Below are examples based on what is in the statutory guidance. They are just that – examples – and not exhaustive!

 

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 consequences, and learn to distinguish right from wrong.

• Staff can collaborate with children to create the rules and the codes of behaviour during circle times, 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 Sunflower Class can discuss what they feel about transitioning into new schools and the younger classes can discuss what they feel about transferring to the older class through use of pictures, body language and transition settles with their key worker.

 

 

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.

• Staff 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.

 

Appendix A

 

‘Channel’ is the name for the process of identifying and referring a person for early intervention and support.

 

Channel is a multi-agency approach to protecting people at risk from radicalisation. The Channel process uses existing collaboration between local authorities, statutory partners (such as education and health organisations, social services, children’s and youth services and offender management services), the police and the local community to:

 

• Identify people at risk of being drawn into terrorism;

 

• Assess the nature and extent of that risk; and

 

• Develop the most appropriate support plan for the individuals concerned.

 

The Channel process 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 a crime occurs.

Channel focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism. It provides a mechanism for schools and settings to make referrals if they are concerned that an individual might be vulnerable to radicalisation.

An individual’s engagement with the programme is entirely voluntary at all stages.

Section 36 of the CTSA 2015 places a duty on local authorities to ensure Channel panels are in place. The panel must be chaired by the local authority and include the police for the relevant local authority area. Following a referral the panel will assess the extent to which identified individuals are vulnerable to being drawn into terrorism, and, where considered appropriate and necessary consent is obtained, arrange for support to be provided to those individuals.

 

Channel is available at: https://www.gov.uk/government/publications/channel-guidance

 

Appendix B

 

Glossary of Terms

‘Having due regard’ - means that the authorities should place an appropriate amount of weight on the need to prevent people being drawn into terrorism when they  consider all the other factors relevant to how they carry out their usual functions.

‘Extremism’ - is defined in the 2011 Prevent strategy as 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. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas.

‘Interventions’ - are projects intended to divert people who are being drawn into terrorist activity. Interventions can include mentoring, counselling, theological support, encouraging civic engagement, developing support networks (family and peer structures) or providing mainstream services (education, employment, health, finance or housing).

‘Non-violent extremism’ - is extremism, as defined above, which is not accompanied by violence.

‘Prevention’ - in the context of this document means reducing or eliminating the risk of individuals becoming involved in terrorism. Prevent includes but is not confined to the identification and referral of those at risk of being drawn into terrorism into appropriate interventions. These interventions aim to divert vulnerable people from radicalisation.

‘Radicalisation’ - refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.

‘Safeguarding’ - is the process of protecting vulnerable people, whether from crime, other forms of abuse or (in the context of Prevent Duty Guidance document, see link below) from being drawn into terrorist related activity.

The current UK definition of ‘terrorism’ is given in the Terrorism Act 2000 (TACT 2000). In summary this defines terrorism as an action that endangers or causes serious violence to a person/people; causes serious damage to property; or seriously interferes or disrupts an electronic system. The use or threat must be designed to influence the government or to intimidate the public and is made for the purpose of advancing a political, religious or ideological cause.

‘Terrorist-related offences’ - are those (such as murder) which are not offences in terrorist legislation, but which are judged to be committed in relation to terrorism.

‘Vulnerability’ - describes the condition of being capable of being injured; difficult to defend; open to moral or ideological attack. Within Prevent, the word describes

factors and characteristics associated with being susceptible to radicalisation.

Revised Prevent Duty Guidance for England and Wales, Home Office, 2015

https://www.gov.uk/government/publications/prevent-duty-guidance 

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