Prevent Duty and British Value Policy and Procedure
Thames Tiddlers Nursery Prevent Duty and British Values Policy
Prevent Duty Prevent is about safeguarding and supporting those vulnerable to radicalisation. Prevent is 1 of the 4 elements of CONTEST, the Government’s counter-terrorism strategy. It aims to stop people becoming radicalised or supporting views or acts of terrorism. The main aim of Prevent is to stop people from becoming terrorists or supporting terrorist views.
At the heart of Prevent is safeguarding children and adults and providing early intervention to protect and divert people away from being drawn into terrorist activity (radicalisation).
Radicalisation is defined as the process by which people (more so vulnerable people) come to support terrorism and extremism and, in some cases, to then participate in terrorist groups. All staff to be aware that anyone can become radicalised, but being easily influenced and impressionable make children and young people more vulnerable.
People’s views and actions can become more extreme when they choose to use vocal and/or physical actions against our British values which are democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs.
Signs you may notice if someone is being radicalised.
Increased levels of anger
They may talk as if reading from a scripted speech
Acting out of character, being verbally or physically aggressive
Child may become withdrawn
Frequent and unexplained absences
Using small world figures, whilst using negative derogatory language in their play
Mark making showing extremist symbols
Regular talk of a new found religion or beliefs
Within this nursery environment we will demonstrate strong British Values such as;
Democracy: making decisions together, for example giving opportunities to develop enquiring minds in an atmosphere where questions are valued.
Rule of law: understanding rules matter as cited in Personal Social and Emotional development for example collaborating with children to create rules and codes of behaviour.
Individual liberty: freedom for all, for example reflecting on their differences and understanding we are free to have different opinions
Mutual respect and tolerance: treat others as you want to be treated, for example sharing and respecting other’s opinions.
Examples of good practice from the EYFS
Democracy: making decisions together
As part of the focus on self-confidence and self-awareness as cited in Personal, Social and Emotional Development: · Managers and staff can encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other’s views and values and talk about their feelings, for example when they do or do not need help. When appropriate demonstrate democracy in action, for example, children sharing views on what the theme of their role play area could be with a show of hands. · Staff can support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children should be given opportunities to develop enquiring minds in an atmosphere where questions are valued.
Rule of law: understanding rules matter as cited in Personal Social and Emotional development As part of the focus on managing feelings and behaviour: · Staff can ensure that children understand their own and others’ behaviour and its 2 consequences, and learn to distinguish right from wrong. · Staff can collaborate with children to create the rules and the codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone.
Individual liberty: freedom for all
As part of the focus on self-confidence & self-awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World:
· Children should develop a positive sense of themselves. Staff can provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning. · Staff should encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example in a small group discuss what they feel about transferring into Reception Class.
Mutual respect and tolerance: treat others as you want to be treated
As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World:
· Managers and leaders should create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.
· Children should acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.
· Staff should encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.
· Staffs should promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping. A minimum approach, for example having notices on the walls or multi-faith books on the shelves will fall short of ‘actively promoting’.
What is not acceptable is:
· actively promoting intolerance of other faiths, cultures and races · failure to challenge gender stereotypes and routinely segregate girls and boys · isolating children from their wider community · failure to challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs
In these guidelines we will be helping children to become confident, compassionate and respectful learners and thinkers. All staff will model these values through the management and implementation of the Early Years Foundation Stage and through this policy and the procedures. Staff will promote equality, behaviour, safeguarding and British Values which the prevent duty is consistent with.
Through this policy we will share these values and make sure our staff understand the policy and act appropriately within it. All staff will receive prevent duty training online and any concerns and updates on the prevent duty and safeguarding will be regularly discussed at staff meetings, supervisions and safeguarding training. It is the responsibility of all staff to ensure they research and update their own knowledge on a regular basis.
Staff will follow the safeguarding procedure when any concerns are raised. Please see safeguarding policy and procedure and code of practice. Staff can identify children who may be vulnerable to radicalisation and know the procedure to follow to report any concerns. We will assess the risk of children being drawn into terrorism, and work in partnership with local partners such as the Royal Greenwich Multi Agency Safeguarding Hub (MASH) who would guide and support practitioners in referring to the relevant agencies such as the police, prevent co-ordinators, channel police practitioners and to take account of local risks and respond appropriately. We will make referrals to local channel panels, channel police practitioners or the (Mash) team, if there are concerns that an individual may be vulnerable to being drawn into terrorism or extremism. Assessing the risk of children being drawn into terrorism. Demonstrate that they are protecting children and young people from being drawn into terrorism by having robust safeguarding policies. Ensure that their safeguarding arrangements take into account the policies and procedures of the Local Safeguarding Children Board. make sure that staff have training that gives them the knowledge and confidence to identify children at risk of being drawn into terrorism, and to challenge extremist ideas which can be used to legitimise terrorism Expected to ensure children are safe from terrorist and extremist material when accessing the internet
Procedure on reporting any concerns:
Report to designated persons, Danni Robertson or the deputy Safeguarding leads, Claire Orchard, Rachel Robertson, Samantha Neville or Abbie Amis. If for any reason these persons are unavailable please report to the next member of staff. Report to the MASH team (Royal Greenwich Multi Agency Safeguarding Hub) Contact details on the office wall and in the staff room. Report to the Channel team at firstname.lastname@example.org More information on reporting can be found on the Greenwich website below.