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Produce a 2 minute group video - with your pledges on Safeguarding & Prevent

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To develop an understanding of safeguarding young people.

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- To explain the signs and behaviour that teachers should be able to recognise and monitor for safeguarding - Discuss in small groups and share thoughts on Padlet

- To explore strategies that support teachers to recognise and monitor areas of safeguarding - Discuss case study in small groups, design a policy to address the concern & roleplay the scenario.

- To outline how we can support learners to keep themselves safe and develop an understanding of this.

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Are you responsible for Safeguarding and Prevent in Further Education and Training Sector? Or are you a Safeguarding Lead or Officer or someone who has this responsibility as part of their role?

The online forums were developed as a response to the FE sector's need to bring together the designated safeguarding leads, deputies and those with specific safeguarding and prevent roles and responsibilities. Each forum is themed to focus on current hot topics and issues, providing a space to hear from sector specialists who share best practice and knowledge to support participants development.

The next forum is taking place on 15 May 2023.

For more information and to book, please visit our Booking System via the links below:

If you have any questions, please check the Forum FAQs.

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Safeguarding and Prevent - The Education and Training Foundation

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Are you responsible for Safeguarding and Prevent in Further Education and Training Sector? Or are you a Safeguarding Lead or Officer or someone who has this responsibility as part of their role? The online forums were developed as a response to the FE sector's need to bring together the designated safeguarding leads, deputies and those with specific safeguarding and prevent roles and responsibilities.

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Behavioural signs of sexual abuse may include:

• running away from home or care

• withdrawn or overly compliant behaviour

• depression, self-harm or suicidal behaviour

• drug and/or alcohol abuse

• eating disorders (for example anorexia or bulimia)

• having unexplained amounts of money

• alluding to secrets that they cannot reveal

• telling others about the abuse.

Sexual exploitation can include seemingly consensual relationships or sexual activity in exchange for attention, a place to stay, gifts, money, cigarettes or illegal substances. It can also include serious organised crime.

When considering the signs and indicators of sexual abuse, it is important to recognise that young people may bring past experiences of abuse with them, even though they may not currently be experiencing abuse and it is essential that you know how to respond.

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Emotionally and physically withdrawn

Cancel and change plans.

Reluctance to commit to things

Has difficulties trusting.

Cuts ties with external support and can withdraw to the abuser.

Will stop talking or can also have limited views of certain areas.

Lose control of finances and feelings, and are not allowed to control their own things.

A limited amount of emotions are being shown and allowed to be shown.

Change of dress and wardrobe can become limited or unchanging.

They can cover up with clothes and also with excuses and fidgeting.

Struggle to settle and the desire to get away from crowds.

They can become withdrawn and insular.

They can find regular behaviours strange and unnatural, even though they seem normal to society.

Self-medication, with different form of things drinks, drugs, pharmaceuticals, self harm to just give a brief example.

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England

• Children Act 1989

• Female Genital Mutilation Act 2003

• Children Act 2004

• Children and Social Work Act 2017

• The Prevent duty 2015

• Working Together to Safeguard Children 2018

• Keeping Children Safe in Education 2023

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To safeguard learners who are susceptible to radicalisation into terrorism, designated safeguarding leads ( DSLs) will need to take a risk-based approach.

Each setting should perform a risk assessment which assesses how their learners or staff may be at risk of being radicalised into terrorism, including online. Where specific risks are identified, settings should develop an action plan to set out the steps they will take to mitigate this risk. This should be proportionate and based on an understanding of the threat and risk in the local area, the phase of education and the size and type of setting. This risk will vary greatly and can change quickly, but nowhere is risk free.

To understand the risks or threats in your area, contact your:

Prevent coordinator or Prevent education officer in your local authority (if applicable)

DfE regional Prevent coordinator

local policing team

local authority or safeguarding children partnership

local authority or police Prevent partners (for access to your counter-terrorism local profile)

There are non-statutory risk assessment templates and guidance available to assist schools and FE providers to complete their risk assessments.

The threat of terrorism

The Terrorism Act 2006 defines 'terrorism' as an action or threat designed to influence the government or intimidate the public. Its purpose is to advance a political, religious or ideological cause.

In summary, terrorism is an action that:

endangers or causes serious violence to a person or people

causes serious damage to property, or seriously interferes with or disrupts an electronic system

is designed to influence the government or to intimidate the public

The Prevent duty provides a framework for specified authorities to respond to the changing nature of threat in the UK. The government's counter-terrorism (CONTEST) strategy 2023 says "the terrorist threat in the UK today is dominated by individuals or small groups acting outside of organised terrorist networks". The primary domestic threat to the UK comes from Islamist terrorism. The remainder of the UK domestic terrorist threat is driven almost exclusively by Extreme Right-Wing Terrorism.

Some groups and organisations are proscribed. This means they're banned under counter-terrorism measures introduced under the Terrorism Act 2000 (for example, Daesh and National Action).

The Home Office has published a list of proscribed terrorist groups or organisations.

The extremism threat

Settings should not only be alert to violent extremism but also non-violent extremism, including certain divisive or intolerant narratives which can reasonably be linked to terrorism.

Some groups and organisations that promote extremist ideologies are not proscribed terrorist groups or organisations.

These groups support divisive or hateful narratives towards others but may not promote extreme violence. For example, they may hold views that support the distrust or hatred of people with different faiths or undermine the principles of democracy.

We have published resources to help explain:

Some learners may appear to be at risk or susceptible to radicalisation into terrorism without showing a clear ideology. Individuals increasingly adopt a mix of ideas from different ideologies into their grievance narratives.

This could include individuals who:

show an interest in multiple extremist ideologies at the same time

switch from one ideology to another over time

target a 'perceived other' of some kind (perhaps based on gender or another protected characteristic), but do not otherwise identify with one particular terrorist ideology or cause - for example, involuntary celibates (incels) who direct their anger mainly at women

are obsessed with massacre, or extreme or mass violence, without specifically targeting a particular group - for example, high school shootings

show an interest in conspiracy theories which can act as gateway to radicalised thinking, common themes include:

religious or ethnic superiority

antisemitism

misogyny

anti-establishment and anti-LGBT grievances

may be susceptible to being drawn into terrorism out of a sense of duty, or a desire for belonging, rather than out of any strongly held beliefs

Online radicalisation

Learners are at risk of accessing inappropriate and harmful extremist content online. There is a rapid proliferation of terrorist content online and the internet has become the preferred avenue for those searching for terrorist propaganda. This could include downloading or sharing terrorist material, which could be a criminal offence. The most recent data published shows the continued high numbers of under 18's being arrested for terrorism offences. The latest data indicates that 14% of those arrested year ending 31st March 2023 were 17 and under.

The internet and social media make spreading divisive and hateful narratives to millions of people easy. The barriers that existed with in-person terrorist group activity in the past have been removed to be replaced with an online environment which is built for ease of access.

Extremist and terrorist groups and organisations use social media (for example, apps, forums, blogs, chat rooms) to identify and target susceptible individuals.

You do not need to be an online expert to understand when a learner is at risk of harm. You should deal with harmful online behaviour in the same way as offline activity.

Concerns that a learner is being radicalised online

Any learner who uses the internet can be at risk of online abuse.

Education settings need to be aware of the risks and talk to learners about staying safe online.

If you're concerned that a learner is susceptible to radicalisation online, you should follow your normal safeguarding procedures.

Radicalisation is like grooming. Whether this happens online or offline, you should treat it in the same way.

How learners become susceptible to radicalisation

There's no single way of identifying whether a learner is likely to be susceptible to radicalisation into terrorism.

The process of radicalisation is different for every individual. It can take place over a long period, or it can be very quick.

Learners who are vulnerable to grooming for sexual exploitation, criminal exploitation or county lines, may also be vulnerable to radicalisation. Factors could include things like being a victim or witness of crime, abuse or bullying, or having personal or emotional difficulties.

Adverse childhood experiences, combined with specific influences from family and peers or online connections, may make someone more susceptible to radicalisation.

Extremist influences could include, but are not limited to:

family members having direct contact or involvement with extremist or terrorist groups

staff members of an education or community setting promoting an extremist ideology

peers promoting an extremist ideology or sharing extremist material

access or exposure to online extremist material via social media or the internet - for example, propaganda including pictures, videos, blogs and fake news

exposure to extremist, terrorist or other violent activity in overseas settings

access or exposure to extremist leaflets, magazines or stickering

exposure to extremist groups hosting marches, protests or stalls

Risk factors

Push and pull factors can make a learner at risk of extremism or radicalisation. Often there are several risk factors present that, seen together, can cause concern.

Push factors

Push factors may include a learner feeling:

isolated

they do not belong

they have no purpose

low self-esteem

their aspirations are unmet

anger or frustration

a sense of injustice

confused about life or the world

real or perceived personal grievances

Pull factors

Pull factors could include an extremist or terrorist group, organisation or individual:

offering a sense of community and a support network

promising fulfilment or excitement

making the learner feel special and part of a wider mission

offering a very narrow, manipulated version of an identity that often supports stereotypical gender norms

offering inaccurate answers or falsehoods to grievances

encouraging conspiracy theories

promoting an 'us vs. them' mentality

blaming specific communities for grievances

encouraging the use of hatred and violent actions to get justice

encouraging ideas of supremacy

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Understanding and identifying radicalisation risk in your education setting

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To safeguard learners who are susceptible to radicalisation into terrorism, designated safeguarding leads ( DSLs) will need to take a risk-based approach. Each setting should perform a risk assessment which assesses how their learners or staff may be at risk of being radicalised into terrorism, including online.

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The Counter-Terrorism and Security Act 2015 contains a duty on specified authorities to have due regard to the need to prevent people from being drawn into terrorism. This is also know as the Prevent duty.

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Prevent duty guidance: England and Wales (2023)

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Prevent duty guidance for specified authorities in England and Wales.

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It's hard for me to write this letter, as there are many things I want to say, to the me that I was back then. I get that you just wanted to belong, I really do. I know how tough it was to feel like an outsider, not to feel like you fitted in anywhere. You felt like life was going nowhere, no one wanted to know a kid with bad grades and a record of bad behaviour. It seems no one really believed in you or saw your potential. Then someone made you feel heard. A friend who felt just the same as you, who really 'got' you. He talked about the reasons things were going wrong, for you, for him, other friends, family. It seemed to make sense. He talked about immigrants, injustice and race. And you listened without questioning. I wish you hadn't. Instead, you started to speak just like him and I wish you hadn't. You met more new friends online who shared the same views as you. And worse. They lied to you John. They made you feel welcome. You didn't realise they were just using you. The dangers of extremism wasn't something you understood, you only began to realise a while later. You felt part of something for the first time in a long time and it felt good. It felt good to be with them, to take part in extremist rallies, to share a voice. It made you feel powerful and gave you a sense of purpose, when before you had nothing and felt you were going nowhere. Your old friends and family didn't understand, they didn't 'get' you. I wish you had pressed pause and looked around to see the hurt and upset you were causing then. Now it's clear how angry you were, and scared. Too scared to choose another path, despite some of the opinions and content not sitting well with you. I wish you had seen how you were beginning not to belong, with those who really did care about you. Who wanted you to lead your best life, not your worst. Back then, you didn't know that you could choose your own path, that you didn't need to follow people you thought had your best interests at heart, but who really were using you for their own agenda. I wish you had realised then, that they didn't speak for you. They don't speak for anyone who wants a better world. You got so far in, you didn't know how to get back out. It was scary I know, to turn your back on those preaching hate, those who are just looking to others to blame for things that go wrong in life. But you did it John. I'm proud of you. I'm proud of you for taking up the offer of support and the chance to turn your life around. And it was hard. So hard to have your views challenged, to hear some of the facts you had been told by your new 'friends' weren't even true. So hard to no longer belong to a group of people you felt had welcomed you in, online and off. It took time, but you did it and look how far you've come. Now you are supporting other people who want to escape extremism. And you get them, you know the struggle they are going through. You never thought you could change people's lives for the better, but with support you did it and I am proud of the you, that I have now become.

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Act early and tell us your concerns in confidence.

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What are the signs of 'Radicalisation' and how can we report this?

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Definition / Indicators / Signs:

Group 1 - Physical Abuse

Group 2 - Emotional Abuse

Group 3 - Neglect

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Extremists make widespread use of the internet to spread their ideologies and radicalise young people.

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The NSPCC is the UK’s leading children’s charity, preventing abuse and helping those affected to recover. Help us be here for children. Please donate now.

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Which signs should I look out for?

Professionals should be aware of, and able to recognise signs that a child may be being groomed.

Signs a child is being groomed include:

sudden changes in behaviour, such as spending more or less time online

spending more time away or going missing from home or school

being secretive about how they’re spending their time, including when using online devices

having unexplained gifts, big or small

misusing alcohol and/or drugs

having a friendship or relationship with a much older person

developing sexual health problems

using sexual language you wouldn’t expect them to know

seeming upset or withdrawn

mental health problems

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Groomers gain trust by:

pretending to be someone they’re not, for example saying they are the same age as the child online

offering advice or understanding

buying gifts

giving the child attention

using their professional position or reputation

taking the child on trips, outings or holidays

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The grooming relationship can move quickly from being something that seems to have positive benefits for the child to being very frightening and isolating.

Initially the child or young person is conditioned to respect, trust and love their groomer. They may not understand they are being groomed because they consider their groomer to be their boyfriend or girlfriend.

The child may be uncomfortable with what they are being asked to do but not feel able to say no or seek help because they:

are worried about jeopardising the relationship if they don’t give consent

are scared of what the groomer will do if they speak out or refuse to comply

don't want to get the groomer in trouble

blame themselves for getting involved in the relationship

are ashamed of sharing sexual details with other people.

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Statutory guidance for schools and colleges on safeguarding children and safer recruitment.

Details

This guidance applies to all schools and colleges and is for:

headteachers, teachers and staff

governing bodies, proprietors and management committees

It sets out the legal duties you must follow to safeguard and promote the welfare of children and young people under the age of 18 in schools and colleges.

All school and college staff should read part 1 of this guidance. Part 1 of the guidance is also available as a standalone document.

Statutory guidance sets out what schools must do to comply with the law.

Where the guidance states schools and colleges should do something, you should follow this unless you have a good reason not to.

'Regulated activity in relation to children: scope' describes work that a barred person must not do. We have also published guidance on disqualification under the Childcare Act 2006.

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Statutory guidance for schools and colleges on safeguarding children and safer recruitment.

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Significant concerns:
- speak to learner about concerns
- speak to intensive support team
- speak to member of safeguarding team
- log the concern on promonitor

Disclosure of abuse:
- listen carefully and stay calm
- question without pressure to be sure staff understand. Do not ask leading questions
- reassure student they've done the right thing
- explain that the information must be passed on but only to those who need to know
- make notes of main points
- make note of date/time
- contact intensive support team and safeguarding
- log on promonitor

- Induction to make staff aware of what to look out for and the procedure for reporting.
- Be vigilant and aware of what to look out for.
- Follow policy and procedure
- Keep coherent records for evidence purposes

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Safeguarding Children and Vulnerable Adults Policy Oct 2016 (dragged)

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"Is that safeguarding?" Likelihood is, if you think it, it is.

Any thing you come across you should be reported to the DSL immediately noting the main points (maintain record/log).

Make sure you tell the person that it can't be kept between us and explain what will happen next... reported to designated person.

ProMonitor: when adding a comment on here to write notes in "confidential" area which only safeguarding team can view.

Safeguarding isn't just children, safeguard yourself too!

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Guest Speaker - East Riding of Yorkshire Council

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Guest Speaker - East Riding of Yorkshire Council

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In your groups, you are to complete the following:

1. Read the scenario given to you.

2. Produce a bulletpointed policy on how you would address / report the concerns raised in the scenario.

3. Produce a 5 minute roleplay in your groups on the scenario & policy to address / report the concern

4. There is a twist to this... all will be revealed!

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Neglect refers to the failure to provide necessary care, assistance, guidance, or attention, resulting in harm or risk of harm. It can occur in various contexts, such as:

Child Neglect: When a caregiver fails to meet a child's basic needs, including food, shelter, education, medical care, and emotional support.

Elder Neglect: When an older adult is not provided with the essential care they need, such as proper nutrition, hygiene, or medical attention.

Self-Neglect: When an individual fails to take care of their own basic needs, which can result from mental health issues, substance abuse, or other factors.

Neglect can have serious physical, emotional, and psychological consequences for those affected. It's important to recognize and address neglect to ensure the well-being and safety of individuals in vulnerable situations.

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Definition: Deliberate aggressive or violent behaviour by one or more people to another.

Signs/indicators: Injuries, bruises, marks, time off school, uncomfortable, unable to do things eg. PE, down, depressed, reserved, avoiding going home, display aggression, look ill, unhealthy or not well looked after. They may be struggling with friendships and lots of aspects of their life.

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Signs of Neglect

1. Poor Hygiene

2. Frequent Absences

3. Lack of Medical Care

4. Malnutrition

5. Developmental Delays

6. Inappropriate Supervision

7. Unsanitary Living Conditions: Living in filth or hazardous environments.

8. Social Withdrawal: Isolation or lack of social interaction.

9. Inability to Manage Finances: Bills unpaid, utilities cut off, or lack of basic necessities.