Staff are trained in child protection issues and they are aware of the procedures to follow. Staff training is delivered via a variety of means: face to face, in and out of school training, online refreshers and information raising, document sharing and ongoing professional dialogues during staff meetings. Staff are encouraged to be vigilant in order to maintain the safety of our children and their concerns are discussed and handled appropriately.

We follow strict procedures to ensure that everyone who works with our children is vetted, keeping our children as safe as possible. At least one senior member of staff is qualified in Safer Recruitment Procedures and governors responsible for recruitment.

Online Safety (or E-Safety) is a key aspect of our duty to keep children safe - both inside and outside of school. Our 'E-Safety' policy can be found in the 'Policies' section of our website. 

For parents and carers looking for support, there is a wealth of online information which you can access in order to help keep your children safe online. 'Wake-Up Wednesday' bulletins from the National Online Safety centre are also sent out with weekly via Arbor. 

What is the Prevent strategy?

Prevent is a government strategy designed to stop people becoming terrorists or supporting terrorist or extremist causes. The Prevent strategy covers all types of terrorism and extremism, including political and religious extremism.

How does the Prevent strategy apply to schools?

From July 2015, all schools (as well as other organisations) have a duty to safeguard children from radicalisation and extremism. This means schools have a responsibility to protect children from extremist and violent views, in the same way we protect them from drugs or gang violence. Importantly, schools can provide a safe place for pupils to discuss these issues so that they better understand how to protect themselves.

What does this mean in practice?

Different schools will carry out the Prevent duty in different ways, depending on the age of the children and the needs of the community. Many of the things we already do in school to help children become positive, happy members of society also contribute to the Prevent strategy, such as: 

• Exploring other cultures and religions and promoting diversity
• Challenging prejudices and racist comments
• Developing critical thinking skills and a strong, positive self-identity
• Promoting the spiritual, moral, social and cultural development of pupils, as well as British values such as democracy
• Protecting children from the risk of radicalisation, such as using filters on the internet or vetting visitors who come into school

Frequently Asked Questions

How does Prevent relate to British values?

Schools have been required to promote British values since 2014, and this will continue to be part of the response to the Prevent strategy. British values include:

• Democracy
• The rule of law
• Individual liberty and mutual respect
• Tolerance of different faiths and beliefs

Isn’t my child too young to learn about extremism?

The Prevent strategy is not just about discussing extremism itself, which may not be appropriate for younger children. It is also about teaching children values such as tolerance and mutual respect. Schools should make sure any discussions are suitable for the age and maturity of the children involved.

Is extremism really a risk in our area?

Extremism can take many forms, including political, religious and ideological extremism. Some of these may be a bigger threat in our area than others. The intention is to give children the skills to protect them from any extremist views they may encounter, now or later in their lives.

Key Terms

Extremism – vocal or active opposition to fundamental British values such as democracy, the rule of law and tolerance of different faiths and beliefs

Ideology – a set of beliefs

Terrorism – an action that endangers or causes serious violence to a person/people, causes serious damage to property, or seriously interferes or disrupts an electronic system, and is intended to advance a political, religious or ideological cause

Radicalisation – the process by which a person comes to support extremism and terrorism

There are many reasons that a parent or carer may choose to consider a home tutor, instructor or coach for their child. Preparation for exams and supporting revision; learning an instrument; to develop and improve sporting or artistic skills; understand more about their heritage, religion or culture; catch up following illness; or supporting those with a learning need to keep up.

What are my responsibilities?

When you enter into a private agreement with a tutor, instructor or coach it becomes your responsibility to undertake reasonable checks and put in place effective measures to keep your child safe. If you use an agency or third party organisation to secure the tutor, instructor or coach, it is the agency’s responsibility to undertake employment checks. Even then, it is advisable to ask what checks have been undertaken and ask for confirmation that there are no issues or concerns.

What are reasonable checks?

DBS

An enhanced Disclosure and Barring Service check (DBS) is an established method of checking for any relevant criminal caution or conviction and seeing if the individual has been barred from working with children. Self-employed individuals cannot apply for an enhanced DBS certificate themselves. However, they can obtain a basic check from ‘Disclosure Scotland’ which provides details of any unspent convictions. Alternatively, if the individual has other employment in a role which is eligible for an enhanced check, you can ask them to share their certificate with you. If they have an enhanced DBS check certificate:

• Check that the DBS children’s barred list information box has ‘none recorded’ in it. If it has ‘not requested’ the barred list check has not been undertaken.
• If there are any records in the ‘Police Records of Convictions, Cautions, Reprimands and Warnings’ box, you need to consider if this information indicates that they would potentially pose a risk to your child 

Qualifications

There is no requirement for a tutor to be a qualified teacher; you are paying someone to provide additional support and understanding to your child. Check what qualifications or experience they have to tutor your child. What level qualifications do they hold in the subject they are teaching? Is it at least one level higher than that which they are tutoring? Have you seen the certificates?

All national sports bodies run coaching courses. These courses train the coaches in how to develop skills, how to operate safely, how to improve technique and if, it is a specialised youth coaching course, should include a child protection module. While an adult may be an accomplished sports person, it does not mean that they can coach. For sports coaching particularly, check that they are insured to coach.

If you are paying for an instructor to teach music, if they do not have a recognised teaching qualification, you should expect them to have at least the grade that they are instructing to in a similar musical discipline (brass, strings, woodwind, percussion etc)

References

All tutors, instructors or coaches have to start out somewhere. They may not be able to provide references that cover 1:1 work with children, but if they are going to work with your child, it is not unreasonable to expect that they have some experience of working with or volunteering with children. If the tutor, instructor or coach can provide references from other families they have supported children in, contact the family and speak with them about their experience. If the individual works for a local school, ask the Headteacher to provide a reference for them (the individual will need to consent to this).

Your child’s response

Will your child be able to work with the tutor? Learning works best when a professional relationship is established and your child feels at ease, thus allowing them to take academic risks. Does your child feel that this could be achieved?

Safe working

If the tuition is taking place in your home, make sure that it is in an environment that encourages learning and is free from distractions. However, ensure it is safe and that you are able to observe the session and hear activity at any time you want. If the tuition is taking place away from your home, are you able to remain on the premises? If the sessions are 1:1, are you able to monitor the interactions or have access to the teaching space? Your child’s bedroom is not a suitable environment for tutoring.

Speak with your child to check that they are happy with the arrangements and the sessions. There should be no sharing of personal details, no use of touch – unless agreed beforehand for coaching, no out of lesson communication or social media contact, and no secrets kept. If your child and the tutor know this from the beginning, you can check on how these agreements are being kept.

Pupil safeguarding and the promotion of fundamental British Values are of primary importance at schools within the Forest Edge Learning Federation. We are fully aware of the need to support children across a range of safeguarding matters, as well as support issues specifically related to the local context.

Importance is placed on identifying opportunities in the taught curriculum for children to learn about safeguarding. Our curriculum gives pupils opportunities to experience life in all its diversity, to acquire knowledge, understanding and skills that significantly impact on personal development, behaviour and welfare. It equips every child with the knowledge and skills required for personal safeguarding.

We have developed an open and safe learning environment in which pupils express their views, seek help and help others. Staff and children are quick to challenge stereotypes and the use of derogatory language in lessons and around school. Time is taken at the beginning of every new school year to reaffirm each school’s values and expectations for learning. This good start to the year, with everyone clear about their roles and responsibilities, sets the tone for the rest of the year and leads to excellent safeguarding outcomes.