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Recording incidents of extremism and radicalisation

The counter-terrorism and security bill was granted royal assent on 21 February 2015, which places a statutory duty on named organisations, including schools, to have due regard towards the need to prevent people being drawn into terrorism.

Ofsted inspects how schools carry out safeguarding and other duties, including the effectiveness of these arrangements to ensure all pupils are safe. This includes the approach in keeping pupils safe from the dangers of radicalisation and extremism, including what is done when suspected pupils are vulnerable.

The most important part of this security bill is ‘keeping pupils safe from the danger of radicalisation and extremism.’

With such a recent surge of activity and emphasis for schools to adopt and embed a prevent strategy within a very short space of time, senior leadership are struggling to educate themselves – let alone their staff and pupils. Educating staff and pupils is extremely important and as best practise prevails, educating through a whole school approach and zero tolerance policy is helping schools to raise awareness and identify incidents of extremism and radicalisation at it’s early stages.

But whilst waiting for education to filter through to schools and training to be delivered to schools on an ever changing and adapting problem, what can be done to strengthen the prevent strategy in a school.

Report and Record.

Providing pupils with a voice and a safe and secure way to report worries or concern’s directly to a school is the most important short-term measure that should be taken within a school. If not a face-to-face reporting route, a technological solution in which students can speak up, is vital in flushing out and raising awareness of incidents as and when they occur. Although students may not understand what extremism or radicalisation truly is, they certainly are at the forefront of these incidents whether they know it or not. By encouraging students to speak about what they see and hear in the community and at school, this may lead to a disclosure, which not only raises awareness but also can save lives.

Having a system in place in which teaching staff and non-teaching staff are able to report and record incidents, as and when they happen, is vital to ensure that any face-to-face disclosures from students can then be evidenced and monitored. Something as simple as a student sharing a personal video or talking about extremist activity in a class, if picked up and recorded by a member of staff, major incidents can be prevented from escalating immediately. Having a reporting system in place also ensures that you are meeting the requirements of Ofsted as part of the prevent agenda.

Sharing best practise within schools and amongst other schools within the community is key in the fight against extremism and radicalisation. Best practise currently being used in over 500 schools across the UK provide pupils with a technological reporting and evidencing platform and app, is through the introduction of tootoot.

www.tootoot.co.uk is a free resource and is the first safeguarding platform that provides your pupils with a safe voice to report incidents and worries directly to your school. Tootoot also allows your staff to record incidents off extremism, radicalisation and many other safeguarding incidents whilst providing SLT with a live dashboard of reports and disclosures as evidence for Ofsted.

To date over 98,000 pupils are protected by tootoot in schools across the UK. Find out more

The Internet brings marvellous opportunities to children and young people with the ability to learn new skills and visit websites which engage and enrich their lives. However, the Internet also brings dangers such as online predators, who will try and contact children through websites and software apps.

More recently, there has been an increase in groups and individuals trying to approach young people to recruit them for political or religious ideas. This is known as online radicalisation and can be described as;

“The actions of an individual or group who use the Internet and digital technology to groom a young person into following their extremist ideas.”

There have been cases in the news over the past year of groups like Islamic State (ISIS) using the Internet and social media to recruit young people to fight in the conflict in Syria. In addition, there are examples of right wing groups such as Britain First and the English Defence League using Facebook and Twitter to engage with internet users.

On 1st July 2015, the Department for Education released their ‘Departmental advice for schools and childcare providers’ in the PREVENT Duty. This guidance was issued to help childcare providers understand the implications of the PREVENT Duty and to help schools identify how they can protect young people from risk.

In short, all schools have a duty under the Counter Terrorism And Security Act to keep children safe from harm, especially from the risks of radicalisation and extremism.

It will come as no surprise that schools many have been left wondering where they will find the resources (both in terms of time and money) required to implement these additional requirements. The demand for information comes as no surprise to the team here at www.e-safetysupport.com. On the day we released our anti-radicalisation checklist for schools, we saw an incredible demand for the information - our website traffic was 600% greater than average, and over 10% of our members visited the site within 6 hours of the information being released.

Due to this unprecedented demand, we have developed a school extremism and anti-radicalisation policy. The model policy can be used as a template and adapted as appropriate for your specific school needs.

This policy is available exclusively to E-safety Support Premium Plus Members.

Anti-Radicalisation Checklist

Don't forget to login and download your anti-radicalisation checklist for schools.

This checklist will help identify the key elements your school should have in place. It is available to all E-safety Support members.

To download the checklist, log into your E-safety Support account and go the 'Guidance' section of your dashboard.

More extremism and anti-radicalisation resources will be added soon - find out more.

Children are becoming more trusting of what they see online, but sometimes lack the understanding to decide whether it is true or impartial.

Ofcom's Children and Parents: Media and Attitudes report, published recently, reveals that children aged 8-15 are spending more than twice as much time online as they did a decade ago, reaching over 15 hours each week in 2015.

But even for children who have grown up with the internet - so-called digital natives - there's room to improve their digital know-how and understanding.

For example, children do not always question what they find online. One in five online 12-15s (19%) believe information returned by a search engine such as Google or Bing must be true, yet only a third of 12-15s (31%) are able to identify paid-for adverts in these results.

Nearly one in ten (8%) of all children aged 8-15 who go online believe information from social media websites or apps is "all true" - doubling from 4% in 2014.

Children are increasingly turning to YouTube for "true and accurate" information about what's going on in the world. The video sharing site is the preferred choice for this kind of information among nearly one in ten (8%) online children, up from just 3% in 2014.

But only half of 12-15s (52%) who watch YouTube are aware that advertising is the main source of funding on the site, and less than half (47%) are aware that ‘vloggers' (video bloggers) can be paid to endorse products or services.

James Thickett, Ofcom's Director of Research, said: "The internet allows children to learn, discover different points of view and stay connected with friends and family. But these digital natives still need help to develop the know-how they need to navigate the online world."

Children's online lives

Children aged 12-15 were split about whether being online helped them be themselves, with around one third (34%) agreeing and a similar amount (35%) disagreeing. The remaining 31% were unsure whether being online helped them be themselves or not.

Most 12-15s (72%) believe that most people behave differently when they're online, with girls more likely to say this happens than boys (78% versus 67%).

More than two thirds (67%) of girls aged 12-15 with a social media account said there were things they dislike about social media. Nearly one in three (30%) were concerned about people spreading gossip or rumours and a quarter (23%) said people can be "nasty, mean or unkind to others".

This compared with just over half of boys aged 12-15 (52%) reporting things they dislike about social media.

Many children are also concerned about spending too much time on the internet. Around one in ten online children aged 8-15 (9%) say they dislike spending too much time online, and nearly one in three 12-15s (31%) admit they can sometimes spend too much time on social media in particular.

Parents' role in online safety

More than nine in ten parents of 8-15s (92%) manage their children's internet use in some way - either through technical tools, talking to or supervising their child, or setting rules about access to the internet and online behaviour. Nearly four in ten parents (38%) use all four approaches.

Among the technical tools used by parents are network-level content filters offered by broadband providers. Almost six in ten parents of 8-15s (56%) are aware of these parental controls, up from 50% in 2014, and a quarter (26%) use them, up from 21% in 2014.

It appears that the vast majority of children do hear the advice given about staying safe online. Some 97% of children aged 8-15 recall advice they've been given, particularly from parents.

The large majority (84%) of children aged 8-15 also say they would tell their parents, another family member or a teacher if they saw something online they found worrying, nasty or offensive. However, 6% of children say they would not tell anyone.