Quay Academy
Preventing Radicalisation Policy November 2015
1. Background
This Preventing Radicalisation Policy is part of our commitment to keeping pupils safe. Since
the Education and Inspections Act 2006 schools have duty to promote community cohesion.
Over the last few years global events have led to the growth of extremist viewpoints and
since 2010, when the Government published the Prevent Strategy, there has been an
awareness of the specific need to safeguard children, young people and families from
violent extremism. Schools have an important role to play in both educating pupils about
extremism and recognising when pupils start to become radicalised. In March 2015 new
statutory duties were placed on schools by the Counter Terrorism and Security Act 2015
which means they must work to prevent pupils being drawn into extremism.
2. Ethos and Practice
At Quay Academy we ensure that we promote tolerance and respect through our vision,
values, relationships and teaching. The Governors ensure that this ethos is reflected and
implemented effectively through policy and practice. All staff are expected to uphold and
promote the fundamental principles of British values, including democracy, the rule of law,
individual liberty and mutual respect, and tolerance of those with different faiths and
beliefs.
When operating this Policy, Quay Academy 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 at Quay Academy, whether from internal
sources (pupils, staff or governors) or external sources (school community, external
agencies or individuals). Our pupils see Quay Academy as a safe place where they can
explore controversial issues safely and where our teachers encourage and facilitate this –
we have a duty to ensure this happens.
Any prejudice, discrimination or extremist views, including derogatory language, displayed
by pupils or staff will always be challenged and where appropriate dealt with in line with our
Behaviour Policy for pupils and the Code of Conduct for staff.
At Quay Academy we recognise that extremism and exposure to extremist materials and
influences can lead to poor outcomes for children and so should be addressed as a
safeguarding concern as set out in this Policy. We also recognise that if we fail to challenge
extremist views we are failing to protect our pupils. Extremists of all persuasions aim to
develop destructive relationships between different communities by promoting division,
fear and mistrust of others based on ignorance or prejudice and thereby limiting the life
chances of young people. Education is a powerful thinking, to challenge and debate in an
informed way.
3. Statutory duties
The duty to prevent children and young people being radicalised is set out in the following
documents:
 Counter Terrorism and Security Act 2015
 Keeping Children Safe in Education 2015
 Prevent Duty 2015
 Working Together to Safeguard Children 2015
4. Non-statutory duties
Promoting Fundamental British Values as Part of SMSC in Schools (DfE advice for maintained
schools)
Related policies
 E-safety policy
 Behaviour policy
 Safeguarding policy
 Equal Opportunities policy
 Whistleblowing policy
5. Recognising the indicators of vulnerability to radicalisation
There is no such thing as a “typical extremist”: those who become involved in extremist
actions come from a range of backgrounds and experiences, and most individuals, even
those who hold radical views, do not become involved in violent extremist activity.
Pupils may become susceptible to radicalisation through a range of social, personal and
environmental factors - it is known that violent extremists exploit vulnerabilities in
individuals to drive a wedge between them and their families and communities. It is vital
that Quay Academy staff are able to recognise those vulnerabilities.
6. Indicators of vulnerability include (but is not inclusive):
 Identity Crisis – the pupil is distanced from their cultural / religious heritage and
experiences discomfort about their place in society;
 Personal Crisis – the pupil may be experiencing family tensions; a sense of isolation;
and low self-esteem; they may become 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 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;
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Unmet aspirations or underachievement – the pupil may have perceptions of
injustice; a feeling of failure;
Experiences of Criminality;
Victim or witness to hate crimes or incidents;
Social isolation or exclusion;
Global or national events;
Traumatic events;
Having a special educational need
More critical risk factors could include:
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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;
7. Recognising extremism
Early indicators of radicalisation and extremism may include:
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Showing sympathy for extremist causes
Glorifying violence; especially towards faiths or cultures
Evidence of possessing illegal or extremist literature; taking part in extremist events/
rallies
Secretive or withdrawn behaviour
Significant changes of behaviour and peer relationships
Online searches of, or sharing of, extremist messages
Intolerance of faith, culture, gender, race or sexuality
Lack of understanding of others’ religious or political views
Graffiti, artwork or writing that displays extremist themes
Attempts to impose extremist views/ practices on others
Verbalising anti-Western or anti-British views
Advocating violence towards others
Use of extremist or ‘hate’ terms to exclude others or promote violence
8. Procedures for referrals
It is important for us to be constantly vigilant and remain fully informed about the issues
which affect the region in which we teach. Staff are reminded to suspend any professional
disbelief that instances of radicalisation ‘could not happen here’ and to refer any concerns
through the school safeguarding procedure (outlined in the Safeguarding policy) and
recorded on a blue form. Where there are significant concerns the Head Teacher will refer
to the appropriate body.
This policy is strictly adhered to should issues arise.
9. The role of the curriculum
Our curriculum promotes respect, tolerance and diversity through the Values Based
approach. Children are encouraged to express themselves through discussions, debates and
consultations. The RE, PSHE (Personal, Social and Health Education) and SMSC (Spiritual,
Moral, Social and Cultural including Values) provision is embedded across the curriculum,
and underpins the ethos of the school. Children learn about other faiths and visit places of
worship and are taught about how to stay safe when using the Internet. Pupils are
supported in making good choices from a very young age, so they understand the impact
and consequences of their actions on others.
We also adopt the methods outlined in the Government’s guidance ‘Teaching approaches
that help build resilience to extremism among young people’ DfE 2011. These approaches
include setting targets for young people to build a sense of ownership; creating a safe space
for dialogue between staff and pupils; building resilience in pupils; improving pupil skills for
collaborative work; improving pupils’ ability to interact with each other and a peer
mentoring scheme. We ensure that all of our teaching approaches help our pupils build
resilience to extremism and give pupils a positive sense of identity through the development
of critical thinking skills.
Quay Academy promotes the values of democracy, the rule of law, individual liberty,
mutual respect and tolerance for those with different faiths and beliefs. We teach and
encourage pupils to respect one another and to respect and tolerate difference, especially
those of a different faith or no faith. It is indeed our most fundamental responsibility to
keep our pupils safe and prepare them for life in modern multi-cultural Britain and globally.
We work with local partners, families and communities in our efforts to challenge extremist
views and to assist in the broadening of our pupil’s experiences and horizons.
10. Staff training
Through INSET opportunities in school we 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. All staff completed Prevent Training
through the East Riding Safeguarding Children Board and Humberside Police in June 2015.
11. Safer recruitment
We ensure all staff appointed are suitable to work with children and our recruitment
procedures follow the statutory guidance published in part 3 of Keeping Children Safe in
Education 2015. We follow best practice in education settings, including, but not limited to,
ensuring that DBS checks are always made at the appropriate level, that references are
always received and checked and that we complete and maintain a Single Central Record of
such vetting checks. The Headteacher has current Safer Recruitment training.
12. Visitors, representatives of External Agencies and Speakers
Visitors are made aware of our safeguarding policies on arrival and are given information
about what to do if they have a cause for concern regarding a pupil’s welfare.
Quay Academy encourages the use of external agencies or speakers to enrich the
experiences of our pupils, however we will positively vet those external agencies, individuals
or speakers who we engage to provide such learning opportunities or experiences for our
pupils. This includes checking the DBS of all external providers. A member of staff must
always be present when visiting speakers are invited into the school.
Any materials to be used with the children should be vetted first. This vetting is to ensure
that we do not unwittingly use agencies that contradict each other with their messages or
that are inconsistent with, or are in compete opposition to, the school’s values and ethos.
13. Whistleblowing
Where there are concerns of extremism or radicalisation pupils and staff will be encouraged
to make use of our internal systems to whistle blow or raise any issue in confidence.
Please refer to the separate Whistleblowing Policy.
14. Role of Governing Body
The Governing Body of Quay Academy will undertake training led by the DRET or the
Headteacher to ensure that they are clear about their role and the parameters of their
responsibilities as Governors, including their statutory safeguarding duties.
The Governing Body will support the ethos and values of our school and will support the
school in tackling extremism and radicalisation.
In line with the provisions set out in the DfE guidance ‘Keeping Children Safe in Education,
June 2015’ the governing body will challenge Quay Academy’s senior leadership team on
the delivery of this policy and monitor its effectiveness.
Governors will review this policy annually but may amend and adopt any amendments
outside of this timeframe in accordance with any new legislation or guidance.
15. Policy Adoption, Monitoring and Review
This Policy will be considered and adopted by the Governing Body in line with their overall
duty to safeguard and promote the welfare of children as set out in the DfE guidance
‘Keeping Children Safe in Education’.
Parents/carers will be issued with a hard copy of this Policy on request. This Policy will also
be made available to parents/carers via the school’s website.