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Free article: Improving teacher recruitment and retention: part 1 Free article: Get ready to win strategic school improvement funding Reputation management for schools Experience shared: Effective mentoring Tackling bullying in schools - part one Aggression at work: Managing yourself and others Managing difficult conversations The art of influence: Creating the best outcome Change management and conflict Managing anxiety at work Interpreting data for 2017 performance Free article: Know your strengths Free article: Developing an ethos of high expectation Achieving an ‘Outstanding’ Grade: Focused on Excellence Free article: Governors: The competency framework Free article: HR and the successful school: A case study Free article: Leading the way to outstanding learner progress Free article: Attainment and progress: The Rochford Review Free article: How to create a leadership team that drives school improvement Free article: Prioritising the budget for school improvement Free article: Transforming a failing school Free article: Evaluating alternative and specially resourced provision Free article: Taking a school-wide approach to mental health and wellbeing Free article: The latest developments in education - January 2016 Free article: Managing uncertainty Free article: Pupil voice as an evaluation technique Free article: The latest developments in education - September 2016 Free article: Deconstructing Ofsted: Reflection after inspection Free article: MAT expansion: Don’t let school improvement become a casualty Free article: Ten rules for outstanding leaders Free article: The governing body as a critical friend Free article: Developing an ethos of high expectations Free article: The exam post-mortem Free article: Safeguarding: Everyone’s responsibility Free article: How do inspectors make the judgement about overall effectiveness? The Ofsted model Free article: Effective leadership builds effective teams Free article: Baseline assessment and SEND Free article: Deconstructing the link between SEND and poverty Free article: Making performance management count in school improvement Free article: Joining or setting up a multi-academy trust Free article: Case study from Carlton Bolling College: Ensuring high-quality governance Free article: Using pupil voice to support school evaluation Free article: What are the signs of a good school improvement service adviser? Free article: Headteachers’ appraisal Free article: Making CPD work harder Free article: Using the Framework for governance Free article: Interpreting the inspection dashboard Free article: The government's Prevent guidance Free article: Improving provision for the most able Free article: Personal development, behaviour and welfare Free article: Is there a mental health crisis in our schools? Free article: Evaluating the effectiveness of assessment Free article: Actively promoting fundamental British values Free article: Raising boys’ achievement Free article: National standards of excellence for headteachers Free article: Governors and the inspection interview Free article: Monitoring and coaching through lesson observation Free article: CPD: Less measurement and more development Free article: Challenging 
the most able Free article: Using the teachers’ standards as a framework for CPD and accountability Free article: Managing behaviour outside the classroom Free article: Managing pupils’ behaviour in lessons Free article: Keeping Children Safe Statutory Guidance Free article: Four steps to school improvement Free article: Finding a way through the jungle: The essence of leadership Free article: How to audit your whole-school literacy provision Free article: Professional development: the growing case for evidence Free article: Getting personal  with CPD Free article: Making performance appraisal an objective and helpful process Free article: Parent View — an update Free article: Raising pupil achievement through parental engagement: a practical approach Free article: Effective parental engagement

Free article: Improving teacher recruitment and retention: part 1

In the first part of a two-part article, Matt Bromley looks at ways to improve teacher recruitment and retention.

Free article: Get ready to win strategic school improvement funding

How do you make a successful bid for a slice of the government’s Strategic School Improvement Fund? Best Practice Network’s Liam Donnison asks two school leaders who have done so…

Reputation management for schools

PLMR’s Sam Dalton talks about how schools can manage reputational impact when a crisis hits.

Experience shared: Effective mentoring

Steve Burnage explores the professional development potential of a productive and focused mentoring relationship from the perspective of the mentor.

Tackling bullying in schools - part one

Bullying is defined as: ‘Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally’. This article looks at the…

Aggression at work: Managing yourself and others

Conflict management is a vital skill for managers. Schools have clear policies on managing aggression in the classroom and playground. In this article Louise Wingrove looks at dealing with it…

Managing difficult conversations

Some conversations are always going to be uncomfortable. In this article, Louise Wingrove looks at managing difficult subjects with care and confidence.

The art of influence: Creating the best outcome

Louise Wingrove looks at how being aware of your impact on others can help everybody get what they need.

Change management and conflict

Nazli Hussein looks at the causes of conflict and the best ways to deal with it, with the best outcomes for those involved.

Managing anxiety at work

With growing awareness about anxiety and the impact it can have on both pupils and members of staff, Louis Wingrove looks at some ways to tackle the problem in the…

Interpreting data for 2017 performance

Tony Powell looks at the three different ways that a school’s academic performance is evaluated.

Free article: Know your strengths

Can you make inspection an enriching learning process that is actually good for your school? Heather Clements of Best Practice Network offers some advice. 

Free article: Developing an ethos of high expectation

In this article, Steve Burnage shares some practical strategies to enable school leaders to develop an ethos of high expectation in their schools. 

Achieving an ‘Outstanding’ Grade: Focused on Excellence

Tony Powell outlines a step-by-step approach to support schools in achieving the accolade of ‘outstanding’ as defined by Ofsted.

Free article: Governors: The competency framework

Tony Powell looks at the changes to governance in the DfE publication A competency framework for governance.

Free article: HR and the successful school: A case study

Adrian Kneeshaw, Headteacher of Carlton Bolling College, gives a personal viewpoint of the benefits of bringing in the experts.

Free article: Leading the way to outstanding learner progress

Steve Burnage discusses engaging with good practice in the leadership of teaching and learning.

Free article: Attainment and progress: The Rochford Review

Tony Powell reports on the findings of the final Rochford Review.

Free article: How to create a leadership team that drives school improvement

A high-performing leadership team is at the centre of any school improvement mission. But how do you go about creating an excellent SLT? Colin McLean of Best Practice Network asks…

Free article: Prioritising the budget for school improvement

Adrian Kneeshaw of Carlton Bolling school gives advice on how to focus school spending on improvement planning.

Free article: Transforming a failing school

Matt Bromley offers some advice on turning around an underperforming school in a short space of time while laying down the foundations for sustainable improvement.

Free article: Evaluating alternative and specially resourced provision

Tony Powell explains how inspectors gather evidence and make judgements on the quality of alternative and specially resourced provision.

Free article: Taking a school-wide approach to mental health and wellbeing

With concerns about mental health rising, what can schools do to help their pupils? Suzanne O’Connell outlines the advice available from the National Children’s Bureau and how it might be…

Free article: The latest developments in education - January 2016

Suzanne O’Connell provides a look at what’s currently being discussed, debated and determined in the world of education.

Free article: Managing uncertainty

If you are struggling with a sense of uncertainty, be reassured: you are not alone. 2016 has been a year of upheaval, with the promise of big changes on the…

Free article: Pupil voice as an evaluation technique

Tony Powell provides guidance on how to use discussion with pupils as a tool for self-evaluation.

Free article: The latest developments in education - September 2016

Suzanne O’Connell provides a look at what’s currently being discussed, debated and determined in the world of education.

Free article: Deconstructing Ofsted: Reflection after inspection

Tony Powell looks at how to use the feedback from your inspection in school improvement planning.

Free article: MAT expansion: Don’t let school improvement become a casualty

How can an expanding multi-academy trust ensure that school improvement doesn’t become a casualty of change? Colin McLean of Best Practice Network looks at the issue and offers some guidance.

Free article: Ten rules for outstanding leaders

Adrian Kneeshaw looks at how leadership is important to the success of the school, and how to lead effectively.

Free article: The governing body as a critical friend

In his second article on the headteacher and governor relationship, Tony Powell defines what is meant by a ‘critical friend’.

Free article: Developing an ethos of high expectations

Steve Burnage shares some practical strategies to enable school leaders to develop an ethos of high expectations in their schools.

Free article: The exam post-mortem

Matt Bromley considers how schools can learn from exam performance data and build this into school improvement.

Free article: Safeguarding: Everyone’s responsibility

With new safeguarding guidance released, it’s time to check your arrangements and update your staff.

Free article: How do inspectors make the judgement about overall effectiveness? The Ofsted model

This article outlines the Ofsted methodology for determining whether a school is ‘outstanding’, ‘good’, ‘requires improvement’ or ‘inadequate’.

Free article: Effective leadership builds effective teams

Steve Burnage offers advice on motivating staff, getting the best from them and building effective teams.

Free article: Baseline assessment and SEND

Suzanne O’Connell looks at a report on baseline assessment in primary schools and it’s affect on identifying children with SEND.

Free article: Deconstructing the link between SEND and poverty

DfE statistics show a clear link between SEND and children living in poverty. Suzanne O’Connell outlines some of the reasons for this, and recommendations for action, in a Joseph Rowntree…

Free article: Making performance management count in school improvement

What do you need to do to make performance management a watertight process that makes a real contribution to school improvement? Keith Wright has some suggestions.

Free article: Joining or setting up a multi-academy trust

Tony Stephens, of the Co-operative Academies Trust, looks at what is the best type of multi-academy trust for a school to join or establish.

Free article: Case study from Carlton Bolling College: Ensuring high-quality governance

Adrian Kneeshaw, Headteacher of Carlton Bolling, gives a personal take on renewing a failing governing body having designed and built one from scratch.

Free article: Using pupil voice to support school evaluation

David Birch explains how capturing the views of students can sharpen school self-evaluation and have a positive impact on your school improvement strategies.

Free article: What are the signs of a good school improvement service adviser?

Frank Norris offers advice on how to choose the most appropriate school improvement partner to work with your school.

Free article: Headteachers’ appraisal

David Birch outlines best practice in the management of the headteacher appraisal process and offers advice for headteachers on how to make the most of appraisal in their own professional development.

Free article: Making CPD work harder

Professional development is a crucial factor in school improvement and improving pupil outcomes, but it could work harder, says Keith Wright.

Free article: Using the Framework for governance

Tony Powell looks at how the Framework for governance can be used to clarify the strategic direction of your school.

Free article: Interpreting the inspection dashboard

There is a new inspection dashboard to go with Ofsted's new Common inspection framework. Tony Powell explains how it can be used.

Free article: The government's Prevent guidance

Suzanne O'Connell considers the guidance available regarding Prevent and school leaders' responsibilities.

Free article: Improving provision for the most able

Ofsted reports are making it clear. The DfE wants to see secondary schools challenging their most able students. In this article, Suzanne O’Connell summarises the criticisms and recommendations from ‘The…

Free article: Personal development, behaviour and welfare

Tony Powell looks at the new key area ‘personal development, behaviour and welfare’ under the new Ofsted inspection framework.

Free article: Is there a mental health crisis in our schools?

The mental health of children and young people is at the top of the agenda at the moment. Increased anxiety, self-harm and eating disorders are bringing some schools to crisis…

Free article: Evaluating the effectiveness of assessment

Tony Powell interprets government guidance on assessment to help schools support self-evaluation.

Free article: Actively promoting fundamental British values

Tony Powell advises on how schools can demonstrate that they are actively promoting fundamental British values.

Free article: Raising boys’ achievement

John Viner looks at research into boys’ underachievement and reviews some successful strategies.

Free article: National standards of excellence for headteachers

Tony Powell looks at the revised national standards for headteachers and how they should be used by schools.

Free article: Governors and the inspection interview

Tony Powell discusses how to prepare governors in advance for an inspection interview.

Free article: Monitoring and coaching through lesson observation

John Viner explores ways to develop a culture of continual improvement in teaching through lesson observation.

Free article: CPD: Less measurement and more development

How can schools translate CPD into genuine improvement for staff? Keith Wright asked leaders to share their views, and discovered an emerging consensus about which approaches work best.

Free article: Challenging 
the most able

Tony Powell looks at how to identify the most able pupils, and the key factors that enable the brightest pupils to achieve.

Free article: Using the teachers’ standards as a framework for CPD and accountability

Tony Powell looks at how the teachers’ standards can be used to evaluate performance and support improvement.

Free article: Managing behaviour outside the classroom

Since January 2014 there has been increased emphasis on the behaviour of pupils. In this article, Jim Donnelly offers advice on managing behaviour around the school.

Free article: Managing pupils’ behaviour in lessons

David Birch offers advice on effective classroom management and argues that effective practice relies on a combination of the consistent application of agreed policy and the development of awareness and…

Free article: Keeping Children Safe Statutory Guidance

This is statutory guidance, which means that schools and colleges (including academies and free schools) must have regard to it. It contains what schools should do and what they must…

Free article: Four steps to school improvement

School improvement is a complex recipe that takes time to perfect. Keith Wright looks at some of the key barriers to school improvement and suggests strategies and systems to overcome…

Free article: Finding a way through the jungle: The essence of leadership

Louise Wingrove gives practical advice on how to become a leader your team will want to follow.

Free article: How to audit your whole-school literacy provision

Given that whole-school literacy is central to raising standards of achievement in schools and that it is a key focus for Ofsted, David Birch outlines some of the actions schools…

Free article: Professional development: the growing case for evidence

Teachers are good at gathering evidence of pupil progress, but many find it difficult to do the same with regard to their own professional development.  Keith Wright looks at the…

Free article: Getting personal with CPD

Less than a fifth of teachers in England’s schools think their continuing profession development (CPD) is any good, according to a recent survey. One of the keys to unlocking the…

Free article: Making performance appraisal an objective and helpful process

Performance appraisal is crucial to school improvement, but many schools are still without a rigorous and transparent way of carrying it out, says Keith Wright. Here, he analyses the challenges…

Free article: Parent View — an update

Jenny Townsend looks at the importance of Parent View in achieving an outstanding rating in inspection, and how comments from parents are used by Ofsted.

Free article: Raising pupil achievement through parental engagement: a practical approach

Jenny Townsend explores how parental engagement can contribute to school improvement and in particular the role this can play in raising pupil achievement levels.

Free article: Effective parental engagement

Ofsted’s Parent View means that parents have a direct influence on the decision to inspect. Jenny Townsend examines why this matters to schools.

Free article: The government's Prevent guidance

Published: Wednesday, 07 October 2015

Suzanne O'Connell considers the guidance available regarding Prevent and school leaders' responsibilities.

Summary

  • Schools must have due regard to the need to prevent people from being drawn into terrorism.
  • The Channel programme is a multi-agency approach to identifying and supporting individuals who are at risk of being drawn into terrorism.
  • School staff must be made aware of their responsibilities through training.
  • Schools should also ensure that there are opportunities for students to discuss issues and for extremist views to be challenged.

The duty to prevent people from being drawn into terrorism is a controversial addition to schools' already overloaded brief. Schools are once more on the front line in dealing with a major national concern. Fear of extremism leading to terrorism and the process of radicalisation of children and young people has taken hold.

Since the passing of the Counter-Terrorism and Security Act 2015, schools have a duty to have 'due regard to the need to prevent people from being drawn into terrorism.' This is a major undertaking for schools and one which the majority do not feel well prepared to deal with.

In June 2015, the DfE published 'Prevent' duty guidance, which provides information for different sectors including schools, health and the police. The guidance was made more school-specific with the publication of the document, The 'Prevent' duty: Departmental advice for schools and childcare providers.

The guidance is far from comprehensive and schools may feel disappointed that, given the weight of this duty, the advice for 'what to do if you have a concern' is limited to three paragraphs. However, it does provide the basis for understanding some of the requirements of these new responsibilities.

What school leaders must do

According to the guidance, the prevention of radicalisation and extremism sits neatly within schools' existing safeguarding responsibilities. School leaders will need to work closely with their designated person to ensure that staff training and policy documents and procedures comply.

School leaders are expected to be aware of what the local issues are and will need to take advice from the local authority (LA). Schools will need to work with other local organisations, including the local Prevent co-ordinator, the police and multi-agency forums, according to the local capacity of the LA.

Staff need to be aware of the risk of radicalisation and have the capability to deal with it. It is expected that leaders will promote the importance of the duty and communicate this clearly to staff. It is not only secondary schools to which the duty and guidance apply. We are reminded that children in primary schools are already receiving messages that schools should be challenging.

Members of staff will need to understand how to identify individual children who may be at risk and what to do to support them. The guidance recognises that there is no clear way of doing this and that staff must use their own professional judgement. A decision may need to be taken with the designated person to refer a pupil to the Channel programme.

The Channel programme

The Channel programme is a multi-agency approach to identifying and supporting individuals who are at risk of being drawn into terrorism. It is intended to protect vulnerable people by:

  • identifying individuals at risk
  • assessing the nature and extent of the risk
  • developing the most appropriate support plan for the individuals concerned.

If your school decides that someone is at risk, then the person can be referred to the LA's Channel co-ordinator, who makes a referral to a multi-agency panel. The panel then considers what support might be necessary, including counselling, faith guidance or a programme of civic engagement.

A Channel awareness programme is available for schools to use. It describes the Channel process and takes about 25 minutes to complete.

Staff training

The main training product available for schools is the 'Workshop to raise awareness of Prevent' (WRAP). It is a two-hour workshop delivered by DVD and a facilitator and can be accessed through your LA.

Useful information can also be found on the London Grid for Learning. Sara Khan, from Counter-extremism and Inspire, has created free materials that schools can use. It include videos with Sara talking about:

  • the extremist narrative
  • online safety and the role of parents
  • reporting and best-practice case studies
  • values and developing a counter-narrative.

It provides useful training and discussion material.

The training to ensure that staff have the 'capability' to deal with the risk of radicalisation must include:

  • developing an understanding of what radicalisation means and why students might be vulnerable to it
  • what is meant by extremism
  • the relationship between extremism and terrorism
  • the measures available to prevent people from becoming drawn into terrorism
  • how to challenge extremist ideology
  • how to obtain support.

It is vital that your designated safeguarding lead has training in Prevent in order to support other staff in the school.

IT policies

Social media is a major factor in the recruitment of young people. It is important that staff understand how it is being used and the messages that are being spread.

Schools should check that their social media or acceptable use policy includes reference to the risks of radicalisation through the internet and that suitable filtering is in place. Students may be accessing these sites at home, so information about staying safe online and how the internet can be used for radicalisation purposes should be part of your curriculum.

The Home Office and DfE have produced the document How social media is used to encourage travel to Syria and Iraq: Briefing note for schools.

Building resilience

The guidance emphasises the importance of promoting fundamental British values and the role that PSHE might play. It is beneficial for schools to take a look at their PSHE policy to identify where pupils are being taught to:

  • recognise and manage risk
  • make safer choices
  • recognise when pressure from others is threatening their personal safety and wellbeing
  • develop effective ways of resisting pressure
  • know where and when to get help.

Schools should not limit discussion around sensitive issues. The danger is that young people and their teachers will be anxious about holding open and frank discussions. This will be counter-productive in the drive to address extremist tendencies.

If you have a concern

The Prevent guidance points out that it is not necessary to have a separate policy, and that information about Prevent might be included in the school's safeguarding policy.

Schools will need to assess the risk of the child or young person being drawn into terrorism based on the information they have. They will then need to decide whether it is necessary to intervene and at what level this should happen.

If a child or young person might be at risk, it is possible that the Chanel programme is a suitable next step. Schools will need to discuss this with the LA. If the individual is already engaged in illegal terrorist-related activity then schools must make a referral directly to the police, contacting the local police or dialling 101 (non-emergency number).

Where there is an immediate danger and the young person is planning to travel to Syria or Iraq, then schools should call 999 or contact the anti-terrorist hotline on 0800 789 321. The LA's responsible person or children's social care can also provide advice.

Have these procedures outlined in your documents, but maintain an environment in which views can be discussed, explained and challenged as a priority. No one will benefit from creating a culture of fear where students keep their views hidden and they remain unchallenged.

Further information

Toolkit

Use the following items in the toolkit to put the ideas in the article into practice:

About the author

Dr Suzanne O'Connell was headteacher of a junior school in Warwickshire for eleven years. During her teaching career she has worked in primary and middle schools in Coventry, Bradford and Leeds. She now works as a freelance education writer and editor. Suzanne can be contacted on This email address is being protected from spambots. You need JavaScript enabled to view it.

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