(i) Generally - by ensuring that all staff in school are trained and that they understand the risks affecting children and young people; (ii) Specifically - having clear processes in place for monitoring behaviour, including online, so that we are able to identify individuals who may be at risk (iii) Procedurally - having clear procedures in place which enable us to protect and support those identified as being at risk. Developed a Prevent action plan to reduce this risk, which has been signed-off by governors; Conduct relevant checks in order to prohibit extremist speakers and events in school; Put strategies in place to manage access to extremist material i.e. by ensuring appropriate and proportionate online filtering and monitoring occurs in school; Work in partnership with parents, the local community and other agencies to fulfill our duties; There is no obvious profile of a person likely to become involved in extremism or a single indicator of when a person might move to adopt violence in support of extremist ideas. The process of radicalisation is different for every individual and can take place over an extended period or within a very short time frame. As with any other concern, the risk of harm is raised when young people are vulnerable and is often noticed when children change their behaviour, clothing or attitudes. Younger children may repeat the language and comments of adults and staff should be alert to this (alongside the fact that older siblings and adults may also show signs). Early indicators which everyone should be aware of include: showing sympathy for extremist causes; glorifying violence, especially to other faiths or cultures; making remarks or comments about being at extremist events or rallies outside academy; evidence of possessing illegal or extremist literature;
(i) Generally - by ensuring that all staff in school are trained and that they understand the risks affecting children and young people; (ii) Specifically - having clear processes in place for monitoring behaviour, including online, so that we are able to identify individuals who may be at risk (iii) Procedurally - having clear procedures in place which enable us to protect and support those identified as being at risk. Developed a Prevent action plan to reduce this risk, which has been signed-off by governors; Conduct relevant checks in order to prohibit extremist speakers and events in school; Put strategies in place to manage access to extremist material i.e. by ensuring appropriate and proportionate online filtering and monitoring occurs in school; Work in partnership with parents, the local community and other agencies to fulfill our duties; There is no obvious profile of a person likely to become involved in extremism or a single indicator of when a person might move to adopt violence in support of extremist ideas. The process of radicalisation is different for every individual and can take place over an extended period or within a very short time frame. As with any other concern, the risk of harm is raised when young people are vulnerable and is often noticed when children change their behaviour, clothing or attitudes. Younger children may repeat the language and comments of adults and staff should be alert to this (alongside the fact that older siblings and adults may also show signs). Early indicators which everyone should be aware of include: showing sympathy for extremist causes; glorifying violence, especially to other faiths or cultures; making remarks or comments about being at extremist events or rallies outside academy; evidence of possessing illegal or extremist literature;
Fieldhead-Primary-Academy-Safeguarding-and-Child-Protection-Policy-UPDATED-April-2017-Signed.docx