Safeguarding children from extremism and

Transcription

Safeguarding
Children from
Extremism and
Radicalisation
ascl.org.uk/training
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Safeguarding children from
extremism and radicalisation
Kamal Hanif OBE
Executive Principal/CEO
Waverley Education Foundation
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Safeguarding against radicalisation and
extremism strategies
•  Attendance Procedures – robust following up of attendance,
first day home visits and phone calls, in particular for girls to
reduce risk of FGM and students that may be travelling
abroad.
•  Mentoring – in school
Business
University aspirations
Prevent
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•  Police workshops
•  Parent safeguarding workshops to develop an understanding
of the risks and social media
•  Tapestry workshops for students
•  Military Historian workshops.
•  Empowering students to teach adults about social media
•  Recognising students culture and religion and celebrating it.
•  Assemblies strongly linked to school and British values and
supported by linking to different faith contexts.
•  New Staff induction
•  Strong links with the police and CTU
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Learning through diversity: Celebrate differences Treat everyone with respect “Love has no Labels” ascl.org.uk/training
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https://www.youtube.com/watch?
v=PnDgZuGIhHs
Love has no gender Love has no race Love has no disability Love has no age Love has no religion ascl.org.uk/training
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Advice
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Terrorist organisations and far right groups are trying to radicalise and recruit young
people through an extensive use of social media and the internet. Young people, some as
young as 14, have sought to leave the UK to travel to join terrorist groups.
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As with other online harms, every teacher needs to be aware of the risks posed by the on
line activity of extremist and terrorist groups.
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Ensure that your designated safeguarding leads are trained to support staff and students
and, where relevant, with the designated officer(s) of your local authority. If you are in a
‘Prevent’ priority area, your authority will have a ‘Prevent’ lead who can also provide
support.
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You can also contact your local police force or dial 101 (the non-emergency number).
They can talk to you in confidence about your concerns and help you gain access to
support and advice.
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The local authority or police might suggest a referral to the ‘Channel’ programme.
‘Channel’ is a voluntary Government funded programme which aims to safeguard children
and adults from being drawn into terrorist activity. ‘Channel’ can provide a support plan
and specific interventions to protect people at risk, including mentoring support or an
ideological or theological intervention.
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Propaganda themes
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Images of success – winning the fight
Status and belonging
Personal duty
Defending a group – e.g. Sunni Muslims, defending England,
animal rights
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Social Media Platforms
•  SOCIAL MEDIA PLATFORMS
•  The government and police work with the communications industry
to remove extremist and terrorist content from the internet; since
February 2010, 80,000 pieces of terrorist content have been
removed from the internet. However, more content is uploaded all
the time by people from this country and elsewhere
•  Many community based organisations respond to ISIL propaganda
and debunk its messages. For example, London-based group
Families Against Stress and Trauma (FAST) have designed an
online guide for parents on the dangers of radicalisation, as well as
producing a YouTube film with testimonies from parents whose
children have travelled to Syria. They are currently sharing their
knowledge in a series of parenting workshops.
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Twitter is the most popular social media platform for pro-ISIL accounts and those sharing
ISIL propaganda. This is because it is easy to establish an account, stay relatively
anonymous and share material with large numbers of people.
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According to the latest independent estimates, there are 45,000 pro-ISIL accounts
worldwide, on Twitter. On average, these accounts tweet seven times per day, making
them more active than the average account on Twitter.
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FACEBOOK
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Facebook is the most popular social networking site with young Britons with more than 35
million UK users.
Terrorist groups use Facebook to share content, such as news stories and YouTube
videos, among their peer groups.
ASK.FM
People considering travel to Syria or Iraq sometimes use Ask.fm to ask British jihadis and
female ISIL supporters about travel, living standards, recruitment, fighting and broader
ideology. The answers given by ISIL supporters are always encouraging, saying all their
difficulties will be solved if they travel to the region. They are often told of the freedoms
they will have, support for education and marriage.
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INSTAGRAM
Instagram is mainly used by fighters and extremist supporters to share the
photosets frequently produced by various terrorist or far right media
organisations.
They may use it to share to share pictures of their life with that organisation or
abroad, often showing landscapes and images suggesting they are living a full
and happy life.
TUMBLR
Tumblr, the blogging site, is mainly used by fighters to promote longer,
theological arguments for travel.
Tumblr is popular with female supporters, who have written blogs addressing
the concerns girls have about travelling, such as leaving their families behind
and living standards in Syria.
YOUTUBE
YouTube is sometimes used to host videos, both of official output and videos
created by users themselves. Multiple ‘dummy’ accounts will be set up so that
when videos are taken down they can be reposted quickly. Users will post
YouTube links across their own social media platforms in order to disseminate
material, particularly Twitter and Facebook.
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•  PRIVATE MESSAGING
•  On social media, extremist groups frequently encourage
others to message them on closed peer-to-peer networks
when asked for sensitive information, such as on how to
travel to the region, what to pack and who to contact when
they arrive.
•  Popular private messaging apps include WhatsApp, Kik,
SureSpot and Viber. Snapchat, Sicher,Avacado, Bonfyre,
Confide, Cyberdust, Whisper, PrivateSpace, TigerText, Hide
SMS, Text Secure, Private SMS and Call, Omegle, govoice,
gochat, linkedin, nimbuz, Hike
•  Some video chat apps: ooVoo, Skype, Tango, Hangouts,
Peer, viber, camfrog, Line, QQ,
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A sense of belonging not
alienation
‘We have been made to feel less British’
‘All we want is to be successful and good
British Citizens’
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Learning through DIVERSITY Humanity Equality Aspira=on Respect Defini>on: •  the state or quality of being different or varied •  a point of difference ascl.org.uk/training
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Treating everyone equally
Universal Declaration of Human
Rights
Article 1.
All human beings are born free and equal in dignity and rights.
They are endowed with reason and conscience and should
act towards one another in a spirit of brotherhood.
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Equality Act 2010
The Equality Act 2010 is a UK law that exists to protect
your human rights and to ensure that all people are
treated equally in law regardless of
•age
•disability
•gender reassignment
•marriage or civil partnership
•pregnancy and maternity
•race
•religion or belief
•sex
•sexual orientation.
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Religious! So what get over it! ascl.org.uk/training
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Old! So what get over it! ascl.org.uk/training
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Female! So what get over it! ascl.org.uk/training
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Brown skinned! So what get over it! ascl.org.uk/training
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Gay! So what get over it! ascl.org.uk/training
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The Curriculum and School Life
“One boy wrote: 'if I had to describe how I feel about aMending Waverley School for the past four to five years in one word, it would definitely be PROUD'. In discussions students were overwhelmingly posi=ve about 'their' school and how well they know staff, and are cared for. “ ascl.org.uk/training
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School Context: Inner city Mixed All Through 4-‐19 Very high FSM -‐ above 55% 3rd highest with regards to depriva=on factor 75% of popula=on fall within 10% of most deprived super output areas. ascl.org.uk/training
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Background Pakistani/Kashmiri -‐ Mirpuri 46% Bangladeshi 21% Somali Other 26% White 6% ascl.org.uk/training
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Questions?
What concerns, issues, grievances, fears do
you think the children may have?
What stereotypes might there be?
What are the issues for children in your school?
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What has the school done? Leadership and constant drive from the top for equality, linking to school values School Ethos – Learning Through Diversity Representa>on of staff at all levels Development of Cultural inclusion within all areas of the school. School policies literature and publica>ons Introduc>on of Diversity Days Cultural Inclusivity Training days and percep>ons exercises Map of experiences across the school and through subjects planned into an annual calendar ascl.org.uk/training
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Charity Events / Pride events School Assembly and form =me programme – link to SEAL Children’s Lives Exhibi=on Pastoral support and work with student families ascl.org.uk/training
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• 
Wounded Indian soldiers in the Brighton Pavilion
which was used as a military hospital (1916).
Courtesy of: India Office Library.
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The Garhwal Rifles marching in Northern France, August 1915.
Courtesy of: National Army Museum. ascl.org.uk/training
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King George VI inspec=ng Indian troops, Italy, 1944. Courtesy: Na-onal Army Museum ascl.org.uk/training
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“Students speak highly of Diversity days which provide
memorable learning experiences and allow them to learn more
about different cultures and promote greater tolerance and
respect. “
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Festival of Diversity
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We are the Youth Panel!
Student
Voice
Creativity
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Welcome to our Creative
Clinic!
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Where teachers receive treatment for their lessons to make them more crea>ve! ascl.org.uk/training
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Crea=ve clinics “A wide range of partnerships and highly successful strategies for securing addi=onal resources helps the school to meet its educa=onal objec=ves.” ascl.org.uk/training
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‘Equality’ -‐ Transi>on Project with local primary school taught by the Youth Panel title here
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Expectations our students set for themselves
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Outstanding academic and personal achievement.
Excellent punctuality and behaviour
We present ourselves well.
Staff and students all have something valuable to contribute
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•  How do they know?
•  Students fully participate in all aspects of the development of
the school
•  There is a culture where students work alongside teachers
and others staff and everyone’s ideas are valued and
actioned.
•  Students are given big responsibilities and there is trust that
we will meet them successfully.
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Reflec>ve Ac>vity •  What do you think the students at your
school think your expectations are?
•  What changes might you make?
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OUTCOMES Pupils understand that
excellence is not restricted to
the achievement of people from
dominant cultures, but that
people from all cultures and
religions, today and past,
achieve excellence.
Pupils know that most people
have a range of affiliations,
loyalties and sense of
belonging.
Pupils understand that with
every event there are a variety
of perceptions, interpretations
and perspectives.
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Pupils have a strong sense of identity, feeling that they belong in Britain
and that Britain belongs to them.
Pupils see diversity and differences as interesting and exciting.
Pupils understand that there are shared values across cultures, religions
and that all people share common aspirations, needs and concerns.
Pupil’s viewpoints are explored and developed.
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  Pupils develop their critical thinking and analysis skills in order for them to
make informed choices.
  Pupils are skilled in challenging prejudices and stereotypes, racism,
and unfairness.
xenophobia, homophobia,
Islamaphobia, injustice
  Pupils understand and respect others.
  Pupils self-esteem is enhanced.
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Pupils understanding that the dominant culture in society is not ‘norm’ against which all other cultures are judged ascl.org.uk/training
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“There is a sense of enjoyment in learning about others and the world around them; they socialise and cooperate well and know and apply right from wrong.” ascl.org.uk/training
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“They were able to answer complex ques=ons about community cohesion and the role of governors. Students apply their basic skills across the curriculum and have a good understanding of the 'real' world and what it means to be a good ci=zen. “ ascl.org.uk/training
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“There are numerous partnerships to support and improve student outcomes. These include those with other primary and secondary schools, external agencies, off-‐site working, those related to the specialist status and the community’ ascl.org.uk/training
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“The school promotes equal opportunities very well. A mix
of cultures works very well side by side and the school
ensures everyone can join in. “
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They show a very good awareness of risks to their personal safety and well-‐being both in and beyond the school, including when on the internet, from crime and from the risks of radicalisa=on and extremism. This stems directly from the successful work of the school to maintain safeguarding as an explicit priority, alongside its work to ensure high levels of community cohesion. Students are free to express their views and concerns and feel that there is always an adult to turn to, and help them. ascl.org.uk/training
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Kamal Hanif Execu=ve Head Teacher Waverley School 311 Yardley Green Road Birmingham B9 5QA [email protected] 0121–566 6600 ascl.org.uk/training
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Whilst the information provided at this event was correct to
the best of the knowledge of the presenters and
organisers, neither ASCL nor Professional Development
can accept liability if at a later date this should prove not to
be the case. Nor can they be held responsible for any
errors or any consequences resulting from its use.
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For further support:
Contact ASCL Professional Development for more information,
including details of our bespoke consultancy services
- email [email protected]
DVDs – email [email protected]
Interested in joining ASCL? All members of the senior leadership
team, including business managers and senior support staff are
eligible to join ASCL. Visit www.ascl.org.uk/offers or email
[email protected] to find out more about the latest
introductory membership offer and further details on joining.
Follow us on Twitter @ASCL_UK
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Safeguarding children from extremism and

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