Learning together to be safe

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Learning together to be safe
A workbook to help implement the Prevent toolkit
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Living in a complex changing world where
everything inter-relates and interconnects

• Our generation's greatest challenge... is
  learning to live in a crowded and interconnected
  world that is creating unprecedented pressures on
  human society

Prof. Jeffery Sachs Director of the Earth
Institute Columbia University
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About the workbook the purpose

• To provide a process and tools for schools to
  implement Prevent and Learning together to be
  safe into all aspects of existing work
• To provide a link into the school improvement
  process by embedding Prevent through the OFSTED
  Framework and SEF
• To provide guidance and suggestions of links to
  other strategies and resources
• To provide examples and ideas of Prevent related
  activities in practice.

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About the workbook the content

• An overview of the process to be applied by
  schools to move from ticking the box to
  completing the picture
• A summary chart of the OFSTED Framework and the
  universal, targeted and specialist practice and
  actions and priorities
• Exercises to help schools prioritise and complete
  the picture
• Signposts to other strategies, programmes and
  initiatives
• A resource catalogue of materials and
  organisations that can support implementation of
  different aspects
• Case studies to provide examples and ideas from
  others.

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The five strands of Prevent in a school and
college context

• Challenge an extremist narrative and model how
  diverse views can be heard, analysed and
  challenged
• Prevent harm from those who promote violent
  extremism
• Support individuals who are vulnerable through
  strategies to support, challenge and protect
• Increase the resilience of pupils and of school
  communities
• Allow grievances to be aired, explored and
  demonstrate the role of conflict resolution and
  active citizenship

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Implementing Prevent completing the picture
OFSTED 3 steps
Understand the context of the school
Plan and take actions
Evaluate impact
Who are the key stakeholders? Working with
partners involving the school community
Who has contributed to your shared understanding
of the context? (Exercise 1)
Identify the key partners and other agencies who
can contribute to each of the 4 aspects of the
toolkit
Identify with your stakeholders how their
attitudes and responses have changed and
contributed to their school and its work
Consider the 4 aspects from Learning together to
be safe to identify main actions (Exercises 3 to
6)
Process - How will you engage stakeholders in the
dialogue
Identify from your context the key factors for
improving achievement, safety and well-being
(Exercise 2)
Use the TDA impact evaluation tool to analyse and
finalise outcomes for each main area of action
Embedding Have you identified resources and
linked your actions into other strategies and
resources?
What do you do now that you can build on? Are
there other strategies to be added?
What resources, tools, and strategies provide
support for effective implementation? (Exercise
7, Case studies, Resource catalogue, and
signposts)
Who will be responsible for analysing the impact,
how often, and with whom?
What are the intended outcomes and what will be
the impact? - Keep the end in mind
Common understanding by all of school community
of the main (2 or 3) areas for making a difference
Identify key actions (no more than 3) for each
aspect of the toolkit to be included in the
school improvement plan
Review and revise your contextual narrative to
reflect changed circumstances and the impact of
your actions
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The main challenges of Prevent

• To support individuals and prevent harm
• Safeguarding
• Multi-agency and specialist interventions

To promote highly critical and informed
idealism Student voice and open debating
forums Emotional intelligence and thinking
skills Curriculum and pedagogy
To build resilience in communities and
individuals Safer Schools Partnerships Learning
communities Community cohesion Tutors and
mentors Parents and carers
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Exercise 1 Write a narrative of the context of
the school
Have you taken account of all these factors?
Performance
Culture and ethnicity
Socio-economic context
A shared narrative of the school and its context
Faith and religion
Basic characteristics
Information, data, intelligence
Links to local, national and global communities
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Exercise 1 Write a narrative of the context of
the school

• Who have you talked to build the shared
  understanding of the context of the school?

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Exercise 1 Write a narrative of the context of
the school

• Examples of a contextual narrative

School A serves an area of low deprivation.
Pupils from village and wide rural area. Estate
of families in village with social problems,
young single parent families and high crime (drug
related) which inhibit opportunities. Almost all
families are White British, with very few from
other cultural backgrounds. Some families have
very narrow experience beyond the village so some
have a limited understanding of wider
communities. It is also a school with a
particular faith based intake policy. School B
serves a very diverse urban community, with
pupils from a very wide range of cultural, ethnic
and linguistic backgrounds. Broadly White
British 22, Black African 22, Black Caribbean
9, Asian 24, Eastern European 8. It is an area
of high social mobility and significant
deprivation. Families who remain in the area
usually have low aspirations and high dependency.
There is diversity of faiths and high levels of
active worship but most travel out of the area to
different faith centres.
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Exercise 2 Identify from your context the key
factors for improving achievement, safety, and
well-being
Using your contextual statement identify with
your partners 3 to 5 priorities main aspects to
be the priorities and focus for your further
school improvement planning. These priorities
will inform and direct your consideration of the
4 aspects of Learning together to be safe.
(Exercises 3 to 6.)
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Exercises 3 to 6 Plan and take actionsThe four
aspects of learning together to be safe

• Use the key areas of focus (starting points) from
  the revised understanding of the context to
  review each of the four aspects of the toolkit.
  Plan actions (maximum of 2 or 3) for each
  aspect. You should start by with Leadership and
  Values and a review of culture and ethos.
• The others can be taken in any order. Pupil
  support processes and Managing risks and
  responding to events are likely to require
  multi-agency approaches and partnership working.

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Exercise 3 Leadership and values
Does the school have explicit values
statements? Does the school promote human
rights and are inclusive for all pupils?
Have teachers the skills and confidence to raise
and address controversial issues? Do induction
programmes include school community cohesion
policy and practice?
Does the school use restorative approaches to
resolve conflict? Do teachers promote
democratic and participative approaches with
teachers?
Do partners contribute to the schools
community cohesion programmes? How good is the
school at hearing and responding to tensions in
the community?
How effective is the school at helping the
pupils to be active in local, national and
global communities?
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Exercise 3 Leadership and valuesReview your
culture and ethos

• What are the implications of the outcomes from
  your contextual narrative for your culture and
  ethos?
• What will be your main focus for planning
  actions?
• How will the main objectives of Prevent be
  reflected in your culture and ethos? (The Model
  for Critical Idealism can be used to stimulate
  discussion and lines of enquiry.)

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Exercise 4 Curriculum, Teaching and Learning

• How are assemblies used to consider controversial
  issues?
• What opportunities are there for pupils to engage
  in debates with others?
• Does the school work with community organisations
  to extend ---- ?

• In which subjects is the Prevent agenda
  considered?
• How are cross-curricular themes used and managed?

• How does the school use small group work to
  explore tensions with pupils causing concern?
• Are pupils encouraged and supported to ask
  questions and express their views and beliefs?

• How well do pupils problem solve and resolve
  conflict?
• How are you developing critical thinking skills?

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Exercise 4 Curriculum, Teaching and Learning

• What are the implications of the outcomes from
  your contextual narrative for the curriculum,
  teaching and learning?
• What should be your main areas of focus?
• What will have the biggest impact on your culture
  and ethos and the attitudes and responses from
  pupils, parents, staff and the local community?
• How do you consider the impact of extremism and
  explore alternatives?

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Exercise 5 Pupil support and challenge
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Exercise 5 Pupil support and challenge

• What are the main areas for you to focus on to
  support pupils vulnerable and at risk from your
  contextual narrative?
• How effective is the personal support to
  individual pupils in responding to and
  identifying risks of engaging in extremism?
• Do your safeguarding procedures incorporate the
  risk of extremism and provide referral processes
  for specialist advice and support?
• Have you agreed with partners multi-agency
  responses to extremism?

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Exercise 6 Managing risks, responding to events
- Promoting resilience, Challenging extremism
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Exercise 6 Managing risks, responding to events
- Promoting resilience, Challenging extremism

• What does your contextual narrative tell you are
  the main risks for you plan and prepare for?
• How far do your universal policies help to build
  resilience and resistance to extremist views and
  influences?
• How well do you understand the factors that cause
  grievances and disaffection in pupils and what do
  you do to address them?
• Do you have multi-agency procedures in place and
  how effective will they be in all circumstances?

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Prevent Case study (Page 1)
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Prevent Case study (Page 2)
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For further information

• Visit the DCSF website at www.dcsf.gov.uk/violente
  xtremism/toolkitforschools for a copy of the
  PowerPoint
• Contact one of the following
• andrew.hobbs_at_goyh.gsi.gov.uk
• graham.robb_at_yjb.gov.uk
• Community.Cohesion_at_dcsf.gsi.gov.uk.

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