Prevent and Schools 

DfE - THE PREVENT DUTY: DEPARTMENTAL ADVICE FOR SCHOOLS AND CHILDCARE PROVIDERS (June 2015)

The Department for Education has issued the departmental advice to help recipients understand the implications of the revised Prevent Duty 2015. 

As identified in the advice, 'Schools and childcare providers should have clear procedures in place for protecting children at risk of radicalisation. These procedures may be set out in existing safeguarding policies. It is not necessary for schools and childcare settings to have distinct policies on implementing the Prevent duty.

August 31, 2019

This is statutory guidance from the Department for Education (the department) issued under Section 175 of the Education Act 2002, the Education (Independent School Standards) Regulations 2014, and the Non-Maintained Special Schools (England) Regulations 2015. Schools and colleges in England must have regard to it when carrying out their duties to safeguard and promote the welfare of children. For the purposes of this guidance children includes everyone under the age of 18.

August 31, 2019

Keeping Children Safe in Education is statutory guidance that schools and colleges in England must have regard to when carrying out their duties to safeguard and promote the welfare of children. • Governing bodies of maintained schools (including maintained nursery schools) and colleges; • Proprietors of independent schools (including academies, free schools and alternative provision academies) and non-maintained special schools. In the case of academies, free schools and alternative provision academies, the proprietor will be the academy trust; and • Management committees of pupil referral units (PRUs) are asked to ensure that all staff in their school or college read at least Part one of the guidance. For ease of reference Part one is set out here as a stand-alone document.What's this item about? What makes it interesting? Write a catchy description to grab your audience's attention...

DfE:­ Promoting fundamental British Values as part of SMSC in schools (November 2014)

Departmental advice on promoting basic important British values as part of pupils’ spiritual, moral, social and cultural (SMSC) development.

DfE / Home Office: How Social Media is used to encourage Travel (July 2015)

There is increasingly widespread recognition that terrorist and extremist organisations are utilising the Internet and Social Media for the radicalisation and grooming of Young People.  Further to this, the Department for Education and the Home Office have issued the joint enclosed briefing note (see link above) for schools highlighting some of these aspects and actions schools should take.

A GENERIC FRAMEWORK FOR DISCUSSING A TERRORIST ATTACK

June 30, 2016

Whilst we would normally strongly advise that all learning in PSHE education is built into a planned progressive programme, there are times when we may need to respond immediately to unforeseen events. Terrorist attacks can create a variety of strong feelings, including curiosity, excitement, anxiety or fear. This discussion framework can be adapted to a range of situations, and provides a framework for young people to discuss such events, and provides opportunities to process what has happened in the safety of a classroom.

Please note that when covering this topic with primary aged children you can use our discussing a terrorist attack with children in the primary phases guidance.

Discussing a terrorist attack with children in the primary phases

May 29, 2017

Although we would normally advise that teaching and learning in PSHE education is built into a planned progressive programme, there are times when teachers may need to respond more immediately to unforeseen events, such as terrorist attacks. This guidance gives practical suggestions for ways that you can structure questioning, discussion or further learning about such events.

Advice For Schools Choosing A Filtering Provider

March 12, 2018

When it comes to choosing your school’s Internet Service Provider, one of the biggest considerations is filtering. 

With so much of our lives now dependent on being connected to the online world, schools have a responsibility to safeguard children from accessing potentially harmful and inappropriate online material. But young people also need to learn how to use the internet safely, and of course that includes what to do when they come across inappropriate content. Being too prohibitive about what they can access does little to build the resilience they need to develop as they grow up.

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