Radicalisation & Extremism Policy
This policy links to:
Safeguarding policy
Equalities policy
Child Protection policy
Anti-Bullying policy
This Policy was drafted June 2015 for consultation with
LGB from 9th July 2015
The final policy will be put to governors
for approval Autumn 1 2015
It was approved by the Local Governing Body on :
This policy will be reviewed :
This policy will be reviewed by:
Principal, Assistant Principal (SENCO)
& CP/Safeguarding Lead
Radicalisation and Extremism Policy
Rationale
In today’s modern world, children may be exposed to many radical and extremist views, both
through the people they may meet and through a wide range of media.
Policy and Procedure
Students at Mark Hall Academy are privy to a range of avenues where radicalisation and
extremism is discussed.



Students have ALT assemblies on the topic and learn about what radicalisation and
extremism are, with examples in the world. They are also taught about having their
own voice and not always heeding the views of other people, especially if they have
doubts about them.
The PSHCEE curriculum covers aspects of radicalisation and extremism too, as well
as the close links to bullying and rights.
Ethical and moral issues are taught across all Key Stages and students learn about
the right and wrongs in society.
The academy has an internal referral process whereby staff can flag up any concerns they
have around radicalisation and extremism. Any colleague with concerns should complete the
R and E Concern Form and forward immediately to Emma Ruffles (Assistant Principal and
CPO Deputy) and Sue Collins (CPO Lead)
The concern is logged and a timeline started. The Police and Social Services will be
contacted.
The academy has a risk assessment in place and also identifies students who may be at risk
of R and E.
Please see Radicalisation and Extremism Concern Form and Risk Assessment attached at
Appendix I and Appendix II
The academy works closely with the Police and their Prevent Agenda (please see Appendix
III and Appendix IV)
Appendix I
Radicalisation and Extremism Concern Form
Student Name:
Staff logging concern:
Date:
Inappropriate content on phone
Overheard conversation
Gang mentality
Inappropriate material held by
pupil
Propaganda material
Other:
Nature of concern (please tick)
Describe in a much detail as possible your concern and note any behaviours observed:
Once complete please email this form IMMEDIATELY to Emma Ruffles – Assistant Principal
at e.ruffles@mha.attrust.org.uk and Sue Collins at s.collins@mha.attrust.org.uk
Appendix I
CPO Lead Follow up
Actions taken:
Referral to Social Care
Name of contact :
Phone call to Police
Name of contact :
Discussed with Principal
Date and time :
Phone call to parents after the
above have taken place
Timeline started and risk
assessment undertaken
CPO to describe the outcome of the above process and the next steps to safeguard the child
Signed :
Date:
Appendix II
Radicalisation and Extremism Risk Assessment
The Academy
Does the academy have a
policy?
Draft in
development
Does the academy work with
outside agencies on R and E?
YES
Has the academy got a
nominated R and E Lead?
Do staff have a process to voice
their concerns?
YES
Do students have a process to
voice their concerns?
YES
Home Group Tutor, Phase Leader, Guidance,
Prefects, Student Parliament, Culture & Ethos
Voice
Are there opportunities for
students to learn about R and
E?
Are there documented cases of
R and E at the academy?
Further
development
needed
NO
PSHCEE & Assemblies – further development
Is the academy particularly
prone to R and E?
NO
Cohort of students are white British majority
Evaluation
LOW RISK
Policy needed and to be reviewed by Governing
Body every new academic year. Assemblies and
curriculum are sufficient to provide students
knowledge of R and E and what to look for.
Are students aware of what R
and E is?
In part
assemblies need to be given by ALT on topic and
delivered by carefully chosen trained team
through PSHEE
Are individual students risk
assessed?
YES (once
policy is fully
adopted)
If an R and E Concern form is filled in. Students
who are perceived to be vulnerable are identified
early and flagged up to all staff
Students at risk?
NONE - June
2015
LOW RISK
YES
ALT June 2015
Staff consultation June/July 2015
LGB 9th July
Police & Social Care
Emma Ruffles – Assistant Principal & Sue Collins
CPO Lead
Internal Referral Form
The Pupils
Evaluation
staff to continue to monitor BME cohort and
continue to educate via appropriate curriculum
content.
The Community
The local community which the academy serves consists predominantly of white British families.
There is an increasing diversity in Harlow and we will need to be proactive in engaging all cultures
and faiths.
LOW RISK
Evaluation
The academy will work with
parents on R and E
through the Parent Council and
engage with community/faith
groups
Appendix III
PREVENT SELF ASSESSMENT – Mark Hall Academy
PREVENT OBJECTIVE 1: Clear leadership and accountable structures are in place and visible throughout the organisation
PREVENT OBJECTIVE 2: Staff and the Governing Body have been appropriately trained according to their role
PREVENT OBJECTIVE 3: An appropriate reporting and referral process is in place and referrals are being managed effectively
PREVENT OBJECTIVE 4: A broad and balanced curriculum that helps protect students against extremism and promotes
community cohesion
Mark Hall Academy
Name of assessor(s): Corinne Franceschi (Principal); Emma Ruffles (Assistant Principal
Date of assessment: June 2015
To be reviewed: Termly and update reports to LGB
1. Clear leadership and accountable structures are in place and visible throughout the organisation
Evidence
Tick as
appropriate
Self Assessed Rating (RAG)
There is an identified strategic PREVENT lead within the academy
√ - Emma Ruffles & Sue Collins
G
The strategic lead understands the expectations and key priorities to deliver
PREVENT and that this is embedded within Safeguarding Procedures
√
G
The Academy Leadership Team are aware of the PREVENT Strategy and its
objectives
√
G
There is a clear awareness of roles and responsibilities throughout
organisation regarding PREVENT
√ - Staff the need to flag up
concerns and there is a clear process
to follow now but follow training on new
A
policy and protocols needed
PREVENT safeguarding responsibilities are explicit within the academy’s
Safeguarding Team
√ - R and E is connected to
Safeguarding and Child Protection
Policies and systems in the academy
A/G
The Prevent agenda and its objectives has been embedded within the
appropriate Safeguarding processes
Within MHA CP policy and staff have
had training. Needs to be re-visited.
A
2. Staff and the Governing Body have been appropriately trained according to their role
Evidence
Tick as
appropriate
Self Assessed Rating (RAG)
A plan is in place to include Workshop to Raise Awareness of Prevent
(WRAP) training so that key staff and Governors understand the risk of
radicalisation and extremism and know how to recognise and refer children
who may be vulnerable
√
Details of WRAP courses including frequency and availability are cascaded
to all relevant staff
√
A/R
Plan in place; key staff aware
and LGB have had
CP/Safeguarding training.
They need more specific
training on R&E/PREVENT
G
Further training on the Prevent agenda is made available to the Strategic
Prevent lead and Safeguarding leads where appropriate
√
G
There is appropriate staff guidance and literature available to staff on the
Prevent agenda
√
A
3. An appropriate reporting and referral process is in place and referrals are being managed effectively
Evidence
Tick as
appropriate
Self Assessed Rating (RAG)
Ensure that preventing young people from being exposed to radicalisation or
extremism is part of the academy’s safeguarding policies and procedures
√ - CP and Safeguarding policies, draft
R&E policy in process with referral form
A
A single point of contact [SPoC] for any PREVENT concerns raised by staff
within the academy has been identified
√ - referral form and staff leads – Emma
Ruffles & Sue Collins
An appropriate internal PREVENT referral process has been developed
√ - referral form and clear process of
next steps in draft policy
A
Staff need to be introduced to
R&E policy
A
Draft Policy and process to be
shared and then adopted
Partner agency communication channels have been developed
PREVENT Lead for Harlow/Essex???
An audit trail for notification reports/referrals exists
√ - timelines that fall under the
Child protection
Process have to be created once a
referral is made
PREVENT referrals/notifications are being managed or overseen by relevant
staff
√ - will be by Emma Ruffles & Sue
Collins
A process is in place to identify and develop ‘lessons learnt’
√ - will be through regular meetings
between academy and local
Harlow/Essex PREVENT Leads
R
Links need to be established
A
A
Within draft policy; to be
adopted
A/R within draft policy;
channels/meetings to be set
up
4. A broad and balanced curriculum that helps protect students against extremism and promotes community cohesion
Evidence
Tick as
appropriate
Self Assessed Rating (RAG)
The academy has a range of initiatives and activities that promote the
spiritual, moral, social and emotional needs of children aimed at protecting
them from radicalisation and extremist influences
√ - PSHCEE, assemblies, across the
curriculum, Student Parliament, Voice
groups, workshops, drop down days
A
Further developments needed
focussed specifically on R&E
The academy delivers training that helps develop critical thinking skills
around the power of influence, particularly on-line and through social media.
In part…
A
Students are aware of the benefits of community cohesion and the damaging
effects of extremism on community relations
√ - students have shared ‘value’ words
to be used within school and the
community. Weekly assemblies are run
on these value words by PLs & ALT.
A/G
Staff are able to provide appropriate challenge to students, parents or
governors if opinions are expressed that are contrary to fundamental British
values and promotion of community cohesion
√ - referral
System to be put in place through this
policy that follows child protection
process.
A
Appendix iv
PREVENT Safeguarding Objectives
Within this overall framework the Prevent strategy will specifically:
• respond to the ideological challenge of terrorism and the threat we face from those who
promote it;
• prevent people from being drawn into terrorism and ensure that they are given appropriate
advice and support; and
• work with sectors and institutions where there are risks of radicalisation which we need to
address.
Schools can help to protect children from extremist and violent views in the same ways that
they help to safeguard children from drugs, gang violence or alcohol.
The purpose must be to protect children from harm and to ensure that they are taught in a
way that is consistent with the law and our values. Awareness of Prevent and the risks it is
intended to address are both vital. Staff can help to identify, and to refer to the relevant
agencies, children whose behaviour suggests that they are being drawn into terrorism or
extremism.
Schools of all kinds can play a role in enabling young people to explore issues like terrorism
and the wider use of violence in a considered and informed way. Schools can facilitate
understanding of wider issues within the context of learning about the values on which our
society is founded and our system of democratic government. These are important for
reasons which go far beyond Prevent but they connect to the Prevent agenda.
PREVENT referrals should be reported in line with other safeguarding procedures.
You can contact the Essex Police to discuss any concerns on:
PREVENT@essex.pnn.police.uk
Appendix v
Channel: Vulnerability Assessment Framework
The vulnerability assessment framework is used by Channel projects to guide decisions
about whether an individual needs support to address their vulnerability to radicalisation and
the kind of support that they need. It should be read alongside the Channel guidance
(http://www.homeoffice.gov.uk/publications/counter-terrorism/prevent/channel-guidance).
Channel is a key element of the Prevent strategy
(http://www.homeoffice.gov.uk/publications/counter-terrorism/prevent/prevent-strategy/).
It is a multi-agency approach to protect people at risk from radicalisation. Channel is about
safeguarding children and adults from being drawn into committing terrorist-related activity. It
is about early intervention to protect and divert people away from the risk they face before
illegality occurs. It should not be assumed that the characteristics set out below necessarily
indicate that a person is either committed to terrorism or may become a terrorist.
The assessment framework involves three dimensions: engagement, intent and capability,
which are considered separately.
1. Engagement with a group, cause or ideology
Engagement factors are sometimes referred to as “psychological hooks”. They include
needs, susceptibilities, motivations and contextual influences and together map the
individual pathway into terrorism. They can include:
• Feelings of grievance and injustice
• Feeling under threat
• A need for identity, meaning and belonging
• A desire for status
• A desire for excitement and adventure
• A need to dominate and control others
• Susceptibility to indoctrination
• A desire for political or moral change
• Opportunistic involvement
• Family or friends involvement in extremism
• Being at a transitional time of life
• Being influenced or controlled by a group
• Relevant mental health issues
2. Intent to cause harm
Not all those who become engaged by a group, cause or ideology go on to develop an
intention to cause harm, so this dimension is considered separately. Intent factors describe
the mindset that is associated with a readiness to use violence and address what the
individual would do and to what end.
They can include:
• Over-identification with a group or ideology
• ‘Them and Us’ thinking
• Dehumanisation of the enemy
• Attitudes that justify offending
• Harmful means to an end
• Harmful objectives
3. Capability to cause harm
Not all those who have a wish to cause harm on behalf of a group, cause or ideology are
capable of doing so, and plots to cause widespread damage take a high level of personal
capability, resources and networking to be successful. What the individual is capable of is
therefore a key consideration when assessing risk of harm to the public. Factors can include:
• Individual knowledge, skills and competencies
• Access to networks, funding or equipment
• Criminal Capability