Contributing to the prevention of violent extremism

1
Contributing to the prevention of violent
extremism
An event/workshop outline for schools developed
by Faith Associates for customisation and use by
local authorities and schools in the South East
region
2
Welcome
3
Local police presentation
4
CONTEST Strategy

• CONTEST Aim Reduce the risk to the UK and its
  interests overseas from international terrorism.
  4 components
• PURSUE To stop terrorist attacks.
• PREPARE Where we cannot stop an attack, to
  mitigate its impact.
• PROTECT To strengthen our overall protection
  against terrorist attacks
• PREVENT To stop people becoming or supporting
  terrorists and violent extremists.

5
The Prevent Strategy
Aim Stop people becoming or supporting violent
extremists
2 Disrupt those who promote VE and support the
places where they operate
3 Support indivs. who are vuln. to recruitment or
who have already been recruited by VE
4 Increase the resilience of communities to VE
5 Address the grievances which ideologues are
exploiting
1 Challenge ideology behind VE support
mainstream voices
Develop understanding, intelligence, analysis and
evaluation
To improve strategic communications
6
Responding and preparing

• Responding to a new and real threat we were not
  previously prepared for e.g. radical
  Al-Qaida-inspired terrorist groups
• Responding to known threats we are not prepared
  for e.g. far Left and far Right groups, animal
  rights activists
• Preparing for future unknown threats e.g. climate
  change activists

7
Local authority Prevent strategy presentation
8
Local authority Prevent organisation

• Local details/diagram to be added

9
The link between cohesion and Prevent

• Work on both community cohesion and PREVENT will
  support the development of safer, stronger and
  more resilient communities
• community cohesion focuses on the relationship
  between people from different faiths and
  backgrounds
• Prevent focuses on specific activity to counter
  ideologies that seek to justify acts of violence
  that will undermine communities or to impose
  their will on others through violence.

10
Multi-agency approach
Local authority CYPS CAF Team Child protection
Co-ordinators Childrens Fund Children in Care
Team Education Team Commissioning -
Equalities Curriculum Advisers Educational
Psychological Service Emergency Social Work
Team Family Information Service Family
Support Governors Service National Challenge
Adviser Parenting Strategy Sure Start Young
Peoples Asylum Seekers Team Youth Offending
Team Youth Service 14-19 Team

• National
• Government Offices
• DCSF
• ICE Project
• QCDA
• Ofsted
• National Strategies e.g. ECM, Childrens Plan
• Subject Associations
• CLG
• Home Office

INTERNATIONAL
NATIONAL
LOCAL
SCHOOLS
International European Union Global
Gateway UNICEF United Nations
11
Activity

• What are the issues and vulnerabilities for
  children and young people in our community?
• 5 minutes discussion in pairs and 5 minutes table
  discussion to identify top three to feed back

12
The Toolkit
13
Why focus on children and young people?

• Key to building more cohesive communities that
  reject violent extremism in the future
• Subject to discrimination or other forms of abuse
• Vulnerable to being drawn into extremism
• impressionable age exploring ideas, identity,
  faith and spiritual awakening
• exposed to extreme messages
• targeted by radicalisers
• susceptible to group dynamics, glamour of
  terrorist cause
• global events

14
Every Child Mattered perspective
Support to individuals
Set up and provide effective pupil support
processes
Targeted activities
Plan curriculum to challenge extremist narratives
Universal actions
Encourage active citizenship and pupil voice
15
Aims of the toolkit
Raise awareness
Threat from violent extremist groups
Risks to young people
Nationally
Provide information
Causes of violent extremism
Preventative actions
Locally
Help schools understand
Positive contribution to empower young people
Resilient communities
Vulnerable pupils or groups
Protect well-being
Locally
Provide advice
Managing risks
Responding to incidents
Nationally
Inter- nationally
16
Key points
primary
secondary
special
independent
School toolkit is for
Senior leadership team
School leaders
Teaching staff
Curriculum leaders
Reviewing school practice
Status and structure
Guidance
Developing partnership working
www.dcsf.gov.uk/publications/violentextremism/tool
kitforschools
17
The five strands and their recommended actions
Extremist narrative
Model listening, analysing and challenging
diverse views
Challenge by staff
Prevent harm
Prevent harm
Manage risks
Support individuals
Support and protect vulnerable individuals and
groups
Increase resilience
Help pupils acquire skills and knowledge
Challenge extremist views
Develop ethos
Recognise grievances
Use teaching styles and curriculum
Debate
Conflict resolution
Active citizenship
18
What does success look like?

• Young people
• feel empowered to engage with controversial
  issues
• have the skills to identify and challenge
  extremist narratives
• respect and understand others
• are comfortable with their identity and sense of
  belonging
• have access to role models and mentors

19
What does success look like?

• Schools, childrens workforce, communities and
  parents
• better aware of the issues surrounding
  vulnerability in a Prevent context (early
  identification is key)
• more confident in what they can do to support
  young people
• know who they can turn to locally for advice and
  support
• understand how to select and use Prevent
  resources to enhance mainstream support to young
  people in order to
• drive standards and performance
• enhance pupil/student voice
• develop broader school family
• develop better working relationships (trust,
  dialogue and co-operation)

20
Support tools and resources
21
Links to initiatives in schools
22
Local engagement

• Schools
• Behaviour support team
• Connexions
• EMASS
• Extended Schools
• Healthy Lifestyles Co-ordinator
• Parent Partnership
• Parent Support Advisers

• Multi-agency groups
• Community Cohesion Consultative Group
• Children and Youth Group
• Parenting Forum
• Prevent Board
• Tackling Bullying and Effectiveness Group
• Youth Offending Team
• Youth Service

LOCAL
SCHOOLS

• Local institutions
• Places of worship
• Community/faith based schools
• Community centres
• Youth centres and outreach services
• Community projects

• Neighbourhood Services
• Community Safety Partnership
• Local parishes
• Newly arrived migration group
• NGOs including faith organisations

23
Activity

• What are we doing that supports Prevent?
• Where do we need to focus?
• What support do we need?
• Focus as a table or in pairs on one of
• Leadership and Values
• Teaching, Learning and Curriculum
• Pupil Support and Challenge
• Managing Risk and Responding to Events.
• 15 minutes table discussion

24
Next steps
25
Implementing the Toolkit

• Reflect on the school context and build on
  existing arrangements One size does not fit
  all
• Audit and evaluate existing arrangements and
  practice in school, including workforce
  development issues
• Consider how existing local multi-agency and
  partnership working can support taking forward
  Prevent
• Clarify responsibilities and support
• Review and develop shared objectives and outcomes
  with other strategies and agendas e.g. Safer
  Schools Partnerships, Learning Communities/Extende
  d Services, Safeguarding and the Common
  Assessment Framework
• Ensure effective mechanisms and procedures for
  communication are in place

26
Workshop
27
Links with the National Curriculum
DCSF document on Teachernet provides guidance on
adapting the National Curriculum to support
building resilience in pupils to violent
extremism and covers three main areas

• relevant cross-curricular dimensions
• relevant personal, learning and thinking skills
• examples of Key Stage 3 (KS3) curriculum maps.

28
A big picture of the curriculum
Working draft
To make learning and teaching more effective so
that learners understand quality and how to
improve
Evaluating impact
To secure
Accountability measures