptops)

10. What Schools need to do? • Assessing the risk of children being drawn into developing extreme/radical views. • Demonstrate that they are safeguarding children and young people from being drawn into terrorism by having robust safeguarding policies. • Ensure that their safeguarding arrangements take into account the policies and procedures of the Local Safeguarding Children Board. • make sure that staff have training that gives them the knowledge and confidence to identify children at risk of being drawn into terrorism, and to challenge extremist ideas which can be used to legitimise terrorism • Expected to ensure children are safe from terrorist and extremist material when accessing the internet in school.

11. Linking British Values All schools must meet the requirements set out in section 78 of the Education Act 2002 and promote the spiritual, moral, social and cultural values (SMSC) to develop their pupils in: Self knowledge, self esteem and self confidence, distinguish right from wrong, contributing to their locality and society, further tolerance and harmony encourage respect for other people and the rule of the law. Ofsted will be the judge

12. What Schools need to do? Embedding Prevent – (Prevent Within Schools) Prevent practitioners have identified that embedding Prevent within schools is challenging and can often depend on an individual institutions response to delivering the strategy. The Tool Kit has been produced to help support Prevent delivery in schools and aims to highlight activity and best practice as well as identifying opportunities to manage any potential risks. The tool kit can be used by schools to embed Prevent focusing on key areas such as staff training, partnership working, online safety and safeguarding policies.

13. TVP and SECTU Prevent and Reducing Extremism Duties • The South East picture and links to national prevent agenda and Channel • Risk assessment and referral pathways SECTU and TVP Reps

14. ChannelSupporting those vulnerable to radicalisation RESTRICTED

15. “Radicalisation is usually a process not an event. During that process it is possible to intervene to prevent vulnerable people being drawn into terrorist-related activity” RESTRICTED

16. Prevent Objectives RESTRICTED Respond to the ideological challenge of terrorism and the threat we face from those who promote it; Prevent people from being drawn into terrorism and ensure that they are given appropriate advice and support; and  Work with sectors and institutions where there are risks of radicalisation which we need to address. RESTRICTED

17. What is CONTEST? 4P’s: Pursue – to stop Terrorist attacks Protect – to strengthen our protection against attack Prepare – if an attack occurs, to mitigate the impact Prevent – to stop people becoming Terrorists or supporting Violent Extremism RESTRICTED

18. What is Channel? A multi-agency programme to identify and provide support to people at risk of radicalisation by: Identifying those who are at risk of being recruited or are being recruited by terrorists Assessing the nature and extent of that specific risk And, where necessary,referring to an intervention provider. RESTRICTED RESTRICTED

19. Channel Guidance March 2015Counter Terrorism and Security Act 2015 Restricted

20. Overview Restricted Police will co-ordinate referrals to the Panel; making an initial assessment (PCM) and referring appropriate cases to the panel for consideration. Police to filter out inappropriate referrals (section 37 CG) as vulnerabilities that do not include terrorism are not suitable for Channel. (section 38 CG) The LA to ensure multi agency panel exists and Chair the Panel, to formulate a plan and signposting those referrals that are not adopted. (Section 37(5))

21. Make up of a Panel Restricted Local Authority (Chair), Police, Children and Adult Social Care and NHS. Chair to decide on additional partners including the following: Social workers / schools (incl. Colleges and Universities) / YOS / Directors of Children and Adult Services / Chairs of LSCBs and LSABs / LA safeguarding managers / Troubled Families Team / Immigration Enforcement / Border Force / Housing / Prisons / Probation.

22. Channel Panel Roles Restricted Channel Police Practitioner (CPP) who is a Prevent Officer manage referrals and process in a timely way, increasing knowledge of members, improving effective relationships, briefing Chair on all referrals and above all managing RISK. Channel Coordinator to provide expertise and support based on national guidance and provide consistency across the Region. LA Chair to oversee all cases, ensure appropriate representation, effective statutory agency relationships, producing an appropriate support plan that identifies and manages risk, holding the agencies to account.

23. Criteria for Channel Restricted Referrals to be voluntary (Children to have parental consent) Association with any non proscribed organisation is not in itself sufficient to justify a referral but would require additional behaviours that suggests that they are moving towards terrorism rather than just associating or being attracted to a group that manifests extreme ideologies. (section 55 CG) If referral is a MAPPA subject than MAPPA takes precedence but can seek advice from Channel, MAPPA subjects should be assessed on a case by case basis before inclusion onto Channel.

24. Channel began as a Home Office Pilot in 2007 at two locations. It expanded in 2008 and 2009 and now has been adopted across England and Wales. RESTRICTED

25. Key Messages Channel covers all forms of violent extremism/terrorism All Channel referrals are treated and viewed as VICTIMS (pre-Criminal space) Channel is an extension of existing safeguarding procedures and not a process for criminalising people. Channel is based on a multi-agency partnership approach at the heart of which is effective information sharing. RESTRICTED RESTRICTED

26. Violent Extremism? RESTRICTED

27. Can you identify the form of extremism related to these individuals

28. Easy to Identify? There is no single profile of an individual who is vulnerable to radicalisation. Relies on your professional judgement. it is key to share concerns. Someone else may have a key piece of the ‘jigsaw’.

29. Possible Indicators of Vulnerability Identity crisis Links to criminality Absence of positive mentors/role models Exposure to traumatic events and violence Mental health issues  Expressing support for violent extremist causes Possession of violent extremist literature Behaviour and behavioural changes i.e. withdrawal from peers, withdrawal from mainstream society and possibly family. RESTRICTED

30. The Internet RESTRICTED The increased use of the Internet by extremist groups is allowing more and more people to be reached. Social media –in direct contact with extremists all around the world. Access to graphic images as well as extremist rhetoric All forms of extremists are now using this

31. CMIS Vulnerability Assessments Role: As a methodology for assessing vulnerability As a means of tracking change As a means of evaluating the channel project. RESTRICTED

32. CMIS Vulnerability Assessments Key points: • It is not a scoring matrix. The number of factors present doesn’t equate with the degree of vulnerability. They just capture the areas of vulnerability • Identifying vulnerabilities is necessary for effective intervention and the understanding of individual risk management RESTRICTED

33. Full CMIS vulnerability assessment Engagement Intent Feelings of anger and injustice Feelings of threat and insecurity Need for identity and belonging Need for status Need for excitement and adventure Dominance and control Susceptibility to indoctrination Political/moral motivation Opportunistic involvement Family or friends support extremism Transitional periods Group influence and control Mental Health 15.Over-identification with a group or cause 15.‘Them and us’ thinking 16. Dehumanisation of the enemy 17. Attitudes that justify offending 18. Harmful means to an end 19. Harmful objectives Vulnerability 20. Individual knowledge, skills or competencies 21. Access to networks, funding or equipment 22.Criminal history Capability RESTRICTED CMIS - Restricted 33

34. Case study Contacted by a School Head from Berkshire in last 2 months. Staff had noticed that a pupil in the 6th form was using the school computers constantly. Further investigation established that he had been viewing extreme images of beheadings and other violent material School computers checked and it was discovered that he had visited several hundred sites showing similar images RESTRICTED

35. Dealt with in conjunction with the school Young man spoken to together with parents Not actually linked to extremist views but there was an issue with being obsessed with violent images –needed other support. RESTRICTED

36. Case Study A 15 year old boy at a school in Berkshire has written some essays that support ISIS. The teacher has spoken to him about the essays and he vigorously supports the views in the essays. He has become disruptive in some lessons and does not accept that any other religion should be allowed to be followed. He has shown anti-Semitic views in class discussions RESTRICTED

37. His parents are called into school and his father comes in to see the Head Teacher. His father does not think that his behaviour and views are anything to worry about. The School contact Prevent and make a referral. A Prevent officer speaks to the young man and his father at school with the head. It is apparent that a lot of the views are very muddled and that he has formed them after looking at material on the internet. RESTRICTED

38. It is agreed that the young man would be referred to the Channel Programme. The Channel Programme appoints an Intervention worker to work with the the young man –discussion sessions are run at the school with the full agreement of the father. The Intervention worker is able to establish that the young man has very limited Islamic knowledge and has muddled lots of different ideas. RESTRICTED

39. He is able to give him work to do at home reading texts and looking at web sites where he develops a better understanding of his faith. There are other issues at home –his parents are very strict with him. The Intervention provider also persuades the father to allow the young man to take part in other outside activities and take part in sport and other interests. The whole family visit the Intervention providers youth centre in London where support is given to young people and their families. RESTRICTED

40. Case Study Further education college become concerned about a 17 year old girl who seems to be developing extreme Right Wing views She has autism and is becoming very obsessed with some Right Wing ideas. The college check her internet use and find that she has been looking at material relating to Anders Breivik. It is also established that she has been using Right Wing forums on the Internet and is in touch with individuals with Right Wing views. RESTRICTED

41. She discloses that some of these individuals have been arrested for Threats to Kill Referral is made to Prevent Currently seeking to get this individual into Channel. Contact made with Health around the autism issues. RESTRICTED

42. How do we make a Referral – Preventreferrals@thamesvalley.pnn.police.uk Regional Channel Coordinator Shaun Greenough Shaun.greenough@thamesvalley.pnn.police.uk 07900709126 RESTRICTED

43. On-Line Safety Prevent and Reducing Extremism Duties Radicalisation and Safeguarding in Schools Paul Hay

44. Paul Hay RadicalisationSafeguarding in Schools

45. CONTEST • CONTEST is the Government’s Counter Terrorism Strategy, • The aim is • ‘to reduce the risk to the UK and its interests overseas from terrorism, • so that people can go about their lives freely and with confidence’.

48. Signs and Symptoms Radicalisation– Physical Indicators • Graffiti symbols on exercise books, writing or artwork promoting extremist messages or images • Possession of extremist literature • Attempts to access extremist websites and associated password protected chat rooms / accessing terrorist related material online, including through social network sites • Sudden and/or unexplained changes in appearance (clothes, personal grooming).

49. Signs and Symptoms Radicalisation– Behavioural Indicators • Changes in behaviour, friendships or actions / withdrawal from family and peers • Hostility towards former associates and family • Association with prescribed organisations and those that hold extremist views • Expressed opinions – such as support for violence / values of extremist organisations and terrorism related ideologies and narratives • Use of extremist or hate terms to exclude others or incite violence. • Substance & alcohol misuse • Influence from older people or via the Internet • Bullying • Crime & anti-social behaviour • Domestic violence and / or Family tensions • Victim of race/hate crime • Mental Health Issues • Lack of self -esteem or identity • Voicing grievances (personal or political)