Community Cohesion Education Standards for Schools 2004

Middlesbrough Council: Prevent Self Assessment for Schools
Leadership and management- clear, visible and accountable structures are in place in school.
Self Assessment Statement / RAG rating / Evidence/ Next Steps / Review
1 / The senior leadership team are aware of the Prevent Strategy; understand its key priorities and the way in which it is embedded into Safeguarding Procedures.
2 / There is a whole school approach to Prevent and key staff understand their roles and responsibilities.
3 / Prevent objectives are embedded in Safeguarding Procedures.
4 / Governors understand the risk of radicalisation and extremism; are aware of the Prevent Strategy, key priorities for school and the way in which it is embedded into Safeguarding Procedures.
5 / ICT policies have been reviewed.
6 / Risk assessment reflects:
- potential risks in local areas, based upon information sharing with key partners;
- potential radicalisation via the internet;
- robust safeguarding policy and procedures are in place;
- School and LA lettings policy has been reviewed.
-Clear protocols are in place for visiting speakers to ensure suitability and appropriate supervision.
7 / School emergency plan has been reviewed.
Staff are appropriately trained according to their role.
Self Assessment Statement / RAG rating / Evidence/ Next Steps / Review
8 / All staff are aware of the requirement to promote fundamental British Values to ensure that children and young people are prepared for life in modern Britain. (Teaching standards)
9 / Staff are aware of strategies and approaches which support curriculum which promotes fundamental British values.
10 / Key Leads in school are aware of requirements of Prevent and promoting FBV.
11 / Key staff have attended WRAP training and this is disseminated to whole staff team.
12 / Prevent training is on-going, where appropriate. (Induction of new staff/ newly appointed leads etc.)
13 / There is appropriate guidance and literature available for staff.
A broad and balanced curriculum that helps to protect students against extremism and promotes community cohesion.
Self Assessment Statement / RAG rating / Evidence/ Next Steps / Review
14 / School ensures that inclusion is central to its ethos (IQM audit) and involves young people in auditing for inclusion.
15 / Curriculum approaches equip young people with appropriate skills, knowledge, understanding and awareness.
16 / Approaches and Strategies that are known to protect children and young people from radicalisation and extremist influences have been identified and are incorporated, where appropriate, into all curriculum areas, including, but not exclusively SMSC. These strategies and approaches include:
•critical literacy// digital literacy
•critical thinking
•exploring human rights
•exploring identity
•developing approaches which allow children and young people to disagree positively.
17 / The whole school community takes a proactive approach to community cohesion. All members of the school community understand and are proactively engaged in ensuring that positive relations between individual and groups are proactively encouraged.
18 / Staff are able to model effective challenge to discriminatory behaviour or to behaviour which is contrary to the fundamental British Values of: democracy; rule of law; tolerance of those with different faith and belief (and no faith) and those who have protected characteristics.
19 / School actively teaches children and young people about the power of influence, and through application of critical thinking and critical literacy, they are able to identify potential dangers, with particular reference to ‘e’ safety.
20 / Curriculum approaches include young person centred approaches.
21 / Staff are aware of strategies that create a ‘safe space for dialogue’ and positive interaction to promote cultural diversity and respect for others and others cultures and citizenship
Reporting and Referral process is in place and referrals are managed effectively
Self Assessment Statement / RAG rating / Evidence/ Next Steps / Review
22 / There is a designated Single Point of Contact for Prevent (SPOC)and all staff are aware of the single point of contact
23 / Prevent safeguarding responsibilities are understood throughout the school.
24 / An internal school referral system is in place for Prevent- protocols are in place to ensure that reports and referrals are recorded and monitored accordingly.
25 / Staff are aware of the Channel process and their potential role in this.
26 / Protocols are in place to identify vulnerability and respond accordingly, as a preventative measure(to mitigate against children being vulnerable to radicalisation)
27 / Protocols and management of referrals are reviewed, to ensure that practice responds to local need and context and affects practice.
Proactive Support: student; parent/carer; staff; community
Self Assessment Statement / RAG rating / Evidence/ Next Steps / Review
28 / Staff are aware of pastoral strategies which will support young people to be resilient to extremism.
29 / Proactive parental(carer)/ child engagement is actively sought to engage with vulnerable pupils and support wider outcomes.
30 / School have an identifiable approach to whole community consultation.
31 / Active pupil voice and engagement is sought from all children in school.

Reference:

Prevent Guidance 2015

Adapted from:

Hackney Learning Trust- Prevent self assessment

Manchester Metropolitan University - IOE self assessment

Stockton Borough Council

Thank you for taking the time to complete this questionnaire, the results of which will be collated and used to address any areas for further development to improve safeguarding of those most vulnerable in our communities to reduce the risk of involvement in extremist behaviour.

Please return the completed form to:

Andy Shippey

Community Safety Officer

Middlesbrough Council,

1st Floor, Civic Centre,

Middlesbrough,

TS1 2RH

Or alternately email the completed document to