At Longford Park School we are committed to serving our community. We recognise the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. We also understand the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.

 

We follow equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Our school is dedicated to preparing students for their adult life beyond the formal, examined curriculum and ensure that we promote and reinforce British values to all our students.

 

The Department for Education has introduced a statutory duty for schools to promote British Values more actively, and to ensure they are taught in schools.

The government set out its definition of British values in the 2011 Prevent Strategy.

 

The five key British Values are:

• Democracy
• The rule of law
• Individual liberty
• Mutual respect
• Tolerance of those of different faiths and beliefs

 

School Ethos & Practice

At Longford Park School we provide a broad and balanced curriculum in the context of our values and rights respecting agenda, so that our children embrace difference and diversity, and feel valued members of our school community.

 

We are aware that children can be exposed to extremist influences or prejudiced views from early childhood through a variety of sources and media, and that they may at times reflect or display views which may be discriminator, prejudiced or extremists, or use offensive language.

 

Any discrimination, prejudice or extremist views, including offensive language, shown by pupils or staff will be dealt with in line with our Behaviour Policy and staff Code of Conduct, and will always be addressed.

 

Teaching Approaches

Our teaching will support our school ethos 'Proud to Belong' and ensure that children do not feel alienated or disempowered.

 

We place high priority on spiritual, moral, social and cultural development, which we achieve through our quality delivery of:-

 

• PSHE
• RE
• Values-led curriculum
• School assemblies

 

which all instil in our children a positive and strong self-identify and foster a sense of belonging.

 

We also adhere to the main methods outlined in the governmental guidance 'Teaching Approaches that help build resilience to extremism amount your people.'  (DfE 2011):

 

• We make good connections with our children through good teaching design and a child-centred approach.
• We facilitate a safe place for discussion and dialogue.
• We equip our children with skills, knowledge and understanding and awareness to develop resilience.

 

We promote the values of democracy through our School Council, Play Leaders and opportunities to vote on decisions regarding our school.

 

We value the rule of law and individual liberty, mutual respect and tolerance to those of other faiths, backgrounds and beliefs.  We teach all our children to respect each other and tolerate differences.

What is Prevent?

The Prevent strategy was published by the government in 2011 and is a key part of CONTEST, the Government’s counter-terrorism strategy.  It aims to stop people becoming terrorists or supporting terrorism.  The strategy aims to respond to the ideological challenge of terrorism and those who promote it, prevent people being drawn into terrorism, and work with sectors and institutions where there are risks of radicalisation.

 

The Brief For Schools

Schools should ensure that their safeguarding arrangements take into account the procedures and practice of the local authority as part of the inter-agency safeguarding procedures set up by the Local Safeguarding Children Board (LSCB).  Schools’ child protection policies should describe procedures which are in accordance with government guidance and refer to locally agreed inter-agency procedures put in place by the LSCB. Extra responsibility and duty will be placed upon schools to recognise what vulnerabilities can look like and to be able to refer concerns confidently through the dedicated safeguarding route known as Channel. (Channel is a multi-agency safeguarding programme which operates throughout England and Wales.  It provides tailored support to people who have been identified as at risk of being drawn into terrorism).

 

Responsibilities of Governors And Teachers

Senior management and governors should make sure that staff have training that gives them the knowledge and confidence to identify children at risk of being drawn into terrorism and challenge extremist ideas which can be used to legitimise terrorism and are shared by terrorist groups. They should know where and how to refer children and young people for further help.  Prevent awareness training will be a key part of this. Senior management and governors are expected to assess the risk of pupils being drawn into terrorism, including support for the extremist ideas that are part of terrorist ideology.

 

What Training Do Staff Require?

The Prevent for schools website suggests that schools can demonstrate good leadership and management in tackling extremism by providing training that gives staff the knowledge and confidence to identify children at risk of being drawn into terrorism and challenge extremist ideas which can be used to legitimise terrorism and are shared by terrorist groups.  Prevent awareness training will be a key part of this.

For more information please refer to our Safeguarding Page and our full list of policies can be found on our Policy Page.