Executive Principal: Sir J A Townsley BA (Hons) NPQH Chair of the Board: Mr D Morgan
Preventing Extremism and Radicalisation Policy
Designated Teacher: Assistant Principal with responsibility for Inclusion
Reviewed by: Governors Policy Committee
Date: May 2016
Fountain Street, Morley, Leeds LS27 0PD T 0113 253 2952 F 0113 253 1483 E [email protected] W www.morley.leeds.sch.uk EXTREMISM AND RADICALISATION POLICY
Document Status
Mark Randall – Principal Date of Policy Creation April 2016 Author
Date of Policy adoption by May 2016 Responsibility Policy Board Committee Policy Committee
Date of Policy adoption by May 2016 Responsibility Board of Governors Board of Governors
Date of Policy Implementation Responsibility Academy Principal May 2016 by Academy Principal
Jenny Holden Policy Amendments As required Responsibility Assistant Principal
Date of next Policy Review Annually Responsibility All/as above
TGAT Extremism and Radicalisation Policy
1. POLICY STATEMENT
1.1. The GORSE Academies Trust (TGAT) is fully committed to safeguarding and promoting both the welfare of all its students and Fundamental British Values (FBV). Every member of staff recognises that safeguarding against radicalisation and extremism is no different to safeguarding against any other vulnerability in today’s society. The Extremism and Radicalisation Policy sets out our beliefs, strategies and procedures to protect vulnerable individuals from being radicalised or exposed to extremist views, by identifying who they are and promptly providing them with support.
2. LINKS TO OTHER POLICIES
2.1. This policy links to the following policies:
Child Protection Policy
Safer Recruitment Policy
Anti-bullying and Hate Incidents Policy
Positive Discipline Policy
Single Equality Policy
E and Online Safety Policy
2.2. The following national guidelines should also be read in conjunction with this policy:
PREVENT Strategy Her Majesty’s (HM) Government
The Prevent Duty, Department for Education (DfE) June 2015
Counter-terrorism and Security Act February 2015
Keeping Children Safe in Education DfE September 2016
Working Together to Safeguard Children HM Government 2017
Guidance for Safer Working Practice for Adults Who Work With Children and Young People in Education October 2015
Safeguarding Children and Young People from the Threat of Violent Extremism Leeds Safeguarding Children Board
Learning Together to be Safe: A Toolkit to help Schools contribute to the Prevention of Violent Extremism
2.3. In formulating this policy the TGAT Board have taken account of the guidance from the Department for Education (DfE) who has called for all public bodies to make explicit their preventative measures to minimise the threat of extremism in their setting.
TGAT Extremism and Radicalisation Policy
2.4. The Office for Security and Counter Terrorism works to counter the threat from terrorism and their work is detailed in the counter terrorism strategy CONTEST. This strategy is based on four areas of work:
Pursue - To stop terrorist attacks.
Prevent - To stop people becoming terrorists or supporting terrorism.
Protect - To strengthen our protection against a terrorist attack.
Prepare - To mitigate the impact of a terrorist attack.
3. AIMS
3.1. The main aims of this policy are to ensure that staff are fully engaged in being vigilant about radicalisation; that they overcome professional disbelief that such issues will not happen here and ensure that we work alongside other professional bodies and agencies to ensure that our students are safe from harm.
3.2. This policy is intended to provide a framework for dealing with issues relating to vulnerability, radicalisation and exposure to extreme views. We recognise that we are well placed to be able to identify safeguarding issues and this policy sets out how the Academy will deal with such incidents and identifies how the curriculum and ethos underpins our actions.
3.3. Our curriculum promotes the FBV of respect, tolerance and diversity. Students are encouraged to express themselves through discussions with staff and each other. Our students learn about other faiths and cultures and are taught about how to stay safe when using the internet.
3.4. Our objectives are that:
All governors, teachers, teaching assistants and non-teaching staff will have an understanding of what radicalisation and extremism is and why we need to be vigilant.
All governors, teachers, teaching assistants and non-teaching staff will know what the Trust policy is on extremism and radicalisation and will swiftly follow the policy guidance when issues arise.
All students (as appropriate to their age) will understand the dangers of radicalisation and exposure to extremist views; building resilience against these and knowing what to do if they experience them.
All parents/carers and students will know that the Trust has policies in place to keep students safe from harm and that the Trust regularly reviews its systems to ensure that they are appropriate and effective.
Students are helped to understand the importance of democracy and freedom of speech, through the Social and Emotional Aspects of Learning (SEAL), assemblies, the Personal, Social, Health, Citizenship and Economic Education (PSHCEE) curriculum and through the elected student bodies.
TGAT Extremism and Radicalisation Policy
Students are taught how to keep themselves safe, in their Academy and when using the internet.
Students participate in Academy and local community events so that they appreciate and value their neighbours and friends who may not share their faith background.
Students are supported in making good choices, so they understand the impact and consequences of their actions on others.
4. DEFINITIONS AND INDICATORS
4.1. Radicalisation is defined as the act or process of making a person more radical or favouring of extreme or fundamental changes in political, economic or social conditions, institutions or habits of the mind.
4.2. Extremism is defined as the holding of extreme political or religious views.
4.3. The Trust has a zero tolerance approach to extremist behaviour for all members of the Academy community. We rely on our strong values to steer our work and ensure the pastoral care of our students protects them from exposure to negative influences. Furthermore, the positive promotion of our Academy Home School Agreement or Elliott Hudson College/student agreement and the SEAL/PSHCEE curriculum, equips our students with the skills to reject violence in all its forms.
4.4. There are a number of behaviours which may indicate a student is at risk of being radicalised or exposed to extreme views. These include:
Spending increasing time in the company of other suspected extremists.
Changing their style of dress or personal appearance to accord with the group.
Day-to-day behaviour becoming increasingly centred on an extremist ideology, group or cause.
Loss of interest in other friends and activities not associated with the extremist ideology, group or cause.
Possession of materials or symbols associated with an extremist cause.
Attempts to recruit others to the group/cause.
Communications with others that suggests identification with a group, cause or ideology.
Using insulting or derogatory names for another group.
Increase in prejudice-related incidents committed by that person – these may include:
o Physical or verbal assault o Provocative behaviour o Damage to property o Derogatory name calling o Possession of prejudice related materials
TGAT Extremism and Radicalisation Policy
o Prejudice related ridicule or name calling o Inappropriate forms of address o Refusal to co-operate o Attempts to recruit to prejudice related organisation o Condoning or supporting violence towards others.
5. PROCEDURES FOR REFERRALS
5.1. It is important that all staff are constantly vigilant and remain fully informed about the issues which affect the region and society in which we teach and work. Staff are reminded to suspend any professional disbelief that instances of radicalisation could not happen here and to be professionally inquisitive where concerns arise, referring any concerns through the appropriate channels, and to the Designated Safeguarding Leads (DSL) who is also the Prevent lead within each Academy. See Appendix 2 for further information.
5.2. This policy is strictly adhered to should issues arise and the process for dealing with referrals is set out in Appendix one.
5.3. We believe that it is possible to intervene to protect people who are vulnerable. Early intervention is vital and staff must be aware of the established processes for front line professionals to refer concerns about individuals and/or groups. We must have the confidence to challenge, the confidence to intervene and we must ensure that we have strong safeguarding practices based on the most up-to-date guidance and best practice.
5.4. Our DLS’s for Child Protection will deal swiftly with any referrals made by staff or with concerns raised by staff via Cause for Concern forms.
6. STAFF TRAINING
6.1. Through training opportunities in each Academy we will seek to ensure that our staff are fully aware of the threats, risks and vulnerabilities that are linked to radicalisation; are aware of the process of radicalisation and how this might be identified early on and are aware of how we can provide support to ensure that our students are resilient and able to resist involvement in radical or extreme activities.
7. VISITORS AND THE USE OF ACADEMY PREMISES
7.1. Upon arriving at the Academy/College, all visitors, including contractors, will read the Child Protection Policy and leaflet and will be made aware of who the DSLs are and how to report any concerns which they may experience.
7.2. If any agreement is made to allow non-Academy groups or organisations to use the premises, appropriate checks will be made before agreeing the contract. Usage will be monitored and in the event of any behaviour not in-keeping with the Radicalisation and Extremism Policy, the Academy/College will contact the Police and terminate the contract.
TGAT Extremism and Radicalisation Policy
Appendix 1
Dealing with Referrals
We are aware of the potential indicating factors that a child is vulnerable to being radicalised or exposed to extreme views, including peer pressure, influence from other people or the internet, bullying, crime and anti-social behaviour, family tensions, race/hate crime, lack of self-esteem or identity, prejudicial behaviour and personal or political grievances.
In the event of prejudicial behaviour the following system will be followed:
All incidents or prejudicial behaviour will be reported directly to the DSLs.
All incidents will be fully investigated and recorded in line with the Positive Discipline Policy and records will be kept in line with procedures for any other safeguarding incident.
Parents/carers will be contacted and the incident discussed in detail, aiming to identify motivating factors, any changes in circumstances at home, parental views of the incident and to assess whether the incident is serious enough to warrant a further referral. A note of this meeting is kept alongside the initial referral.
In the event of a referral relating to serious concerns about potential radicalisation or extremism, the Academy will also contact the National Counter Terrorism Security Office (NaCTSO) www.gov.uk/government/organisations/national-counter-terrorism-security- office, who work with the Home Office. http://content.met.police.uk/Home
TGAT Extremism and Radicalisation Policy
Appendix 2 Academy Designated Safeguarding Staff
Elliott Hudson College
Name Job Title Safeguarding Role Qualification
Lee Styles Vice Principal Deputy Designated 3 Day Designated Senior Lead Officer Training
Rosie Quashie Assistant Principal Designated Senior 3 Day Designated Lead Officer Training
Jeanne McHale Alliance Leader Designated Child 3 Day Designated Protection Officer Training
The Morley Academy
Name Job Title Safeguarding Role Qualification
David Bardsley Assistant Principal Designated Senior 3 Day Designated Leader Officer Training
Emma Jackson Assistant Principal Deputy Designated 3 Day Designated Senior Lead Officer Officer Training
Helen Broadbent Pastoral Assistant Lead Child 3 Day Designated Protection Officer Training Designated Officer
Dawn McArdle Senior Support Child Protection 3 Day Designated Officer Designated Officer Officer Training
Gill Stirk Inclusion Support Child Protection 3 Day Designated Centre Manager Designated Officer Officer Training
Zoe Groom Learning Mentor Child Protection 3 Day Designated Designated Officer Officer Training
Carly Tordoff Learning Mentor Child Protection 3 Day Designated Designated Officer Officer Training
The Farnley Academy
Name Job Title Safeguarding Role Qualification
Emma Dyson Senior Assistant Designated Senior 3 Day Designated Principal Leader Officer Training
Julie Baldwin CP Officer & Family Deputy Child 3 Day Designated Support Worker Protection Officer Training Designated Officer
Lucy Mosalski Senior Learning Child Protection 3 Day Designated
TGAT Extremism and Radicalisation Policy
Mentor Designated Officer Officer Training
Helen Calvert Inclusion Support Child Protection 3 Day Designated Officer Designated Officer Officer Training
Mick Amos Pastoral Support Child Protection 3 Day Designated assistant Designated Officer Officer Training
Gemma Robinson Learning Mentor Child Protection 3 Day Designated Designated Officer Officer Training
The Ruth Gorse Academy
Name Job Title Safeguarding Role Qualification
Rebekah Taylor Principal Designated Senior 3 Day Designated Leader Officer Training
Jenny Holden Director of Inclusive Designated Senior 3 Day Designated Support Leader Officer Training
Amy Dryden Learning Mentor Deputy Child 3 Day Designated Protection Officer Training Designated Officer
Marcus Stewart Inclusion Support Child Protection 3 Day Designated Manager Designated Officer Officer Training
Bruntcliffe Academy
Name Job Title Safeguarding Role Qualification
John McNee Assistant Principal Designated Senior 3 Day Designated Leader Officer Training
Janet Stephenson Family Support Lead Child Protection 3 Day Designated Officer Designated Officer Officer Training
Gemma Gale Assistant Principal Child Protection 3 Day Designated Designated Officer Officer Training
David Hillary Vice Principal Deputy Designated 3 Day Designated Senior Leader Officer Training
Hillcrest Academy
Name Job Title Safeguarding Role Qualification
Kay France Inclusion Leader Designated Senior 3 Day Designated Leader Officer Training
Mark Randall Principal Deputy Senior 3 Day Designated Leader Officer Training
TGAT Extremism and Radicalisation Policy
Louise Cornwell Child Protection Designated Child 3 Day Designated officer Protection Officer Training Designated Officer
Ryecroft Academy
Name Job Title Safeguarding Role Qualification
Karen Tiffany Inclusion Manager Lead Child 3 Day Designated Protection Officer Training Designated Officer/ Deputy Lead
Christine Morton Inclusion Manager Lead Child 3 Day Designated Protection Officer Training Designated Officer
Morley Newlands Academy
Name Job Title Safeguarding Role Qualification
Margaret McBride Vice Principal Designated Senior 3 Day Designated Leader Officer Training
Jane Handley Assistant Principal Deputy Designated 3 Day Designated Senior Leader Officer Training
Tammy Simpson Inclusion and Family Lead Child 3 Day Designated Support Manager Protection Officer Officer Training
Joanne Bradley Learning Mentor Child Protection 3 Day Designated Designated Officer Officer Training
TGAT Extremism and Radicalisation Policy
Appendix 3
Indicators of Radicalisation or Extremism and Academy Responses
Characteristics as Possible behaviour Risk Status Academy Response/ identified in key Action (all incidents must documents be reported to the Single Point of Central Contact SPOC/ DSL) Physical Changes Possession of unexplained Students bring gifts into Medium Report to DSL/SPOC and gifts and clothing (possibly the Academy. Students complete a Cause Concern an indicator of grooming). state that they have Form. Report to This gifts could include received gifts or show Designated Officer. mobile phones, money, other students. clothing, etc. Sudden or gradual change The student wears Severe or Record on Cause for of physical appearance. clothing affiliated with a Extreme (if Concern Form and report Changing the style of dress particular radical group, law breaking immediately to the or appearance in with a slogan or is DSL/SPOC. accordance with a group. statement. The student demonstrated) Record on CPOMS/child changes their protection file. appearance and attribute to associate with a Make the Principal Aware. particular group. Report to the Counter Terrorism Unit (CTU).
If this is an indicator which breaks the law the police should be called immediately. Sudden or unexpected Student wears attire/ Severe or Record on Cause for wearing of religious attire. clothing with slogans, Extreme (if Concern Form and report statements or symbol law breaking immediately to the associated with an is DSL/SPOC. Record on extremist or radical demonstrated) CPOMS/child protection group. file.
Make the Principal Aware. Report to the CTU.
If this is an indicator which breaks the law the police should be called
TGAT Extremism and Radicalisation Policy
immediately. Possession of materials or Student is in possession High Record on Cause for symbols associated with of materials, symbols, Concern Form and report extremist causes. newspaper, books, or immediately to the accesses websites DSL/SPOC. related to extremist or Record on CPOMS/child radical groups. protection file. Make the Principal Aware. Report to the CTU.
If this is an indicator which breaks the law the Police should be called immediately. Social Changes The student cuts ties with The student is taken off Cause for Record on Cause for friends, family, community role, is missing in Concern Concern Form and report and/or loses interest in with education or had immediately to the friends and activities not extended leave from the DSL/SPOC. associated with a particular Academy. Record on CPOMS/child ideology, group or cause. protection file. Make the Principal Aware. Report to the Child Missing in Education (CME) Team. Referral to the Front Door safeguarding team. As above Parents/carers report a Cause for Record on Cause for change in behaviour, Concern Concern Form and report friendships or concerns immediately to the about social engagement DSL/SPOC. and request support. Record on CPOMS/child protection file.
Designated officer speaks with the parent/carer and student. The student is offered pastoral support and monitored.
Possible referral to the Front Door safeguarding hub if after investigation there are further concerns.
As above Repeated or ambiguous Severe Record on Cause for requests for extended Concern Form and report leave to a country where immediately to the the family may be known DSL/SPOC.
TGAT Extremism and Radicalisation Policy
to have radical or Record on CPOMS/child extremist links. protection file. Make the Principal Aware. Report to the CTU. The student becomes The student refuses to Medium Record on Cause for socially withdrawn and participate in assemblies, Concern Form and report refuses to co-operate in PSHCEE/SEAL lessons, immediately to the specific lessons. lessons with religious DSL/SPOC. content, activities related Record on CPOMS/child to celebration of diversity protection file. and this is attributed to a Make the Principal Aware. particular ideology. Speak to parents/carers and student. If upon further investigation there are further concerns raised refer to the CTU. If not support the student and closer monitor. The student associates with The student states that Medium Record on Cause for others who hold radical friends/ Concern Form and report views/communication with family/parents/peers immediately to the others that suggest mention particular DSL/SPOC. Make the identification with a group, words/comments/phrases Principal Aware. ideology and/or attempt to that indicate Record on CPOMS/child recruit others. sympathising with protection file. extremism or intolerance of others. Parents/carers Refer to the Front Door raise concerns about the safeguarding hub. above. The student bullies or The student discusses Medium to Record on Cause for demonises other people sympathising with groups High Concern Form and report freely and attempts to such as Al-Queda, (dependent immediately to the influence others to recruit ISIS/ISIL, Al –Shabab, upon DSL/SPOC. prejudiced opinions. Combat 18, Britain First, specifics) Record on CPOMS/child English Defense League protection file. (EDL) or socially isolates Make the Principal Aware. and bullies other students based upon Refer to the Front Door perceived faith, culture, safeguarding hub. heritage religion. The student associates with The student states that Severe Record on Cause for known radicals/extremists friends/ Concern Form and report and spends increased time family/parents/peers immediately to the in the company of mention particular DSL/SPOC. suspected extremists. words/comments/phrases Record on CPOMS/child that indicate protection file. sympathising with Make the Principal Aware.
TGAT Extremism and Radicalisation Policy
extremism or intolerance Refer to the Front Door of others. Parents/carers safeguarding hub. raise concerns about the above. Becoming dependant on It is identified by the Severe Record on Cause for social media/internet and academy or Concern Form and report possession or accessing parents/carers that the immediately to the prejudice –related, radical student has accessed or DSL/SPOC. or extremist materials. attempted to visit Record on CPOMS/child extremist information or protection file. websites. Make the Principal Aware.
Report to the CTU. The student begins to Parents/carers report a Severe Record on Cause for attend rallies and change in behaviour and Concern Form and report demonstrations for attendance at rallies or immediately to the extremist causes. demonstrations of DSL/SPOC. radical/ extremist groups Record on CPOMS/child and parents/carers ask protection file. for assistance. There are Make the Principal Aware. disclosures or reports of the student is Report to the CTU. establishing relationships/friendships or actions with links to known extremists or radical groups. Partner agencies report concerns to the Academy. The student visits extremist Attempts to access Severe Record on Cause for websites, networks and extremist/radical Concern Form and report other social media. information and websites immediately to the and parents/carers or DSL/SPOC. partner agencies report Record on CPOMS/child concerns or there are protection file. disclosures with regards Make the Principal Aware. to accessing this information. Report to the CTU. Emotional and Verbal The student presents The student makes Medium to Record via the Hate hatred or intolerance of comments/calls Low Incident Recording other people and names/bullies others (dependent process. communities. The student based upon religion or upon Report to DSL/SpoC on uses derogatory names and faith. frequency) Cause for Concern. language/prejudice related Refer to Assistant Principal bullying and ridicule for (if first occasion) and follow another group/ community. positive discipline system. If repeated incident seek
TGAT Extremism and Radicalisation Policy
advice from the Front Door Safeguarding Hub. The student complains, Parents/carers, partner Cause for Record on a Cause for often in anger about agencies or other Concern Concern and pass to the political systems, students report changes DSL/SpoC. governmental policies, in behaviour, friendships Seek advice from the Front especially foreign policy. or actions. Door Safeguarding Hub. The student begins to Parents/carers, partner Cause for Record on a Cause for believe in government agencies or other Concern Concern and pass to the policies. students report changes DSL/SpoC. in behaviour, friendships Seek advice from the Front or actions. Door Safeguarding Hub. The student exhibits erratic Parents/carers, partner Cause for Record on a Cause for behaviour such as paranoia agencies or other Concern Concern and pass to the or delusion. students report changes DSL/SpoC. in behaviour, friendships Seek advice from the Front or actions. Door Safeguarding Hub. The student speaks about The student uses hate Cause for Record on a Cause for taking revenge or exhibits terms to exclude others Concern Concern and pass to the provocative behaviour. and incite hatred and DSL/SpoC. violence. Seek advice from the Front Door Safeguarding Hub. The student demonstrates The student discusses High to severe Record on a Cause for sympathy to radical groups/ sympathising with groups (dependent Concern and pass to the attempts to recruit others to such as Al-Queda, upon DSL/SpoC. the group or cause. ISIS/ISIL, Al –Shabab, frequency and Seek advice from the Front Combat 18, Britain First, specifics) Door Safeguarding Hub. English Defense League (EDL) and socially isolates other students/ groups based upon percieved faith, culture, heritage or belief. The student exhibits The student makes Severe Record on Cause for extreme religious derogatory comments Concern Form and report intolerance/derogatory about religion, faith, immediately to the name calling. culture and discusses DSL/SPOC. narrow viewpoints, graffiti Record on CPOMS/child symbols, art work or protection file. words that promote Make the Principal Aware. extremist messages. Report to the CTU. The student advocates Use of extremist hate Severe or Record on Cause for violence or criminal terms to exclude others extreme (only Concern Form and report behaviour/physical or or to incite violence. of they are immediately to the verbal assault and demonstrating DSL/SPOC. condones violence towards law breaking) Record on CPOMS/child
TGAT Extremism and Radicalisation Policy
others. protection file. Make the Principal Aware.
Report to the CTU.
If there is law breaking report to the Police.
TGAT Extremism and Radicalisation Policy
Appendix 4
Parents/Carers Leaflet
Where to go for further information: See our policies Academy Logo and Name Contact the Academy If you have any questions or concerns The following policies are available at you can contact the Academy reception our Academy website at and ask to speak to the Single Point of …………………… Contact who is also the Designated Extremism and Radicalisation Policy Senior Leader who is Child Protection Policy ………………………………………….. Alternatively you can ask to speak to Single Equality Policy anyone of the Child Protection Anti-bullying and Hate Incident Designated Officers. Please see below. Policy
Positive Discipline Policy
Online and E-Safety Policy
Child Protection Designated Officers External Information The Prevent Strategy and Policy The following sources may be provide
Picture Picture additional useful information. Parents/Carers Prevent duty guidance Information and Name of DSL Name of deputy www.gov.uk/government/publications/ protecting-children-from- Guidance radicalisation-the-prevent-duty Picture Picture General information about Prevent and Schools www.preventforschools.org/?category Name of officer Name of officer _id=40
Picture Picture Academy Address and
Contact Numbers Name of officer Name of officer
If needed - remove if not
Executive Principal: Sir John A Townsley BA (Hons) NPQH
TGAT Extremism and Radicalisation Policy
What is the Prevent strategy? What does this mean in practice? Frequently Asked Questions
Prevent is a government strategy designed to Many of the things we already do in the How does Prevent relate to British stop people becoming involved in extreme Academy to ensure that students become Values? actions, becoming terrorists or supporting positive, rounded and resilient members of terrorist or extremist causes. society also contribute to the Prevent strategy. Schools have been required to promote The Prevent strategy covers all types of British values since 2014, and this will terrorism and extremism, including the extreme These include; continue to be part of our response to the right wing, violent Islamist groups and other Prevent strategy. radical causes. Exploring other cultures and religions British values include: and promoting diversity through our How does the Prevent strategy apply to Democracy curriculum. schools? The rule of law Exploring social and emotional Individual liberty From July 2015 all schools (as well as other wellbeing, for example through Personal, Mutual respect and tolerance of organisations) have a duty to safeguard Social, Health, Citizenship and those with different faiths and beliefs children from radicalisation and extremism. Economic Education (PSHCEE) and and for those without faith. This means we have a responsibility to protect Social Aspects of Learning (SEAL) which our students from extremist and violent views focus upon specific areas of Why do students need to learn about the same way we protect them from abuse, development such as healthy radicalisation and extremism? drugs or gang violence. relationships, self-esteem, positive mental health and identity. Education can be a powerful tool, It is important that our academy can provide a Challenging prejudices and inequality equipping students with the knowledge, safe place for students to discuss these issues through our Anti-Bullying and Hate and skills to think for themselves, to to enable them to better understand how to Incidents Policy and academy ethos. challenge and to debate; and giving students the opportunity to learn about protect themselves. Developing critical thinking skills and a different cultures and faiths and to gain strong, positive self-identity and sense of an understanding of the values we share. belonging wiithin the academy, local Exploring ideas, developing a sense of Terms and Definitions community and wider society. identity and forming views are a normal Promoting the spiritual, moral, social and part of growing up. Our academy can Extremism - vocal or active opposition to cultural development of students by support students by providing a safe fundamental British values, such as promoting active citizenship and environment for discussing challenging democracy, the rule of law and tolerance of developing an understanding of the issues and helping them to understand different faiths and beliefs. importance of fundamental British how they can influence and participate in values, such as democracy, celebration decision-making and how they can resist Ideology - a set of beliefs. of the diversity of Britain and pressure and coercian assertively. understanding local government and the Terrorism - the process by which a law. What should I do if I am concerned person comes to support extremism or about my child or other students? terrorism. We will also protect students from the risk of radicalisation, for example by using filters on If you have any, for example if you feel Radicalisation - the process by which a the internet to ensuring that they cannot they are being influenced by others, person comes to support extremism and access extremist and terrorist material, or by there are concerns about E and online terorism vetting visitors who come into the academy to safety or they are suffering discrimination work with or teach students. and prejuduce please contact the Designated Senior Leader...... If you have concern that your child or other student are at immediate risk Children’s Social Work Services are available on 0113 222 4403.
TGAT Extremism and Radicalisation Policy
Appendix 5
Responding to Concerns about a Student
Concern about radicalisation or extremism. Concern raised on a Cause for Concern and reported to the DSL (SpoC).
Low Medium High Severe Extreme
Report to Follow Follow child Contact Report to Speak Follow child Follow child Assistant up protection parents/ Assistant to protection protection Principal intellig- procedure and carers Principal parents/ procedure procedure and ence contact Front and carers and record and record follow PD and Door follow PD on on system monitor Safeguarding system CPOMS/file CPOMS/file Hub.
Follow child Monitor and Support Speak Contact the Refer to Refer to protection with Front Door CTU Police procedure parents/ Safeguard- and record carers ing hub on CPOMS/file
Contact the Contact the Refer to Referral to Front Door Police (if the Support the Front Refer to Safeguarding this relates Counter with Early Door social CTU hub. to law Terrorism Help and breaking) Unit (CTU) care team. Monitor
TGAT Extremism and Radicalisation Policy
Policy Amendment Form
To be used by all staff across the Trust, for amendment, insertion/deletion as required.
Any amendments for submission are to be raised on this form and passed via the Principal for consideration, who will then arrange for the amendment to be presented to the Policy Board for their review, inclusion or rejection/re-submission within the Policy.
1 Copy the text for amendment into this section as per the Policy.
2 Re-type the text as amended, for review, inclusion or rejection, for Board consideration.
3 Reasons for amendment to be entered here in full.
4 Seen by Academy Principal. Date Signature Comments
5 Seen by Policy Board on: Date Signature Result Reject Include Reasons
Remarks 6 To be included and amended into the Policy by: Date Responsible Appointment Signature
TGAT Extremism and Radicalisation Policy
TGAT Extremism and Radicalisation Policy