Safeguarding / Child Protection Policy
Meadow High School
Safeguarding and Child Protection Policy
Safeguarding and Child Protection Policy — New Version
Date of Approval:
Review by Date:
Jane Richards/ Ross Macdonald
Meadow High School
Senior Management Team
Governor Committee (where appropriate) A roved B
For Action By
For Information to:
Approval requested to upload on Meadow High School Website:
Date of Policy Equality Impact Assessment:
Impact Assessment was carried out by:
The aim of this policy is to set out how Meadow High School will ensure that all pupils are safeguarded and protected from harm in line with statute, regulation, guidance, national minimum standards and good practice.
1. Statement of Policy
This policy provides the framework whereby Meadow High School will safeguard and protect children and young adults from harm whether the source of harm is identified as being within the pupil's home environment, harm caused by fellow pupils, harm from staff or volunteers or self-harm or harm from any other source. The policy covers child protection procedures, safeguarding, Prevent and FGM
We will always work in the best interest of the child/young person
Although principles are similar, the safeguarding and protection of adults and children are governed by different legislation. A child is subject to legislation on account of their age and an adult by their vulnerability. All pupils at Meadow High School are regarded as vulnerable on account of their disability. Meadow High School recognises the right of all people to live and work in a safe environment and in an environment where they feel safe. We are committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and will do this by adopting the following principles:
- Everyone at Meadow High School has a responsibility to prevent, recognise and act on abuse and neglect.
- Everyone has the right to live free from abuse and neglect.
- Everyone has the right to be treated with respect and dignity and with a right to privacy.
To ensure this Meadow High School will:
- Help pupils keep themselves safe.
- Not tolerate any kind of abuse to anyone.
- Keep the interests of pupils at the centre of any safeguarding activity. Involve pupils and the parents and family, as appropriate, in decision-making and investigations of abuse.
- Ensure our pupils are aware of safeguarding policies and procedures. Ensure all staff and volunteers understand their role in relation to safeguarding.
- We will provide appropriate training and ensure staff are competent in preventing, recognising and acting on abuse and neglect, and create the conditions whereby pupils are kept safe.
- Promote an organisational culture of openness so that staff, volunteers and pupils can raise their concerns and know that they will be listened to without worrying that something bad will happen as a result.
- Ensure that all actions will take into account and respond to an individual's race, culture, religion, gender, sexual orientation, disability and communication needs.
- Ensure that individuals against whom an allegation has been made have the right to fair and unbiased treatment and to be kept fully informed.
- Take positive action where abuse is identified or suspected.
- Ensure that processes are in place to check suitability of staff (including contractors and external pupils, volunteers and pupils working closely with pupils). All adults will have undergone recruitment processes including DBS disclosures in line with Government guidance.
- Operate an effective whistle blowing policy.
- Operate zero tolerance to any forms of abuse, bullying or discrimination.
- Create an environment where the likelihood of abuse and neglect is reduced
This policy is consistent with Hillingdon Safeguarding Children Board child protection procedures and Hillingdon Adult Safeguarding Procedures.
2. Scope of Policy
The policy applies to all staff (including agency staff) employed by the school, temporary staff, governors, volunteers, contractors and pupils. The policy covers guidance on Child Sexual Exploitation (CSE)
3. Legal Responsibilities
Meadow High School operates with a legal framework and will ensure that all staff work within this.
KEY POLICY DOCUMENTS
KEEPING CHILDREN SAFE IN EDUCATION STATUTORY GUIDANCE FOR
SCHOOLS AND COLLEGES SEPTEMBER 2016
(Distributed to all staff on 12th September 2016)
Working together to safeguard children: A guide to inter-agency working to safeguard and promote the welfare of children March 2015
What to do if you're worried a child is being abused: advice for practitioners March 2015
Meadow High School will ensure its policies and procedures comply with statute including: Children Acts 1989 and 2004, Mental Capacity Act 2005, and Safeguarding Vulnerable Groups Act 2006.
It will also comply with associated regulation and statutory guidance including No Secrets (2000), National Minimum Standards, Ofsted standards and Local Safeguarding Children Board and Local Authority procedures.
Unlawful behaviour will not be tolerated and where appropriate regulatory and investigatory authorities will be informed.
4. Pupil Focus
The pupil who is at risk of or suffering abuse is the focus of intervention. They must be treated with dignity and respect and involved as much as is practicable in the process outlined in this document. Where communication or other difficulties impede participation steps should be taken to overcome them.
Pupils can be perpetrators as well as victims and their needs must be considered as long as is consistent with this policy.
5. Equality and Diversity
Any activities must take into account and respond to the pupil's race, culture, religion, gender, sexual orientation, disability and communication needs.
6. Self Determination and Consent
Pupils should have the greatest possible control over their lives. Available information and options should be clearly outlined to assist pupils in expressing their wishes.
7. Sharing Information and Confidentiality
There is a presumption that information will be shared with those who need to know. Most personal information will only be shared with the informed consent of the pupil, however, there will be occasions when lack of consent will be overridden, for example when it is used to prevent harm, a crime has been committed or when it is assessed that the pupil does not have capacity to make the decision.
An assessment of whether a child is capable of giving the necessary consent will depend on the child's maturity and understanding and the nature of the consent required. The child must be capable of making a reasonable assessment of the advantages and disadvantages of the course of action proposed, so the consent, if given, can be properly and fairly described as true consent.
An assessment of whether a pupil aged 16 or over is able or not to give consent will be governed by the Mental Capacity Act.
8. Staff Training and Support
All staff, volunteers and governors will receive safeguarding training, support and supervision appropriate to their role.
- Abuse is a violation of an individual's human and civil rights by any other person or persons
- A child is anyone up to their 18th Birthday. Young people below the age of 18 will be referred to as children in this policy.
- A vulnerable adult is someone 18 years or over who is or may be in need of community care services by reason of mental or other disability, age or illness; and who is or may be unable to take care of him or herself or unable to protect him or herself against significant harm or exploitation (No Secrets, 2000). For the purposes of this policy Meadow High School is a community care service and all adults and children are therefore defined as vulnerable.
- A parent is anyone with parental responsibility of a child.
- Safeguarding goes beyond protection and involves creating the conditions whereby harm is prevented and pupils' welfare is promoted.
10. Roles and Responsibilities
The governors have a responsibility to hold the Headteacher to account for the effectiveness of Meadow High School's policies and procedures. This includes ensuring that there are appropriate policies in place that are understood and used effectively and that their effectiveness is regularly monitored.
The Headteacher of the school has a responsibility to ensure that the policies, procedures and systems are effective in safeguarding children and vulnerable adults The Headteacher also has a responsibility to ensure that members of SMT prioritise safeguarding.
The Head of Safeguarding
The Head of Safeguarding is responsible for:
Ensuring that effective policies, procedures and systems are in place for safeguarding pupils
The effective implementation and operation of safeguarding policies, procedures and systems.
Ensuring that staff are trained in safeguarding.
Enabling pupils to discuss safeguarding matters with a trusted adult.
Ensuring that the school works with outside agencies where necessary. This will include cooperating with the police and Local Authorities in the investigation of abuse and the prevention of harm.
All managers have the responsibility for:
Ensuring safeguarding is considered when undertaking all activities.
Promoting awareness of this policy and related procedures though supervision and distribution of guidance.
Ensuring their staff receive agreed safeguarding training.
Ensuring that appropriate action is taken in line with this policy wherever safeguarding concerns arise.
Promoting the safety of pupils.
Calling on emergency services appropriately when there is immediate danger
Making pupils aware of the policy and procedures.
Cooperating with any enquiry into safeguarding matters conducted by the Head of Safeguarding and statutory agencies.
Working with other professionals to prevent abuse.
All staff has the following responsibilities to:
Treat all pupils with dignity and respect.
Ensure pupils' welfare is the paramount consideration in all they do. Take action against abuse wherever it is suspected with reference to policy and guidance.
Cooperate with the police, Local Authorities, CQC and Ofsted in the investigation of abuse and prevention of harm.
Reassure pupils that they will be listened to.
Work with other professionals to prevent abuse.
Be aware of the signs of abuse.
Ensure their training is updated according to Meadow High School policy.
11. Types of abuse (Direct from 'Keeping Children Safe in Education' (Sept 2016))
All school and college staff should be aware that abuse, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases multiple issues will overlap with one another.
Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others (e.g. via the internet). They may be abused by an adult or adults or by another child or children.
Physical abuse: a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.
Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child's emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or 'making fun' of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child's developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the illtreatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.
Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
Neglect: the persistent failure to meet a child's basic physical and/or psychological needs, likely to result in the serious impairment of the child's health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to; provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child's basic emotional needs.
There are other forms of abuse that may also be considered
Financial or material abuse
This includes theft, fraud, exploitation, pressure in connection with wills, property or inheritance or financial transactions. It includes the misuse or misappropriation of property, possessions or benefits. It includes when a carer or member of staff uses the pupil's money for their own end such as purchases of drinks when on an external activity.
Discriminatory abuse includes racist or sexist comments and those based on a person's disability. It can also involve forms of harassment, slurs or similar treatment.
Multiple forms of abuse may occur in a continuing relationship or an abusive service setting to one person, or to more than one person at a time, making it important to look beyond single incidents or breaches in standards, to underlying dynamics and patterns of harm. Any or all of these types of abuse may be perpetrated as the result of deliberate intent and targeting of vulnerable people, or through negligence or ignorance.
For further information about definitions of abuse please refer to Hillingdon Children Protection Procedures and Hillingdon Adult Safeguarding Procedures at www.hillingdon.gov.uk
FGM (Female Genital Mutilation)
Female Genital Mutilation occurs mainly in Africa and to a lesser extent, in the Middle East and Asia. Although it is believed by many to be a religious issue, it is a cultural practice. There are no health benefits.
Female Genital Mutilation (FGM) is a procedure where the female genital organs are injured or changed and there is no medical reason for this.
FGM is a complex issue - despite the harm it causes, many women and men from practising communities consider it to be normal to protect their cultural identity.
FGM is believed to be a way of ensuring virginity and chastity. It is used to safeguard girls from sex outside marriage and from having sexual feelings. Although FGM is practised by secular communities, it is most often claimed to be carried out in accordance with religious beliefs. FGM is not supported by any religious doctrine.
FGM is illegal in the UK. In England, Wales and Northern Ireland, civil and criminal legislation on FGM is contained in the Female Genital Mutilation Act 2003 (the act) In Scotland, FGM legislation is contained in the Prohibition of Female Genital Mutilation (Scotland) Act 2005. The Female Genital Mutilation Act 2003 was amended by sections 70-75 of the Serious Crime Act 2015.
FGM is sometimes referred to as Female Circumcision or Female Genital Cutting, is defined by the World Health Organisation as the range of procedures which involve 'the partial or complete removal of the external female genitalia or other injury to the female genital organs whether for cultural or any other non-therapeutic reason'. It is frequently a very traumatic and violent act for the victim and can cause harm in many ways. The practice can cause severe pain and there may be immediate and/or longterm health consequences, including mental health problems, difficulties in childbirth, causing danger to the child and mother; and/or death. FGM is illegal and causes women and children significant harm
Up to 6,500 girls are at risk of female genital mutilation (FGM) in the UK each year. More than 125 million girls and women alive today have been cut in the 29 countries in Africa and Middle East where FGM is concentrated.
FGM has no health benefits for girls and women and immediate effects include: severe pain, shock, bleeding, infections including tetanus, HIV and hepatitis B and C, inability to urinate and damage to nearby organs including the bowel.
FGM can sometimes cause death and long-term effects include: chronic vaginal and pelvic infections, menstrual problem, persistent urine infections, kidney damage and possible failure, cysts and abscesses, pain during sex, infertility, complications during pregnancy and childbirth.
Girls and women who have been subjected to FGM also suffer serious psychosexual, psychological and social consequences.
In the UK, FGM tends to occur in areas with larger populations of communities who practise FGM, such as first-generation immigrants, refugees and asylum seekers. These areas include: London, Cardiff, Manchester, Sheffield, Northampton, Birmingham, Oxford, Crawley, Reading, Slough and Milton Keynes. In England and Wales, 23,000 girls under 15 could be at risk of FGM.
At Meadow High School we believe that all our pupils should be kept safe from harm
Female Genital Mutilation affects girls particularly from North African countries,
including Somalia, Kenya, Ethiopia, Sierra Leone, Sudan, Egypt, Nigeria, Eritrea, Yemen, Indonesia and Afghanistan.
To help staff understand FGM and help them identify and assist girls who are at risk, all staff at Meadow High School will complete the online learning package and training as part of the annual training programme. Awareness of FGM is raised in age appropriate ways through our pupils' SRE PSCHE programme of study. (See SRE Policy)
Our safeguarding policy through the school's values, ethos and behaviour policies provides the basic platform to ensure children and young people are given the support to respect themselves and others, stand up for themselves and protect each other.
Our school keeps itself up to date on the latest advice and guidance provided to assist in addressing specific vulnerabilities and forms of exploitation.
Our staff are supported to recognise warning signs and symptoms in relation to specific issues and include such issues in an age appropriate way in their curriculum
Our school works with and engages our families and communities to talk about such issues.
Our staff are supported to talk to families about sensitive concerns in relation to their children and to find ways to address them together wherever possible.
Our Designated Safeguarding Leads know where to seek and get advice as necessary.
Our school brings in experts and uses specialist material to support the work we do.
WHAT WE DO WHEN WE ARE CONCERNED
Where risk factors are present but there is no evidence of a particular risk then our DSL (Designated Safeguarding Leads) advise us on preventative work that can be done within school to engage the pupil into mainstream activities and social groups. The DSL may well be the person who talks to and has conversations with the pupil's family, sharing the school's concern about the young person's vulnerability and how the family and school can work together to reduce the risk.
In this situation, depending on how worried we are and what we agree with the parent and the young person (as far as possible)
- The school can decide to notify the Multi-Agency Safeguarding Hub (MASH) of the decision so that a strategic overview can be maintained and any themes or common factors can be recognised; and
- The school will review the situation after taking appropriate action to address the concerns.
The DSL will also offer and seek advice about undertaking an early help assessment such as the Inter Agency Referral form and/or making a referral to children's social care. The local family support and safeguarding hub can assist us.
If the concerns about the pupil/student are significant and meet the additional needs/complex need criteria, they will be referred to the MASH. This includes concerns about a child/young person who is affected by the behaviour of a parent or other adult in their household.
It is illegal in the United Kingdom to allow girls to undergo female genital mutilation either in this country or abroad. People guilty of allowing FGM to take place are punished by fines and up to fourteen years in prison.
At Meadow High School we have a duty to report concerns we have about girls at risk of FGM to the police and social services (April 2017.)
- Not a religious practice
- Occurs mostly to girls aged from 5 — 8 years old; but up to around 15
- Criminal offence in UK since 1985
- Offence since 2003 to take girls abroad for FGM
- Criminal penalties include up to 14 years in prison
Risk factors low level of integration into UK society mother or sister who has undergone FGM girls who are withdrawn from PSHE a visiting female elder from the country of origin being taken on a long holiday to the family's country of origin talk about a 'special' event or procedure to 'become a woman'
High Risk Absences
This procedure often takes place in the summer, as the recovery period after FGM can be 6 to 9 weeks. Schools should be alert to the possibility of FGM as a reason why a girl in a high risk group is absent from school or where the family request an 'authorised absence' for just before or just after the summer school holidays.
Although, it is difficult to identify girls before FGM takes place, where girls from these high risk groups return from a long period of absence with symptoms of FGM, advice should be sought from the police or social services.
Post-FGM Symptoms include:
difficulty walking, sitting or standing spend longer than normal in the bathroom or toilet unusual behaviour after a lengthy absence reluctance to undergo normal medical examinations asking for help, but may not be explicit about the problem due to embarrassment or fear
Long term health problems difficulties urinating or incontinence frequent or chronic vaginal, pelvic or urinary infections menstrual problems kidney damage and possible failure cysts and abscesses pain when having sex infertility complications during pregnancy and childbirth emotional and mental health problems
FGM may affect members of the school indirectly; some pupils will have female relations who have the potential to be subject to these practices (anyone learning of an incident of FGM must report this to the Police). The School makes it clear to staff, pupils and parents that they must not hesitate to report any concern regarding pupils in this and other schools, in order that appropriate help can be provided swiftly.
Extremism and Radicalisation SAFEGUARDING PUPILS WHO ARE VULNERABLE TO EXTREMISM
In adhering to this Policy, and the procedures therein, staff and visitors will contribute to the School's delivery of the outcomes to all children, as set out in SIO (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 S157 of the Education Act 2002.
Our School's Preventing Extremism and Radicalisation Safeguarding Policy also draws upon the guidance contained in the "London Child Protection Procedures" and DfE Guidance "Keeping Children Safe in Education, September 2016"; and
"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", 'The Prevent Duty June 2015' and the Education
Commissioner (Birmingham) Peter Clarke's report of July 2014. This is in response to duties placed on all schools in The Counter Terrorism and Security Act 2015.
When operating this Policy, the School uses 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'.
There is no place for extremist views of any kind in our School, whether from internal sources (pupils, staff or governors) or external sources 9school community, external agencies or individuals).
As part of wider safeguarding responsibilities school staff will be alert to: Disclosures by pupils 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. Pupils 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.
- Pupils voicing opinions drawn from extremist ideologies and narratives.
- Pupils attempting to impose extremist views or practices on others.
- 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.
- Anti-Western or Anti-British views.
All concerns should be reported immediately to the school's Designated Safeguarding Lead or the Headteacher using the Radicalisation and Extremism Concern Form (appendix ii). The DSL will look for evidence to establish the nature of the behaviour and whether it should be reported. Concerns will be reported, in the first instance to Hillingdon LSCB. A decision on referral to the Channel Panel will be taken in consultation with Channel panel coordinator and the Hillingdon LSCB. If referral is not made to Channel, the individual will be directed by the LSCB to other support services. The Police may be informed in the event of concern regarding an immediate risk.
Staff have received training on identifying and dealing with radicalisation and extremism. WRAP (Working to raise Awareness of Prevent) training has been provided by the London Borough of Hillingdon. In addition to this, teaching staff have completed the online training module of Channel General Awareness and staff joining the school from September 2017 will complete this as part of their induction process.
The School promotes the teaching of fundamental British Values through key areas of the curriculum and pastoral system. (Further details of the curriculum may be found in appendix i.) The Life Studies curriculum delivers lessons to all year groups on safe use of the internet and awareness that social media is subject to misuse in order to bully, groom, abuse or radicalise people.
FAST (Families against Stress and Trauma) identifies some features that may be exhibited by young people who are being radicalised. There is no catch-all description, or foolproof signs that we can look out for. However there are factors which mean a young person may be more vulnerable to those seeking to radicalise them, including;
- A conviction that their religion or culture is under threat and treated unjustly. A tendency to look for conspiracy theories and distrust of mainstream media
- The need for identity and belonging.
- The need for more excitement and adventure.
- Being susceptible to influence by their peers/friends.
(Further details may be found in appendix 3. Indicators of vulnerability) as well as the Channels Vulnerability Assessment Framework which is in the Safeguarding area useful documents.
Mental health issues should not be considered a factor in isolation, but can exacerbate other vulnerabilities mentioned above.
In addition, there are certain behaviour changes that we are well placed to notice which indicate that the child may have fallen under the influence of an extremist group such as ISIS, and are at risk of acting upon their new beliefs; Have they become more argumentative and domineering?
- Are they quick to condemn those who don't agree, and do they ignore viewpoints which contradict their own?
- Do they express themselves in a divisive 'them and us' manner about others who do not share their religion or beliefs?
- Has their language changed? Have they asked inappropriate questions, or expressed themselves in a way that sounds scripted? Have they used derogatory terms such as 'kaffir' or 'rafidi', or terms such as 'dawlah' or 'khilafah'?
- Has their circle of friends changed, including on social media, and are they distancing themselves from friends they were previously close to?
- Do their friends express radical or extremist views?
- Have they lost interest in activities they used to enjoy?
- Are they spending increasing amounts of time online, and are they overly secretive about what they are doing?
- Have they changed their style of dress or personal appearance to fit with newfound ideas?
- Have they expressed sympathy with violent extremist groups such as ISIS, condoning their actions and ideology?
- Have they expressed sympathy or understanding for other young British people who have joined these groups?
Often the trigger for young people to act on their new-found beliefs is contact with individuals, sometimes through the internet, who will provide encouragement, practical support and even funding for them to leave their families to travel and join the group.
Meadow High School values freedom of speech and the expression of beliefs / ideology as fundamental rights underpinning our society's values. Both pupils 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.
Meadow High School follows the DfE guidance regarding Promoting British Values with the aim of supporting young people to develop a greater sense of responsibility, respect and citizenship. This is particularly reflected through delivery of our PSCHE programme.
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 terrorism. The normalisation of extreme views may also make children and young people vulnerable to future manipulation and exploitation. Meadow High School is clear that this exploitation and radicalisation should be viewed as a safeguarding concern.
Definitions of radicalisation and extremism, and indicators of vulnerability to radicalisation are in Appendix Four.
Meadow High School seeks to protect children and young people against the messages of all violent extremism including, but not restricted to, those linked to Islamist ideology, or to Far Right / Neo Nazi / White Supremacist ideology, Irish Nationalist and Loyalist paramilitary groups, and extremist Animal Rights movements.
The school governors, the Headteacher and the Designated Safeguarding Leads will assess the level of risk within the school and put actions in place to reduce that risk. Risk assessment may include consideration of the school's RE curriculum, SEND policy, assembly policy, the use of school premises by external agencies, integration of pupils by gender, anti-bullying policy and other issues specific to the school's profile, community and philosophy.
This risk assessment will be reviewed as part of the annual sl 75 return that is monitored by the local authority and the local safeguarding children board.
Our school, like all others, is required to identify a Prevent Single Point of Contact (SPOC) who will be the lead within the organisation for safeguarding in relation to protecting individuals from radicalisation and involvement in terrorism: this will normally be the Designated Safeguarding Lead. The SPOC for Meadow High School is Mr Ross Macdonald. The responsibilities of the SPOC are described in the Appendix.
Radicalisation and Extremism Risk Assessment
It is not possible to put the Risk Assessment document on the website. Please refer to the complete document attached below.
For advice and concerns
Hillingdon LSCB — Sally Morris email@example.com
Metropolitan Police Service Northwood — 01923 828212
Non-emergency police number — 101
Non-emergency advice DfE dedicated number 02073407264 or firstname.lastname@example.org
Honour Based Violence
So-called 'honour-based' violence (HBV) encompasses crimes which have been committed to protect or defend the honour of the family and/or the community, including Female Genital Mutilation (FGM), forced marriage, and practices such as breast ironing. All forms of so called HBV are abuse (regardless of the motivation) and should be handled and escalated as such. If in any doubt, staff should speak to the Designated Safeguarding Lead. Professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a child being at risk of HBV, or already having suffered HBV.
Staff must report any concerns immediately and hand the form to a DSL or the SPOC immediately for action.
12. External Investigation
When a safeguarding issue arises as defined by Hillingdon Local Safeguarding
Children's Board (LSCB) or Hillingdon Adult Safeguarding procedures, the Head of Safeguarding or his or her deputy will alert relevant authorities. The LADO (local area designated officer) is contactable on 01895 2501 1 1.
If it is identified that the harm has occurred at Meadow High School or involved
Meadow High School staff or volunteers, a referral will be made to Hillingdon Children or Adult Services in line with LSCB and Hillingdon Adult Services procedures.
If a criminal offence appears to have been committed or alleged, the police will also be informed. The pupils funding authority will also be informed.
CQC will be notified of all referrals to Hillingdon for safeguarding matters in the areas that they have responsibility.
If the harm relates to the pupil's home or home area, the home local authority will be responsible for any investigations. If there is doubt, for example it is not clear where an injury occurred, Hillingdon must always be notified.
Meadow High School recognises that safeguarding children and vulnerable adults requires more than a response when abuse or risk of abuse is identified. It will therefore strive to create the conditions where abuse and neglect is prevented from occurring in the first place. It will do this by:
Operating a policy of zero tolerance of abuse and bullying;
Empowering pupils to take responsibility for their own behaviour;
Ensuring access to managers with expertise in safeguarding•
Ensuring that pupils have trusted adults to speak with when the behaviour of others concerns them;
Ensuring pupils have knowledge of abuse and what to do when they see it;
Ensuring pupils have knowledge of relationships and sexuality;
Operating a Sex and Relationship Education Policy which covers personal relationships
Ensuring that all staff ate familiar with this policy and receive appropriate regular training.
Meadow High School will have detailed policies detailing
• safe recruitment practice, safe working; allegations management
These policies will relate to employed staff, contractors, volunteers and governors
15. Meadow High School Procedures
Staff are trained in the requirements following any concern or disclosure
Staff are aware that there are six lead safeguarding officers and two safeguarding governors
Designated Safeguarding Officers
Mr Ross Macdonald
Designated Safeguarding Lead/ Headteacher
Mrs Jenny Rigby
Deputy Safeguarding Lead/ Deputy Headteacher
Mr Andy Bunker
Safeguarding Lead/ KS5 Lead
Ms Jane Richards
Safeguarding Lead/ KS3-KS4 Lead
Ms Claire Caddell
Safeguarding Lead/ Yr 7/Complex Lead
Mrs Bernie Gamble
Safeguarding Lead/ Welfare Team
Mr Graeme Vickery
Mrs Christine Edwards
Deputy Safeguarding Governor
Policy/Procedure Communication and Implementation Action Plan
Date Actioned/by whom
Ensure that all managers, employees and volunteers of Meadow High School have access to the related procedures.
Policy sent to all staff
Train all managers, employees and volunteers in the implementation of the policy and the related procedures and courses.
Online courses or direct training as date required (Maintained in central office)
Ensure that all new employees, staff and volunteers are made aware of the policy, understand it, and know where to access a copy and where to access the related rocedures.
Training Manager (at induction)
As staff arrive
Ensure that all managers, employees and volunteers of Meadow High School have access to the related rocedures.
Staff trained in Safer Recruitment, Child protection, Working together
Ensure that all new employees, staff and volunteers know their responsibilities, and receive training in car in these out.
Links to other related policies and procedures: —
Meadow High School Procedure — Previous Version
Code of Conduct for Staff working in Schools
Guidance for Safer Working Practice for Adults who work with children and young people in Education settings
Policy on the Disclosure of Malpractice (Whistle blowing)
Policy for the Management of Challenging Behaviour
Sex and Relationship Education Policy (SRE)
Recruitment Policy and Procedures
Guidelines for Professional Practice
Confidentiality and Disclosure of Information
Harassment and Bullying Policy
PREVENTING VIOLENT EXTREMISM
ROLES AND RESPONSIBILITIES OF THE SINGLE POINT OF CONTACT (SPOC)
The SPOC for Meadow High School is Ross Macdonald, who is responsible for: Ensuring that staff of the school are aware that you are the SPOC in relation to protecting students/pupils from radicalisation and involvement in terrorism;
Maintaining and applying a good understanding of the relevant guidance in relation to preventing students/pupils 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 Meadow High School in relation to protecting students/pupils from radicalisation and involvement in terrorism;
Monitoring the effect in practice of the school's RE, PSCHE curriculum and assembly 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/pupils from radicalisation and involvement in terrorism;
Acting as the first point of contact within the school for case discussions relating to students / pupils who may be at risk of radicalisation or involved in terrorism;
Collating relevant information from in relation to referrals of vulnerable students / pupils into the Channel* process;
attending Channel* meetings as necessary and carrying out any actions as agreed;
Reporting progress on actions to the Channel* Co-ordinator; and
Sharing any relevant additional information in a timely manner
Channel is a multi-agency approach to provide support to individuals who are at risk of being drawn into terrorist related activity. It is led by the Metropolitan Police Counter-Terrorism Unit, and it aims to
Establish an effective multi-agency referral and intervention process to identify vulnerable individuals;
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.
Hillingdon LSCB - local safeguarding children board
Prevent Duty - Supportinq and Safequardinq children and younq people
London Borouqh of Hillinqdon
A guide for schools and others working with children and young people
The current threat from Terrorism and Extremism in the United Kingdom is real and severe and can involve the exploitation of vulnerable people, including children to involve them in extremist activity. This guidance is designed to provide some tools and a local framework for professionals with which to respond to the new Prevent Duty and manage any safeguarding concerns for those children and young people who may be vulnerable to the messages of extremism. In addition it provides details of local multi agency working and expectations with regards identifying appropriate interventions and the Channel process.
Radicalisation is defined as the process by which people come to support terrorism and extremism and, in some cases, to then participate in terrorist groups.
"Extremism 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. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas " (HM
Government Prevent Strategy 2011)
2) Equality and Diversity
All developments should be intended to ensure that no-one is treated in any way less favourably on the grounds of race, colour, national or ethnic or social origin, race, disability, gender, sexual orientation, gender reassignment, marriage & civil
partnership, pregnancy & maternity, age, religion/ belief or political/ other personal beliefs.
3) National Guidance and Strateqies
CONTEST is the Governments counter terrorism strategy, its aim is to reduce the risk to the UK and its interests overseas from terrorism.
PREVENT is a key part of the CONTEST strategy, its aim is to stop people becoming terrorists or supporting terrorism. Early intervention is at the heart of "Prevent" in diverting people away from being drawn into terrorist activity. "Prevent" happens before any criminal activity takes place. It is about recognising, supporting and protecting people who might be susceptible to radicalisation.
The Prevent Strategy objectives are:
Ideology - respond to the ideological challenge of terrorism and the threat we face from those who promote it;
Individuals - prevent people from being drawn into terrorism and ensure that they are given appropriate advice and support; and
Institutions - work with sectors and institutions where there are risks of radicalisation which we need to address.
CHANNEL is a key element of the "Prevent" strategy and is a multi-agency approach to protect people at risk from radicalisation. Channel uses existing collaboration between local authorities, statutory partners (such as education and health sectors, social services, children's and youth services and offender management services), the police and the local community to:
Identify individuals at risk of being drawn into terrorism;
Assess the nature and extent of that risk; and develop the most appropriate support for the individuals concerned.
Channel is about safeguarding children and adults from being drawn into committing terrorist-related activity. It is about early intervention to protect and divert people away from the risk they face before illegality occurs.
Counter Terrorism and Security Act 2015
Section 26 of the Counter-Terrorism and Security Act 2015 (the Act) places a duty on certain bodies ("specified authorities" listed in Schedule 6 to the Act), in the exercise of their functions, to have "due regard to the need to prevent people from being drawn into terrorism". (Prevent Duty Guidance for England and Wales 201 5)
4) Role of the Local Authority and Partnership working
The Local Authority has a role in providing leadership within their area. To establish a local plan based upon agreed risk and co-ordinate Prevent activity that is proportionate and is informed through partnership working with multi agency and community involvement.
"We expect local authorities to use the existing counter-terrorism local profiles (CT LPs), produced for every region by the police, to assess the risk of individuals being drawn into terrorism. This includes not just violent extremism but also nonviolent extremism, which can create an atmosphere conducive to terrorism and can popularise views which terrorists exploit.
This risk assessment should also be informed by engagement with Prevent coordinators, schools, registered childcare providers, universities, colleges, local prisons, probation services, health, immigration enforcement Youth Offending Teams and others, as well as by a local authority's own knowledge of its area. "(Prevent Duty
Guidance for England and Wales)
5) Safequardinq responsibilities
Working Together to Safeguard Children (https://www.gov.uk/government/ publications/working-together-to-safeguardchildren) identifies exposure to, or involvement with, groups, or individuals who condone violence as a means to a political end as a particular risk for some children. All children and young people's partnerships should have an agreed process in place for safeguarding vulnerable individuals including children's, transition and adult's services. Local Safeguarding Children Boards (LSCBs) and local authorities should ensure they are informed of the particular risks in their area.
Within the London Borough of Hillingdon, there is a Prevent Multi-Agency Partnership group that are responsible for coordinating work on this agenda. The "Channel" process is established in Hilingdon, which consists of a referral process and processes for responding to identified risk and need, and in providing appropriate support. For more detail see Channel duty guidance https://www.gov.uW...data/.../Channel Duty_Guidance_April 2015.pdf
Channel referrals should therefore be prioritised by the local authority and other statutory partners in all their work to safeguard vulnerable individuals. Channel should be considered alongside other early intervention measures such as work undertaken to support and divert young people from anti-social behaviour, gangs or drugs. Awareness of Prevent and an understanding of the risks it is intended to address are both vital. Professionals can help to identify, and to refer to the relevant agencies, children whose behaviour suggests that they are being drawn into terrorism or extremism.
Schools and other agencies working with children and young people, can help to protect children from extremist and violent views in the same ways that they help to safeguard children from other risks. All organisations should have an awareness of the prevent duty and the various forms radicalisation takes in being able to recognise signs and indicators of concern and respond appropriately. Workshops to Raise the Awareness of Prevent (WRAP) and further awareness training is being delivered across many organisations in Hillingdon
Channel Assessment process
It is not possible to add the graphics in this section to the website. Please refer to the complete document below
6) Context for Hillingdon
Hillingdon is the second largest of London's 33 boroughs.
It is not possible to add the graphic of London showing Hillingdon. Please refer to the complete document below.
Over half of Hillingdon's 42 square miles is a mosaic of countryside including canals, rivers, parks and woodland. As the home of Heathrow Airport, it is also London's foremost gateway to the world. In addition to Heathrow Airport, Hillingdon is also home to the RAF airport at RAF Northolt. It is this diverse land use, quite unique to Greater London, which accounts for a geographically large landmass that includes areas of sparse population together with areas of high population density.
Hillingdon is also home to Brunei University, with a very diverse student community.
It shares its borders with Hertfordshire, Buckinghamshire, Hounslow, Ealing, and Harrow.
Greater London Authority population projections estimate that in 2014 there were
292,000 people living in Hillingdon. 22,000 (7.5%) are aged 0-4 years and 39,000 (13.3%) are aged 5-15 years. 193,000 (66%) Hillingdon residents are of working age (16-64 years). 20,000 are aged 65-74 (6.8%) and 18,000 (6.1 0/0) are aged over 75.
Hillingdon is an ethnically diverse borough with 43% of residents from Black and Minority Ethnic groups.
From 201 1 census
In Hillingdon 68.01% of the population have Europe: United Kingdom: England as their country of birth. This is slightly higher than London (61 .13%) and lower than England (83.46%).
186,308 Hillingdon residents gave England as their Country of Birth, followed by 39,339 giving Middle East and Asia, 17,226 giving Africa, 26,269 giving Europe (excluding England).
The predominant religions in the borough are Christian — 134,826, Muslim — 29,090, Hindu — 22,025 and Sikh — 18,232, we also have a large percentage of residents stating 'no religion' — 46,467
Further details and ward profiles can be found at http://www hillingdon.gov.uk/article/7629/Facts-and-statistics-about-the-LondonBorough-of-Hillinqdon
The events in Syria and Iraq and the rise of ISIL(lslamic State) have seen increasing numbers of British and other foreign nationals travelling to the area to join the terrorist group. Where this had been predominantly young men, more recently we have seen young women and even whole families making the journey to join Islamic state.
The operation Trojan horse events in schools in Birmingham highlighted the need to support schools in managing the risks associated with potential radical influences within Governing bodies, delivery of curriculum and in identifying vulnerable students.
The rise in far right organisations and the actions of lone individuals in the UK and across Europe demonstrate the need to counter extremism in all its guises.
Priorities for Hillinqdon
Ensuring Radical or extremist groups and speakers of any kind do not have the opportunity to promote their views and recruit in Hillingdon.
Ensuring anyone identified as being vulnerable is offered appropriate support
Work with the local community and local partners to prevent people, particularly vulnerable young people from travelling to places of concern.
Raise awareness in relation to charitable giving
Maintaining good relations between different faith communities in the borough.
Working in partnership to build stronger communities.
7) Key Considerations for schools and education providers
a)Community Cohesion and building resilience
Creating an ethos within the school environment, where community cohesion, pride in your community and respect for others is valued, is important in the building of resilience to extremism.
Demonstrating this through a holistic approach and one that is inclusive of Staff, Governors, Students, Parents and the wider community should be considered e.g developing a Shared values statement, or reflected in the mission statement and activities of the school.
The DfE has issued guidance to schools with regards Promoting British Values with the aim of supporting young people to develop a greater sense of responsibility, respect and citizenship.
promote community cohesion; and
ensure that fundamental British values are promoted in the delivery of the curriculum and extra-curricular activities and reflected in the general conduct of the school.
British Values include democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs.
Independent schools, academies and free schools' curricula must promote fundamental British values as part of a broader requirement to promote the spiritual, moral, social and cultural development of pupils.
Schools have a duty of care to their pupils and staff which includes safeguarding them from the risk of being drawn into terrorism.
Use of Curriculum — formal and informal
- Students need to develop critical thinking skills which will support them in resisting extremism
- There should be opportunities for students to discuss challenging topics and events in a supported environment
- Staff need to develop their own approaches to implementing British values to support students in resisting extremism while developing their political views. (source:
Prevent for Further Education and training website)
"Schools should be safe spaces in which children and young people can understand and discuss sensitive topics, including terrorism and the extremist ideas that are part of the terrorist ideology and learn how to challenge these ideas" Prevent Duty Guidance for England and Wales
Ofsted will be monitoring schools as to their effectiveness in meeting the duty
Some Considerations and suggestions for evidence:
"the extent to which pupils are able to understand, respond to and calculate risk effectively, for example risks associated with child sexual exploitation, domestic violence, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism and are aware of the support available to them"
Some Evidence Examples: Enrichment days/ Curriculum opportunities/ Internet awareness
"acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain"
Some Evidence examples: Engagement opportunities (i.e assemblies, community projects, volunteering opportunities), use of curriculum,
Staff challenging attitudes, whole school ethos
"actively promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs"
Some Evidence examples: Engagement opportunities (e.g. assemblies, external speakers)
Some useful resources
DfE Promoting Fundamental British values https://www.aov.uk/qovernment/publications/promoting-fundamental-british-values-throuqhsmsc
DfE Prevent duty guidance https://www.gov.uk/government/publications/protectinq-children-from-radicalisation-the-prevent-
DfE Social media guidance https://www.gov.uk/government/publications/the-use-of-social-media-for-online-radicalisation
Home Office: Prevent Duty Guidance https://www.qov.uk/qovernment/publications/prevent-duty-quidance
Materials for Schools
Dfe website: http://www.educateaqainsthate.com/ tuttp://www.preventforschools.orq/ www.therespectprogramme.org.uk The Active Change Foundation http://www.activechanaefoundation.orq
Resources and lesson plans - LB Hammersmith and Fulham
Hillingdon Inter Faith Network - schools programmes email@example.com
Resources for Parents
Families Against Stress and Trauma (FAST)
Guidance and information for families : http://www.familiesmatter.ora.uk/
b) Risk Assessment and Safeguarding:
Schools and other education providers will need to demonstrate that they have assessed the risk of pupils being drawn into terrorism, including support for the extremist ideas that are part of terrorist ideology. This should be based on an understanding shared with partners of the potential risk in the local area.
They will also need to demonstrate how they are protecting children and young people from being drawn into terrorism by having robust safeguarding policies and procedures in place to identify those at risk and making appropriate referrals.
Consideration should also be made with regards managing external speakers visiting the school or education provision and ensuring suitability and supervision.
Promoting fundamental British values should be promoted within the delivery of curriculum and extra-curricular activities and in the general conduct of the school or establishment.
Considerations need to be made with regards
• "approach to keeping pupils safe from the dangers of radicalisation and extremism, and what is done when it is suspected that pupils are vulnerable to these" Implemented through: e.g. Safeguarding polices & staff training, vetting of guest speakers and lettings management. IT policies.
"types, rates and patterns of bullying and the effectiveness of the school's actions to prevent and tackle all forms of bullying and harassment; this includes cyber-bullying and prejudice-based bullying related to special educational need, sex, race, religion and belief, disability, sexual orientation or gender reassignment" Ensure Effective record keeping.
• "the school's response to any extremist or discriminatory behaviour shown by pupils/ the effectiveness of the school's actions to prevent and tackle discriminatory and derogatory language — this includes language that is derogatory about disabled people, and homophobic and racist language"
Implemented through : e.g. Anti-bullying policies/ tackling intolerance
Example of a Risk Assessment Template
Local Risk Assessment Guide
The Counter Terrorism and Security Act 2015
Schools Risk Assessment Model
Name of School
'Specified authorities are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology. This should be based on an understanding, shared with partners, of the potential risk in the local area.' Prevent Duty Guidance 2015
Complete with a pen picture or profile of the school, its demographics, its teaching principles or school ethos , describe in summary your educational, social or cohesion challenges.
Borough Situational Analysis
A profile of School based risks
A description of the issues that have arisen in school connected with extremist behaviour or activity.
Refer to the nature of incidents and a short profile of the range of outcomes arrived at. Outline a short description of procedures or processes used to discuss, assess or monitor risk. Do not include identifying or personal information which would reveal the identity of staff or pupils involved.
School Strategies, Policies and Procedures.
A shortlist of existing local practice which seeks to address or reduce the risks associated with extremism. Ensure to include policy or practice that addresses underlying factors which contributes to the support of extremism. E.g . Inequality, unfairness, Discrimination, sexism, restriction of expression etc .
The School template of specific risks and Action plan
Select a format that will outline your specific risks, their impact, and their chances of occurring or liklehood, with your description of the implications arising out of the risk and the action being taken to reduce its impact or mitigate/eliminate the risk.
*template created by LB Ealing
c) Working in Partnership
Working in partnership with other bodies in your area and ensure safeguarding arrangements take into account procedures and practice of the local authority i.e
LCSB and local Channel arrangements
Senior management and Governors should ensure that staff have training that gives them the knowledge and confidence to identify children at risk and challenge extremist ideas. They should know where and how to refer.
Workshop to Raise Awareness of Prevent (WRAP)
This introductory workshop on Prevent has been developed by the Home Office and is focused on supporting and protecting people that might be susceptible to radicalisation, ensuring that staff have the necessary information to seek help and support.
• An understanding of the Prevent agenda and your role within it
• The ability to use your existing expertise and professional judgement to recognise potentially vulnerable individuals and know when an intervention may be necessary to support them Knowledge of when, how and where to refer concerns about vulnerable individuals
For details of workshops being held in Hillingdon please contact Fiona Gibbs firstname.lastname@example.org or email@example.com
Channel General Awareness e-learning module
To increase knowledge of radicalisation, awareness of the Channel process and confidence to make a referral, the National Centre for Applied Learning Technologies (NCALT) have developed a Channel General Awareness e-learning module for police and multi-agencies partners in collaboration with colleagues from the National College of Policing (NCoP).
Access the NCALT e-learning module
The e-learning includes information on how Channel links to CONTEST through the Prevent strategy. It also provides guidance on how to identify people who may be vulnerable to radicalisation and how to refer them into the Channel programme.
There are also case studies to help users understand the process of identifying and referring vulnerable individuals, in addition to providing them with support, and is a good way of providing staff with a fundamental understanding of Channel.
Need to ensure children are safe from terrorist and extremist material when accessing the internet in school, including establishing appropriate levels of filtering
DfE Social media guidance
f) Referral channels
Every person within the organisation, including students should know what they need to do if they are concerned about a student or member of staff.
The process of referral within the institution needs to be clear and understood by all staff.
The process for referring to other relevant agencies outside of the organisation needs to be in place.
Hillingdon Referral Procedures
Please use the Hillingdon Prevent Referral Form
And follow Hillingdon Referral procedure as set out on the following pages
Hillingdon Prevent Referral Form
Restricted and confidential
Return completed form to: Fiona.Gibbs@hillingdon.gcsx.gov.uk
Details of the individual being referred
Name of the individual bein referred
Parents contact detaiIs if person referred is under 18
Details of the referring agency
Name of the individual or organisation makin the referral
Name of staff contact
Details of any other agencies involved if known
Name of contact
Contact details e-ma I tele hone
Please give a full description on why the referral is being made and vulnerabilities to extremism identified
Please include aH relevant contact details for the individuat inc social media and parents if
It is not possible to add the flowchart to this website. Please refer to the complete document below.
1. Hillingdon Local Information sheet
2. Vulnerability factors
3. London Safeguarding Board Indicator of needs matrix
4. Useful resources
Home Office PREVENT and Channel Programme: Local Information Sheet
CONTEST: The United Kingdom's Strategy for Countering Terrorism
The aim of CONTEST: 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.
The UK counter-terrorism strategy has four work-streams, each comprising a number of key objectives:
• Pursue: to disrupt or stop terrorist attacks
Protect: to strengthen our borders, infrastructure, buildings and public spaces from an attack
• Prepare: where and attack cannot be stopped, to reduce its impact ensuring we can respond accordingly
• Prevent: to stop people becoming terrorists or supporting terrorism
CounterTerrorism and Security Act 2015 places a Duty on all public sector organisations to deliver against Prevent
Prevent Aim and Objectives
Aim: To stop people becoming terrorists or supporting terrorism:
Objectives: The Prevent strategy aims to:
1. Respond to the ideological challenge of terrorism and the threat we face from those who promote it;
2. Prevent people from being drawn into terrorism and ensure that they are given appropriate advice and support;
3. Work with sectors and institutions where there are risks of radicalisation, which need to be addressed. Priority areas include education, faith, health, criminal justice and charities
• The lead for Prevent delivery sits with the Local Authority
• The role of policing has been important in the development of Prevent
• Prevent depends on a wide range of organisations working together, in and out of Government,
• Engagement between multi-agency partners is the key to the Prevent Agenda.
Operating within objective two of the Prevent Strategy is the Channel Programme:
• Channel is Home Office sponsored programme coordinated by officers from S015 counter Terrorist Command and a multi-agency programme to identify and provide support to people at risk of radicalisation.
• Channel addresses risks from all forms of terrorism by drawing on expertise from the police, local authorities and community organisations.
• The majority of referrals are aged under 25, with most aged between 15 and 19
• Interventions are put in place to divert people away from extremism
• Safeguarding vulnerable people from radicalisation is no different from safeguarding them from other types of harm.
• Although the greatest threat is seen as being from Al Qaeda inspired Islamist groups and more recently the IS or Islamic state, the Channel programme is also concerned with those who might be vulnerable to extreme far right activities and other forms of domestic extremism.
"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
Individuals may show signs, or be adversely effected by a variety of factors. The list below is not exhaustive and must not be used as a 'checklist'. There is no terrorist blueprint.
• Mental health issues
• Substance misuse (drugs and alcohol)
• Links to criminality
• Lack of identity or low self-esteem
• Feelings of isolation, social exclusion or rejection
• Change of personal circumstances (i.e family break-up or bereavement) Lack of religious knowledge
• Aggrieved about domestic government policies and / or international affairs
• Peer pressure and group identity Media and the Internet
• Exposure to Extremist / Terrorist ideology and propaganda
Referrals should not be made to 'Channel' unless there are:
1) Clear indications that individuals are being radicalised or at risk or radicalisation and; 2) No alternative or more proportionate means of dealing with the issue Process:
Details of subject and circumstances submitted via e-mail to LBH Prevent Lead
Referral received and researched by Channel
Risk assessment performed
Referral reviewed by I-BH led multi-agency panel who select appropriate intervention(s)
Intervention implemented (i.e diversionary activity, link-in with faith group or mentor) Post-intervention assessment
E-LEARNING module http://course.ncaIt.com/Channel General Awareness
Contact details and further information: I-BH Prevent Lead
Hillingdon Fiona Gibbs FGibbs@Hillingdon.Gov.Uk
Tel: 01895 277035 or 07946714637
Or you can report concerns through your local policing teams, Safer Schools Officers or other Safeguarding procedures
Home Office website www.homeoffice.qov.uk/counter-terrorism
Metropolitan Police Service website: www.met.police.uk
Sources CONTEST (version 3) July 2011, Prevent Strategy June 2011, Channel Guidance Manual 2010
Some Vulnerability factors
It is not possible to recreate the graphic
A graphic from a police guide for school staff showing possible indicators of 'radicalisation'. [SOURCE: ACPO]
Research shows that indicators of vulnerability can include:
Identity Crisis - Distance from cultural / religious heritage and uncomfortable with their place in the society around them;
Personal Crisis - Family tensions; sense of isolation; adolescence; low selfesteem; disassociating from existing friendship group and becoming involved with a new and different group of friends; searching for answers to questions about identity, faith and belonging;
Personal Circumstances - Migration; local community tensions; events affecting country or region of origin; alienation from UK values; having a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy;
Unmet Aspirations - Perceptions of injustice; feeling of failure; rejection of civic life;
Criminality - Experiences of imprisonment; poor resettlement/reintegration; previous involvement with criminal groups.
However, this list is not exhaustive, nor does it mean that all young people experiencing the above are at risk of exploitation for the purposes of violent extremism.
More critical risk factors could include:
Being in contact with extremist recruiters;
Articulating support for violent extremist causes or leaders;
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;
Significant changes to appearance and/or behaviour
Summary of Useful resources
DfE Promoting Fundamental British values https://www.qov.uk/government/publications/promotina-fundamental-british-values-throuqh-smsc
DfE Prevent duty guidance https://www.qov.uk/qovernment/pubiications/protectinq-children•from-radicalisation-the-prevent-dutv
DfE Social media guidance https://www.qov.uk/qovernment/publications/the-use-of-social-media-for-online-radicalisation
Home Office: Prevent Duty Guidance https://www.qov.uk/qovernment/pubiications/prevent-duty-quidance
Channel Guidance https://www.qov.uk!...data/.../Channel Duty Guidance April 2015.pdf
Hillinqdon Borouqh profiles http://www.hiilingdon.aov.uk/article/7629/Facts-and-statistics•about•the-London-Borouah-of-Hillingdon
Materials for Schools http://www.preventforschools.orq/ www.therespectprogramme.org.uk The Active Change Foundation http://www.activechangefoundation.ora
Resources and lesson plans - LB Hammersmith and Fulham www.lbhf.gov.uk/preventandschools
Hillingdon Inter faith Network - schools programmes firstname.lastname@example.org www.hifn.co.uk
Hillingdon Schools Interfaith
Contact: Swakeleys School Hillingdon
Resources for Parents
Families Against Stress and Trauma (FAST)
Guidance and information for families : http://www.familiesmatter.ora.uk/