Preventing Extremism and Radicalisation

Preventing Extremism and Radicalisation 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 s10 (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, July 2015”; 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” 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 – school 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. The ICT department will monitor computer use with Impero and Smoothwall software generating daily reports. The DSL will carry out regular checks of these logs • 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. Attempts to impose extremist views or practices on others. A member of the SMT will attend Friday Muslim prayers. • 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 Head 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 Harrow LSCB. A decision on referral to the Channel Panel will be taken in consultation with Channel panel coordinator and the Harrow 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. Anyone who is concerned about a young person or adult at risk of extremism or radicalisation may make a referral to the Channel Programme. Referral for young people up to and including age 18 (up to 25 with learning disability) should be made on a CAF (Common Assessment Framework) to [email protected] detailing the concerns about the young person and relevant history. The young person or adult should be referred if there are concerns about any of the following:     

Changes in patterns of behaviour from known and predictable patterns with day to day behaviour becoming secretive or increasingly centred around extremist ideology, group or cause. Expressing attitudes that justify offending on behalf of the group, cause or ideology. Using insulting or derogatory names or labels for another group and blaming that group for all social or political ills. Condoning or supporting violence or harm towards others and speaking about the imminence of harm from another group and the importance of action now. Planning to travel abroad to areas where there are known risks from terrorism and violent extremism.

Staff will receive training on identifying and dealing with radicalisation and extremism. This will be through whole staff training that will be reinforced by external providers as appropriate. LSP is WRAP trained. SMT, Heads of Department and Heads of Year will receive WRAP training on 21st September. This training will be disseminated to their departments within a week. Full staff training will take place through the completion of online training module of Channel General Awareness by 2nd November 2015. . 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 PSCHE curriculum delivers lessons to all year groups on the use of the internet and social media to bully, groom, abuse or radicalise people. Form tutors will deliver a lesson on the dangers of Social Media and radicalisation in tutor time on 17th September. 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) 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.

Radicalisation and Extremism Risk Assessment Risk

Yes/No

Responsibility of:

Does the School have a policy?

Yes

LSP

Does the School work with outside agencies on R and E?

Yes

Police, Channel Panel and LSCB

Has the School got a nominated R and E lead and single point of contact?

Yes

LSP

Have staff been trained to be aware of signs of R and E?

Yes. SMT, HoY and HoDs WRAP trained. All staff required to read School R and E policy. Staff required to complete Channel online awareness module.

All staff

Do the staff have a process to voice their concerns?

Yes

Internal referral form and DSL

Do the pupils have a process to voice their concerns?

Yes

As part of information in PSCHE and assemblies. Form Tutor, Head of Year, School Council, Prefects Peer Mentors are all readily accessible to pupils.

Are there opportunities for pupils to learn about R and E?

Yes

PSCHE, tutor time and assemblies

In the School particularly prone to R and E?

The School is not in an area identified as a priority by the government. The local context of the School it that it has an ethnically diverse pupil mix with a significant Muslim population (17% of pupils). The pupils are drawn from a number of boroughs and diverse backgrounds. There are levels of religious observance varying from devout to little outward evidence in daily life. There is some risk of radicalisation and extremism. Pupils’ access to social media and the internet outside school cannot be

All staff and pupils to be made aware of the signs and dangers of radicalisation and extremism and to report any behaviour of concern immediately to the DSL who will look for evidence to establish the nature of the behaviour and whether it should be reported. Use of the internet and social

Are external speakers vetted before talking with the boys?

monitored.

media accessed through the School network is monitored daily. Reports go to the DSL. Parents are advised to monitor their son’s use of social media and the internet.

Yes

Member of staff responsible for booking speaker to ensure vetting has taken place. Speaker must never be left unsupervised with boys. Any inappropriate content to be challenged.

How does the School ensure that appropriate steps are taken?

Once a concern has been established, it LSP will be reported, in the first instance, to Harrow LSCB. Referral for young people up to and including age 18 will be made on a CAF (Common Assessment Framework) to [email protected] detailing our concerns about the young person and relevant history. A decision on referral to the Channel Panel will be taken in consultation with Channel panel co-ordinator and the Harrow 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. The School will work with the Police as required.

Are there documented cases of R and E?

None proven

LSP October 2015

One case referred to police

Concerns logged. Referral made.

Appendix 1 British Values and Anti Radicalisation in the Curriculum The School promotes the teaching of fundamental British values throughout the curriculum. Staff are trained to look for evidence of radical or extremist views and challenge these. All concerns should be reported to Mrs Lynne Plummer (DSL) or the Head as a matter of urgency using the Radicalisation and Extremism Concern form found in the Child Protection folder on the ‘I’ drive. HISTORY teaches some key aspects of human rights and the development of democratic government in the U.K.  Year 7 – law and order – evolution of in Middle Ages. 

Year 8 – English Civil War and growth of parliament.

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Year 9 – defence of democracy in WW2. Citizenship – fighting for the country WW1 and WW2.

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Year 10 – Russian Rev – idea of totalitarianism v democracy. International Relations – rise of Hitler and failure of League of Nations.

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Year 11 – USA black civil rights, women’s rights and students’ rights – teaching why equality is fair.

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Lower 6th – Lutheranism – freedom to practice religion (sort of).

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Upper 6th – Repression of SPD in Germany pre WW1. Key aspects of life in a fascist dictatorship v democratic (surveillance!) Britain.

GEOGRAPHY addresses what it means to be British and consider issues around community cohesion.  Year 8 – UK Topic – What is Britishness is covered. 

Year 9 – Globalisation Topic – Migration UK.

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Year 11 – Urban Topic - Socioeconomic and Ethnic Segregation in UK.

MUSIC develops an understanding of British music and heritage. It references shared values and artistic culture. Patriotic songs and music are regularly performed. Choral music from a British heritage is performed in cathedrals and at major events. SPANISH considers issues that can challenge a multi ethnic society and encourages the development of a coherent understanding of these. Upper 6th - multicultural society. Pupils research and discuss issues around immigration, integration and racism. As part of the oral exam, they may have to defend an opinion regarding one of these matters. GOVERNMENT AND POLITICS in addition to the teaching of government and politics to the Sixth Form there have been whole school events to develop an understanding of and engagement in the political process  Mock elections happen regularly for all UK election (European, General, Mayoral etc.) 

A hustings event was organised for the local constituency.

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The Sixth Form are invited to regular Politics talks at Harrow School and we have had some success in getting external speakers in (e.g. Baroness Jay).

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Assemblies delivered to Y9, Sixth Form and Y11 about the UK political system. Further post-result election assembly to the U6th.

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Stonewall will be coming in next year to speak to the Sixth Form about homophobia.

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The Politics SoW covers Islamism, Fascism, Liberalism, Toleration, Democracy etc. explicitly and implicitly throughout the SoW.

PSCHE covers wide ranging issues pertinent to developing an understanding of fundamental British values. All year groups have lessons about online safety. In addition: Year 7     

 Year 8

What does it mean to be British? Prejudice and discrimination. Racism Improving race/interpersonal relations Making a positive contribution - To understand the role of local councils and understand how they can participate in decision-making processes that affect them. To have identified ways they can make a difference to their local area. Online safety

 Community cohesion  Online safety Year 9  

Relationships with employers/the law - Identify ways to deal with injustice. Human rights - To understand what human rights are and why they are important. To have considered which human rights are most important and why.  Online safety. Year 10   

Co-operation and conflict resolution Communication (being safe online) Reasons to work - To have considered why it is important to work. To have identified key terms used in business. To have considered ‘alternative’ careers.  Rights and responsibilities in the work place  Morality and judgement: Human trafficking  Preventing radicalisation and extremism. To understand what the terms radicalisation and extremism means. To have considered what they can do to help identify extremist behaviours in School. Year 11   

The economic situation in the UK. Dealing with problems Online safety

RSP teaches pupils about the beliefs and practices of the main world religions and the values and attitudes that are shared by these groups. The curriculum also addresses a wide range of moral and philosophical issues, many of which are key to an understanding of fundamental British values. Year 7 

Evidence of Christianity

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Hindu worship

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Jewish worship

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Festivals – Christian, Jewish and Hindu

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Signs and symbols of religions

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Cathedral visit

Year 8 

Role of the mosque and the gurdwara

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Visits to a mosque and gurdwara

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Festivals in Islam and Sikhism

Year 9 

Buddhism in the U.K.

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Key beliefs in western philosophy and ethics

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Abolition of slavery in the U.K. and attitudes to modern slavery

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Attitudes to war and Just War theory

Year 10 

Human rights

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Democracy and the importance of voting

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Sources of moral authority for Christians

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Legal situation regarding; abortion, euthanasia, divorce, homosexuality, racism and gender discrimination

Year 11 

Racial and religious tolerance

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The reasons for the importance of community cohesion

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Attitudes to war and peace

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Attitudes to crime and punishment

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Reasons for belief or non belief in God

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Features of a religious upbringing

Lower 6th Moral values in contemporary society Attitudes to the existence of God in contemporary society Challenge of science to religion Upper 6th Environmental and business ethics ENGLISH Enabling pupils to distinguish right from wrong and to respect the law through Lower School study of novels such as A Christmas Carol, Lord of the flies, The Protectors, Stone Cold and so on, entail discussions of criminal behaviour and teachers make clear the correct course of action. In the Upper School and Sixth Form more contentious and sophisticated issues are addressed prompted by a range of texts. For example, morality and evil in The Crucible, Paradise Lost, racism in Of Mice and Men, Moral responsibility in To Kill a Mockingbird, Courage and sacrifice in Journey’s End. The opportunities for discussing morality and legality are numerous, taken and clear moral guidance is offered. We encourage pupils to accept responsibility for their behaviour, show initiative and understand how they contribute to community life when we ensure that pupils actively listen to and engage with other pupils; when the alien worlds of literature are related to the lives of pupils and their responses are discussed. Empathy is developed and behaviour, whether their own or a fictional example, is discussed in relation to the school or London’s communities. We provide pupils with a broad general knowledge of public institutions and services in England for example a trip to The Globe or The Houses of Parliament with Gifted and Talented pupils, Sixth Form students, and also in the Debating Society. Issues also arise in the non-fiction area of the English Language examination. We assist pupils to acquire an appreciation of and respect for their own and other cultures in a way that promotes tolerance and harmony between different cultural traditions by studying products of our literary heritage, especially in the Upper School and Sixth Form and by studying a diverse range of texts that are products of cultures alien in time and location to pupils. We also touch upon the cultures of pupils whose backgrounds are diverse, for example via the International G.C.S.E. exam poetry texts. We promote fundamental British Values of democracy, the rule of law, individual liberty and mutual respect across faiths. Many texts at all levels are tied in with this area. Discussions around justice in To Kill a Mockingbird or 12 Angry Men are an obvious example. A new AS level text: Jerusalem, by Jez Butterworth is a powerful study of “Britishness”. Democracy in action has been a theme of all teaching relating to individual oral contributions and debating, especially at the time of elections. The forthcoming EU referendum will afford another opportunity to engage in this area. Political speeches are to be studied in the new Rhetoric module in KS3. Likewise, the study of “biased” material relating to Global Warming in year 11 as part of the IGCSE anthology gives ample opportunity to look at this issue from all sides of the political spectrum. LSP October 2015

Appendix 2 Radicalisation and Extremism Concern Form APPENDIX 2

RADICALISATION AND EXTREMISM CONCERN FORM Pupil Name

Staff logging concern

Date

Nature of concern – please tick Inappropriate content on phone Overheard conversation Propaganda material Other – please specify

Inappropriate material held by pupil Gang mentality Social media posting

Describe in as much detail as possible your concern and note any behaviours observed.

Once completed, please send this form to LSP without delay. Signed ………………………………………………………… Dated ………………………………………………………….

TO BE COMPLETED BY SAFEGUARDING LEAD Action taken: Investigation led by: Outcome of investigation: Police involvement Y / N Further recommended actions:

LSP September 2015

Appendix 3 Tackling Extremism and Radicalisation Indicators of vulnerability include: Identity  the student/pupil is distanced from their cultural /religious heritage and experiences;  discomfort about their place in society;  personal Crisis – the student/pupil may be experiencing family tensions;  a sense of isolation;  low self-esteem;  they may have dissociated from their existing friendship group and become involved with a new and different group of friends;  they may be searching for answers to questions about identity, faith and belonging. Personal Circumstances  migration;  local community tensions; and events affecting the student/pupil’s country or region of origin may contribute to a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy. Unmet   

Aspirations the student/pupil may have perceptions of injustice; a feeling of failure; rejection of civic life.

Experiences of Criminality  involvement with criminal groups  imprisonment; and poor resettlement/reintegration on release  Special Educational Needs  social interaction  empathy with others  understanding the consequences of their actions; and awareness of the motivations of others More critical risk factors could include:  being in contact with extremist recruiters;  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; and  significant changes to appearance and/or behaviour;  experiencing a high level of social isolation, resulting in issues of identity crisis and/or personal crisis. LSP October 2015