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Norton Road Primary School

Enabling Our Children To Achieve


Anti Radicalisation and Extremism Policy

Preventing Extremism and Radicalisation Policy



Norton Road Primary is committed to providing a secure environment for pupils, where children feel safe and are kept safe. All adults at Norton Road Primary recognise that safeguarding is everyone's responsibility irrespective of the role they undertake or whether their role has direct contact or responsibility for children or not.


In adhering to this policy, and the procedures therein, staff and visitors will contribute to Norton Road Primary’s delivery of the outcomes to all children, as set out in s10 (2) of the Children Act 2004*. This Preventing Extremism and Radicalisation Policy is one element within our overall school arrangements to Safeguard and Promote the Welfare of all Children in line with our statutory duties set out at s175 of the Education Act 2002 (s157 of the Education Act 2002).


Our school's Preventing Extremism and Radicalisation Safeguarding Policy also draws upon the guidance contained in DfE Guidance "Keeping Children Safe in Education, " and specifically DCSF Resources "Learning Together to be Safe", "Prevent: Resources Guide", "Tackling Extremism in the UK", DfE's "Teaching Approaches that help Build Resilience to Extremism among Young People" and Peter Clarke's Report of July 2014.


* the physical, mental health and emotional well-being of children; the protection of children from harm and neglect; the education, training and recreation of children; the contribution made by them to society; and their social and economic well-being.

2. Ethos and Practice


When operating this policy Norton Road Primary uses the following accepted Governmental definition of extremism which 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; and/or calls for the death of members of our armed forces, whether in this country or overseas'.


There is no place for extremist views of any kind in our school, whether from internal sources — pupils, staff or governors, or external sources - school community, external agencies or individuals. Our pupils see our school as a safe place where they can explore controversial issues safely and where our teachers encourage and facilitate this — we have a duty to ensure this happens.


As a school we recognise that extremism and exposure to extremist materials and influences can lead to poor outcomes for children and so should be addressed as a safeguarding concern as set out in this policy. We also recognise that if we fail to challenge extremist views we are failing to protect our pupils.

Extremists of all persuasions aim to develop destructive relationships between different communities by promoting division, fear and mistrust of others based on ignorance or prejudice and thereby limiting the life chances of young people. Education is a powerful weapon against this; equipping young people with the knowledge, skills and critical thinking, to challenge and debate in an informed way.


Therefore, at Norton Road Primary we will provide a broad and balanced curriculum, delivered by skilled professionals, so that our pupils are enriched, understand and become tolerant of difference and diversity and also to ensure that they thrive, feel valued and not marginalized.


Furthermore, at Norton Road Primary we are aware that young people can be exposed to extremist influences or prejudiced views from an early age which emanate from a variety of sources and media, including via the internet, and at times pupils may themselves reflect or display views that may be discriminatory, prejudiced or extremist, including using derogatory language.


Any prejudice, discrimination or extremist views, including derogatory language, displayed by pupils or staff will always be challenged and where appropriate dealt with in line with our Behaviour and Discipline Policy for pupils and the Code of Conduct for staff. Where misconduct by a teacher is proven the matter will be referred to the National School for Teaching and Leadership for their consideration as to whether to a Prohibition Order is warranted.


As part of wider safeguarding responsibilities school staff will be alert to:

  • Disclosures by pupils of their exposure to the extremist actions, views or materials of others outside of school, such as in their homes or community groups, especially where pupils have not actively sought these out;
  • Graffiti symbols, writing or art work promoting extremist messages or images;
  • Pupils accessing extremist material online, including through social networking sites;
  • Parental reports of changes in behaviour, friendship or actions and requests for assistance;
  • Partner schools, local authority services, police reports of issues affecting pupils in other schools or settings;
  • Pupils voicing opinions drawn from extremist ideologies and narratives;
  • Use of extremist or 'hate' terms to exclude others or incite violence;
  • Intolerance of difference, whether secular or religious or, in line with our equalities policy, views based on, but not exclusive to, gender, disability, homophobia, race, colour or culture;
  • Attempts to impose extremist views or practices on others;
  • Anti-western or Anti-British views.


Our school will closely follow any locally agreed procedure as set out by the Local Authority and/or Luton’s Safeguarding Children Board's agreed processes and criteria for safeguarding individuals vulnerable to extremism and radicalisation.


At Norton Road Primary, we have determined "British Values" to be:


  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those with different faiths and beliefs



As a school we aim to develop and nurture these by:


  • Planning a vibrant, engaging Assembly programme with core ethical values and beliefs at its heart
  • A well-structured Personal, Social, Health and Citizenship education programme which addresses all of the requirements of the programmes of study (looking at Democracy, Freedom, the rule of law, Human Rights and responsibilities)
  • A strong Religious Studies and Ethics programme at every Key Stage
  • Effective and well-managed School Council enabling pupils to actively participate in the democratic process
  • A broad and balanced curriculum which addresses many of these core values across a range of subject areas
  • Having a clearly communicated and consistently applied Behaviour Policy so that pupils understand what is expected of them and the consequences of both meeting and failing to meet these expectations
  • A Code of Conduct which is regularly referred to and communicated with pupils, reiterating that we are a school community built on mutual respect and understanding. Part of this process is an annual renewal of every class charter.
  • Adopting approaches that, where possible, resolve any difficulties between members of our school community
  • Having a rigorous commitment to student safety (for example: visits policy and procedures, Safeguarding procedures, Behaviour Policy and Health and Safety procedures)


  1. Teaching Approaches


We will all strive to eradicate the myths and assumptions that can lead to some young people becoming alienated and disempowered, especially where the narrow approaches children may experience elsewhere may make it harder for them to challenge or question these radical influences. In our school this will be achieved by good teaching, primarily via PSHE; but also by our positive and broad RE curriculum, assemblies, and across school of our positive Behaviour Policy which binds our community ethos, and is applied in and out of lessons.


We will ensure that all of our teaching approaches help our pupils build resilience to extremism and give pupils a positive sense of identity through the development of critical thinking skills, as appropriate to primary age children. We will ensure that all of our staff are equipped to recognise extremism and are skilled and confident enough to challenge it. Every member of staff will undertake ‘Prevent’ training on approximately a bi-annual basis, timed from term to term.



We will be flexible enough to adapt our teaching approaches, as appropriate, so as to address specific issues so as to become even more relevant to the current issues of extremism and radicalization through:


  • Making a connection with young people through good teaching and a student centered approach;
  • Facilitating a 'safe space' for dialogue, and
  • Equipping our pupils with the appropriate skills, knowledge, understanding and awareness for resilience.
  • Including the sound use of assemblies to help further promote this rounded development of our pupils.
  • The use of the IPC.
  • A well rounded programme of R.E. in line with the agreed syllabus.
  • A good and child centred PSHE and Citizenship programme with appropriate SEAL aspects.
  • A positive assertive discipline behaviour programme that emphasises reward for good and justice. (Including annually renewing our class charters).
  • An attendance programme that rewards a positive attitude and attendance.
  • Discussion and debate.
  • Focussed education programmes to build confidence and self esteem within our community.


Our goal is to build mutual respect and understanding and to promote the use of dialogue not conflict to promote respect and resolution.


We will also work with local partners, families and communities in our efforts to ensure our school understands and embraces our local context and values to assist in the broadening of our pupils' experiences and horizons and preparing for life in modern Britain.


We will help support pupils who may be vulnerable to such influences as part of our wider safeguarding responsibilities and where we believe a student is being directly affected by extremist materials or influences we will ensure that that student referred to the attention of appropriate agencies. Additionally in such instances our school will seek external support from the Local Authority and/or local partnership structures working to prevent extremism.


At Norton Road Primary we will promote the values of democracy, the rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs. We will teach and encourage pupils to respect one another and to respect and tolerate difference, including those of a different faith or no faith. It is indeed our most fundamental responsibility to keep our pupils safe and prepare them for life in modern multi-cultural Britain and globally.


  1. Use of External Agencies and Speakers


At Norton Road Primary we encourage the use of external visits or visitors. By engaging with appropriately vetted agencies, speakers and providers to enrich the experiences and learning opportunities of our pupils, we broaden our pupils horizons.


These external agencies will be carefully chosen to ensure that we do not unwittingly use agencies that contradict each other with their messages or that are inconsistent with the school's values and ethos. We must be aware that in some instances the work of external agencies may not directly be connected with the rest of the school curriculum so we need to ensure that this work is of benefit to pupils.


Our school will assess the suitability and effectiveness of input from external agencies or individuals to ensure that:


  • Any messages communicated to pupils are consistent with the ethos of the school and do not marginalise any communities, groups or individuals.
  • Any messages do not seek to glorify criminal activity or violent extremism or seek to radicalise pupils through extreme or narrow views of faith, religion or culture or other ideologies.
  • Activities are properly embedded in the curriculum and clearly mapped to schemes of work to avoid contradictory messages or duplication.
  • Activities are matched to the needs of pupils.
  • Activities are carefully evaluated by school / LA to ensure that they are effective.


Therefore by delivering a broad and balanced curriculum and enrichment programme augmented by the use of external sources where appropriate, we will strive to ensure our pupils become the best citizens of Britain and the World that they can be.


  1. Whistle Blowing


Where there are concerns of extremism or radicalisation Pupils, Staff and Governors will be encouraged to make use of our internal systems to Whistle Blow or raise any issue in confidence.


They must inform the Headteacher straight away (or if it relates to the Headteacher inform the Chair of Governors).




  1. Safeguarding


Please refer to our Safeguarding Policy for the broader procedural framework on our Safeguarding and Child Protection duties.


Staff at Norton Road Primary will be alert to the fact that whilst Extremism and Radicalisation is broadly a safeguarding issue there may be some instances where a child or children may be at direct risk of harm or neglect. For example; this could be due to a child displaying risky behaviours in terms of the activities they are involved in or the groups they are associated with or staff may be aware of information about a child's family that may equally place a child at risk of harm. (These examples are for illustration and are not definitive or exhaustive).


Therefore, all adults working in Norton Road Primary (including visiting staff, volunteers' contractors, and pupils on placement) are required to report instances where they believe a child may be at risk of harm or neglect to the Designated Safeguarding Leads including the Headteacher.


In Norton Road Primary our Safeguarding reporting arrangements are set out fully in our Safeguarding Policy.


The Designated Safeguarding Leads are:

Mike Austins (HT)

Dave Salisbury (DHT)

Heidi Culley (AHT / Inclusion)

Mandy Reader (FW)

Teresa Burke (FW)

Tracy Bibby (Business Manager)

Phil Adams (Cyber- ICT Co-Ord)


Prevent Trainers are:

Mike Austins (HT)

Teresa Burke (FW)

Tracy Bibby (Business Manager)

Phil Adams (ICT Co-Ord)


The Designated Safeguarding Lead team works in line with the responsibilities as set out in the DfE Guidance 'Keeping Children Safe in Education.' Please see our Child Protection Policy additionally.


  1. Role of Governing Body


The Governing Body of our school will support the ethos and values of our school and will support the school in tackling extremism and radicalisation.


In line with the provisions set out in the DfE guidance 'Keeping Children Safe in Education, ' the governing body will challenge the school's senior management team on the delivery of this policy and monitor its effectiveness.


Governors will monitor the quality and frequency of ‘Prevent’ training for staff and contribute to discussion and decision making in order to approve all relevant policies.


  1. Review


Governors will review this policy approximately annually.



Appendix 1: ‘Key Ingredients’ for successful teaching in the context of ‘push’ and ‘pull’ factors

PUSH FACTORS – factors that push an individual/make an individual vulnerable to extremist messages


Lack of excitement, frustration



Lack of sense of achievement – seen as significant ‘lack of purpose’// confidence in the future, life goals


Lack of an outlet for views



Gaps in knowledge or understanding of Islam – both young people and their parents



Sense of injustice




Actual or perceived humiliating experiences (including bullying, racial discrimination as well as perceived humiliating experiences. Perhaps linked closely/to sense of injustice)


Exclusion – lack of belonging to peer or community networks, associations etc




Below the line: factors that are out of scope of this study


Teacher confidence in many cases it will be the use of existing teaching skills and methods which may well be the most effective approach. From prison settings, staff who are more confident in their abilities tend to perform much better even though they have not received specialist training


Teacher attitudes and behaviours

  • Willingness to admit you don’t know
  • Acknowledging controversial issues exist
  • Awareness that I have a role to play
  • Willingness to turn to others for help when you don’t know about something


Specific knowledge:

  • Understanding other cultures and religions as well as alternative values and beliefs (whilst being careful to avoid ‘othering’)
  • Knowledge of an alternative values framework


Teaching practice/pedagody:

  • Boosting critical thinking (seeing through propaganda, singular messges etc)
  • Helping to see multiple perspectives
  • Using multiple resources/methods
  • Embedding or sustaining dialogue following specialist interventions
  • Enabling pupils to tackle difficult issues


  • Linking school work to the wider community
  • Drawing evidence from across the curriculum
  • Developing in young people a sense of multiple identities. Help young people become aware of, and comfortable with, multiple personal identity

PULL FACTORS – factors that draw young people into extremist messages




Charisimatic/confident individuals (recruiters)



Network/sense of belonging



Broader community views which enable or do not oppose extremism.







Persuasive, clear messages. Exploiting knowledge gaps.


Disaffection with wider societal issues

Disruptive home life


Other factors

Support from senior leaders

Pupil support processes

Sense of dignity and importance and loyalty

Exciting (non-teaching) activities

Sense of purpose in life