1 KEEPING OUR LEARNERS SAFEIntroducing challenge and debate through the curriculum Gower College 15th December 2016 Katy Burns, Education Consultant, ColegauCymru Carl Mather, Education Consultant, ColegauCymru

2 KEEPING OUR LEARNERS SAFEAim: To provide teachers with the confidence, knowledge, skills and understanding to deliver the induction and tutorial programme for the FE sector

3 OBJECTIVE 1: To place the programme within the context ofToday’s Wales and UK society Counter-Terrorism and Security Act 2015 Revised Estyn CIF September 2015

4 OBJECTIVE 2: To strengthen the capacity of FEIs to address the risks associated with extremism To align established safeguarding procedures with the need to support individuals vulnerable to extremism  To ensure that learners in FE are challenged and supported in order to build resilience to the threat of extremism To ensure that adequate and appropriate resources are available to teachers in FE to implement the programme  To enhance referral pathways to ensure that learners who are potentially vulnerable to extremism are provided with appropriate support and guidance

5 OBJECTIVE 1 To place the programme within the context of today’s Wales and UK Are we an extremist society?

6 Extremism! – What extremism?We don’t have that problem here!!

7 Extremism -The Prevent Strategy: Definition: Extremism -The Prevent Strategy: …. is 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. Holding extremist views and feelings means that whatever your colour, creed or religion, you view people or events with a closed, fixed and intolerant attitude (ref: GOT project) These views and feelings however, can change and become less extreme At worst, you will continue to express hatred and violence to others

8 Extremist attitudes & behaviour Mental health issues - self harmLearners Vulnerable Hate Crime Extremist attitudes & behaviour Human trafficking Domestic Violence Alcohol, drugs Mental health issues - self harm Sexual abuse Extremism is not an outsider – it is part of the wider picture of learner well-being and safeguarding

9 Intolerance or prejudice can make us –Are we intolerant? “What is objectionable, what is dangerous about extremists is not that they are extreme, but that they are intolerant.” -- Robert F. Kennedy Intolerance or prejudice can make us – Unwilling to tolerate differences in opinions, practices, or beliefs, especially religious beliefs. Opposed to the inclusion or participation of those different from oneself, especially those of a different racial, ethnic, or social background.

10 Threats arising from extremismWelsh Defence League links with neo-Nazis A neo-Nazi jailed for life for attempting to behead a Tesco shopper in a racially-motivated (ISIL-style) revenge attack for the murder of Fusilier Lee Rigby. Dr Sarandev Bhambra was singled out by Zack Davies , saying "white power" during the machete attack at the store in Mold, Flintshire, in January

11 Welshman arrested on suspicion of attempting to leave the UK to fight ISIS (WalesOnline 20/09/16)The 22-year-old from Pembrey, Carmarthenshire was detained under suspicion of terrorism offences while attempting to board a plane at the London terminal on September 13. He claims that he was detained for 30 hours at the airport before being escorted from London back to Pembrey following his arrest. The man, who we will not name, said: “A lot of British people are going out to Iraq to fight Isis.”

12 Islamic State 'recruiting sergeants' at work in Wales could have recruited Cardiff jihadis, security expert claims (Walesonline, 25/01/15)

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14 Potential Threats Professor Anthony Glees, former Home Office advisor said “recruiting sergeants” for the (Islamic State)terrorist group were roaming Welsh cities searching new recruits. People are not just radicalised online. They are approached by so called Islamic State’s recruiting sergeants – people who go around schools, campuses and Islamic community centres looking for people to recruit. He called for teachers to be vigilant about “disillusioned” learners vulnerable to Islamic State’s “sophisticated” propaganda machine. We must make sure these people don’t sit and brood. Teachers are there to discuss these issues in a democratic fashion.

15 (Walesonline, September 2014)“Racism in Wales: Huge numbers* of Welsh schoolchildren do not think racial slurs are offensive” (Walesonline, September 2014) Huge numbers of schoolchildren in Wales do not think it is offensive to use racial slurs like p*** for Pakistani people, a study of nearly 3, year olds has revealed. Furthermore, in a previous survey carried out with Show Racism the Red Card and the National Union of Teachers, almost 90% of teachers surveyed stated that they had not received any anti- racism training. *Range 25% - 42%

16 ‘Show Racism the Red Card Wales’ campaign manager Sunil Patel said: “It is deeply worrying that racist hate complaints have increased dramatically since the EU referendum result.” (WOL 20/09/16) Consultation included a survey answered by 435 teachers saying that one in four teachers had come a racist incident at their school in the past 12 months Survey respondents called for anti-racism education integrated into the curriculum - 90% of teachers believed this was the way forward.

17 OBJECTIVE 1: b) To place the tutorial programme within the context ofCounter-Terrorism and Security Act 2015

18 CONTEXT & BACKGROUND: 2015 LEGISLATION The Counter-Terrorism and Security Act places a duty on seven specified authorities* to - ‘have due regard (in the exercise of its functions) to the need to prevent people from being drawn into terrorism’ (para 1) *includes colleges and universities

19 CONTEXT & BACKGROUND continued:The seven ‘specified authorities’: Local authorities Schools Further education Higher education Health sector Prisons and probation The police

20 use opportunities in learning to educate and challenge (para 20) Colleges should use opportunities in learning to educate and challenge (para 20) allow leaders and teachers to exemplify (British) core values in their management, teaching and through general behaviours in institutions, including through opportunities in the FE curriculum (para 20) *Revised Prevent Duty Guidance for England and Wales, September 2015

21 ACTIONS & EXPECTATIONS – FE SECTORRisk assessment (para 14) Action plan (para 19) External speakers and events (para 5) Partnership (para 12) Prevent training (para 20) Welfare, chaplaincy and pastoral support (para 24) IT policies (para 26) Monitoring and enforcement framework (para 29)

22 PROTECT: To strengthen our protection against a terrorist attackCONTEST STRATEGY PROTECT: To strengthen our protection against a terrorist attack PREPARE: Where an attack cannot be stopped; to mitigate its impact PURSUE: To stop terrorist attacks; catch those responsible PREVENT: To stop people becoming terrorists or supporting terrorism NON-CRIMINAL SPACE

23 THE 3 ‘I’ s OF PREVENT 1. Respond to the Ideological challenges of terrorism and the threat we face from those who promote it 2. Prevent Individuals from being drawn into terrorism and ensure that they are given appropriate advice and support 3. Work with sectors and Institutions where there are risks of radicalisation which we need to address.

24 What does this legislation mean in an educational setting?Within an educational context – schools, colleges, universities – Prevent objectives can best be translated to apply to: Safeguarding and wellbeing processes & protocols to enhance respect and resilience through shared *core values, supported by challenge and debate (critical thinking) *favoured by Estyn

25 OBJECTIVE 1: c) To place the programme within the context ofRevised Estyn CIF September 2016 FEILI visits and ten standard questions (FE Institution Lead Inspector)

26 THE COLLEGE CURRICULUMWhen evaluating learners’ personal, social and life skills, inspectors should consider how well learners show respect, care and concern for others (1.2. social and life skills, p.24) Inspectors should consider how the college keeps learners safe from the dangers of radicalisation and extremism (2.3. safeguarding, p.29) Guidance for the inspection of further education from September 2015, Estyn

27 THE IMPORTANCE OF CRITICAL THINKINGAn in-depth research study, conducted by the Office for Public Management (OPM) and the National Foundation for Education Research (NFER) and published by the Department for Education (DfE), has found that “skills in independent and critical thinking are the key to helping students resist the pull of violent extremism” (Se Ed 2011) Teachers “need to be able to create a ‘safe space’ for all young people in a group to be able to take part in discussion, which may (and in fact often should) cover controversial issues.”

28 Estyn FEILI visit questions – September 2016Does the safeguarding policy take account of the duty to protect young people from radicalisation and extremism? Has the college used the ColegauCymru support materials and toolkit? How does the college monitor external speakers, visitors and events to ensure learners have a balance of views? How effective are partnerships? How are risk assessments and action plans put into practice – and what impact do they have in keeping learners safe from radicalisation and extremism?

29 Estyn FEILI visit questions – September 20166. How does staff training enable staff to keep learners safe from radicalisation and extremism? 7. How do pastoral and welfare support staff keep learners free from radicalisation and extremism? 8. How effectively are IT policies implemented and how well do they contribute to learner safety? 9. Are there clear protocols for ensuring visiting speakers are appropriately supervised? 10. Do tutorial and curriculum programmes encourage challenge and debate about extreme views?

30 OBJECTIVE 2: To strengthen the capacity of FEIs to address the risks associated with extremism To align established safeguarding procedures with the need to support individuals vulnerable to extremism  To ensure that learners in FE are challenged and supported in order to build resilience to the threat of extremism To ensure that adequate and appropriate resources are available to teachers in FE to implement the programme  To enhance referral pathways to ensure that learners who are potentially vulnerable to extremism are provided with appropriate support and guidance (A) Institutional (B) Individual

31 Factors that may contribute to vulnerability (Cole)OPERATION HINDSIGHT Factors that may contribute to vulnerability (Cole) Association of Chief Police Officers National Prevent Delivery Unit

32 We define fundamental British values as‘democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs’, and we expect institutions to encourage students to respect other people with particular regard to the protected characteristics set out in the Equality Act 2010 (including with that being used for schools) “Prevent duty guidance: a consultation” (December 2014),HM Government, para 89

33 What the terms mean Prevent, Police and Universities (2012)Extremism - is 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. Calls for the death of British armed forces is also included. An ideology - is a set of beliefs. Radicalisation - is the process by which a person comes to support terrorism and forms of extremism leading to terrorism. Safeguarding - is the process of protecting vulnerable people, whether from crime, other forms of abuse or from being drawn into terrorism-related activity. Terrorism - is an action that endangers or causes serious violence damage or disruption and is intended to influence the Government or to intimidate the public and is made with the intention of advancing a political, religious or ideological cause. Vulnerability -describes factors and characteristics associated with being susceptible to radicalisation. Prevent, Police and Universities (2012)

34 IMPLICATIONS FOR TEACHERSARC Awareness Responsibility Communication Know your referral route Who is the Designated Safeguarding Person? Remember – having a strong, or alternative, opinion does not (on its own) mean the next step is violent extremism! …Merely that the student is exercising freedom of speech.

35 Induction & Tutorial Programme and the rationale for its developmentGuidance says colleges should: use opportunities in learning to educate and challenge (para 20) allow leaders and teachers to exemplify (British) core values in their management, teaching and through general behaviours in institutions, including through opportunities in the FE curriculum (para 20) Estyn’s questions: How do pastoral and welfare support staff keep learners free from radicalisation and extremism? Do tutorial and curriculum programmes encourage challenge and debate about extreme views?

36 Critical Thinking & Problem Solving and the Welsh BaccalaureateCritical Thinking & Problem Solving -Teaching & Learning Identification, interpretation and use of a variety of facts, opinions and viewpoints Identification, development, critical analysis and construction of arguments Expression of own views and interpretation of those of others Identification of information, resources and materials to solve a problem Identification, analysis and use of concepts, including cause and consequence, change and continuity, similarity and difference Problem solving techniques and potential solutions - information, resources and materials Formulating judgements and drawing conclusions Digital Literacy Find, organise, store, manage, share and protect digital information Critical Thinking & Problem Solving Learners’ Skills Understand and apply decision-making and problem- solving approaches and techniques Identify and analyse problems or issues Identify potential solutions or responses and reasons for different views Be able to justify decisions Identify and develop arguments Critically assess the strength of options and arguments, take into account opposing views or alternative ideas, validity and reliability Demonstrate resilience and perseverance Reflect on approaches and techniques for critical thinking, decision making and problem solving and own proficiency in them Critical thinking skills which will enable them to analyse and use research effectively Use of Digital Literacy in WB Project Analyse the credibility of information and sources – currency, comprehensiveness, validity, reliability, bias.