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Prevent Policy

1. Introduction and Context


Prevent is part of a Government initiative to develop a robust counter terrorism programme – CONTEST. The UK faces a range of terrorist threats. All the terrorist groups who pose a threat to the United Kingdom seek to radicalise and recruit often vulnerable people to their cause. The Prevent strategy seeks to:

• Respond to the ideological challenge of terrorism and aspects of extremism, and the threat we face from those who promote these views
• Provide practical help to prevent people from being drawn into terrorism and ensure they are given appropriate advice and support
• Work with a wide range of sectors where there are risks of radicalisation which needs to be addressed, including education, criminal justice, faith, charities, the internet and health

The 16 – 18 year age group, and as such this is an age group particularly targeted by groups seeking to radicalize young people. We have a part to play in fostering shared values and promoting community cohesion. We will focus on the risks of violent extremism, which represents the greatest threat at national level, while recognizing that other forms of violence and extremism can manifest themselves within.

This strategy has four key objectives:

1. To ensure student safety and that the Centre is free from bullying, harassment and discrimination
2. To promote and reinforce shared values; to create space for free and open debate; and to listen and support the learner voice.
3. To provide support for students who may be at risk and to offer appropriate sources of advice and guidance
4. To ensure that students and staff are aware of their roles and responsibilities in preventing violent extremism.


In order to achieve these objectives the strategy will concentrate on five areas;


2.a Leadership and Values

To provide an ethos which upholds the core values of shared responsibility and wellbeing for all students, staff and visitors that promotes respect, equality and diversity and understanding.

This will be achieved through:

• Promoting core values of respect, equality and diversity, democratic society, learner voice and participation throughout the centre
• Building staff and student understanding of the issues surrounding extremism and their confidence to deal with them
• Actively working with local schools, local authorities, police and other agencies to ensure all staff at the centre are aware of their statutory duties under Prevent so young people are not radicalised by external agencies.


2.b Teaching and Learning

To provide a curriculum which promotes knowledge, skills and understanding to build the resilience of students, to support their voice enabling students to challenge extremist ideology.

This will be achieved through:

• Embedding equality, diversity and inclusion, wellbeing and community cohesion through the curriculum
• Promoting wider skill development such as social and emotional aspects of learning through tutorial
• A tutorial curriculum adapted to recognise and celebrate universal rights, British Values, inclusion and diversity


2.c Student Support

To ensure that staff are confident to take preventative and responsive steps in working with partner professionals, families and communities. This will be achieved through:

• Establishing strong and effective student support across the centre
• Listening to what is happening in the Centre and the community
• Implementing anti-bullying strategies and challenging discriminatory behaviour
• Focussing on attainment and progression as routes to employment
• Supporting at risk students through safeguarding and crime prevention processes


2.d Managing Risks and Responding to Events

To ensure that the Centre monitors risks and is ready to deal appropriately if issues arise. This will be done through:

• Understanding the nature of the threat from violent extremism and how this may impact directly or indirectly on the Centre
• Understanding and managing potential risks within the Centre and from external influences
• Responding appropriately to events in local, national or international news that may impact on students and communities
• Ensuring measures are in place to minimise the potential for acts of violent extremism within the Centre
• Having effective ICT security and responsible user policies
• Ensuring all staff at the centre are trained in the Prevent strategy and are versed in the above and are clear that it is their statutory duty to report any concerns to the safeguarding officer in the centre.


2. e Understanding and Recognising Risks and Vulnerabilities of Radicalisation

There is no single route to terrorism nor is there a simple profile of those who become involved. For this reason, any attempt to derive a ‘profile’ can be misleading. However, there are a number of behaviours and other indicators that may indicate the presence of these factors. Example indicators that an individual is engaged with an extremist group, cause or ideology include:
• Spending increasing time in the company of other suspected extremists;
• Changing their style of dress or personal appearance to accord with the group;
• Their day-to-day behaviour becoming increasingly d around an extremist ideology, group or cause;
• Loss of interest in other friends and activities not associated with the extremist ideology, group or cause;
• Possession of material or symbols associated with an extremist cause (e.g. the swastika for far right groups);
• Attempts to recruit others to the group/cause/ideology; or
• Communications with others that suggest identification with a group/cause/ideology.


Example indicators that an individual has an intention to use violence or other illegal means include:
• Clearly identifying another group as threatening what they stand for and blaming that group for all social or political ills;
• Using insulting or derogatory names or labels for another group;
• Speaking about the imminence of harm from the other group and the importance of action now;
• Expressing attitudes that justify offending on behalf of the group, cause or ideology;•
• Condoning or supporting violence or harm towards others; or
• Plotting or conspiring with others.


Example indicators that an individual is capable of contributing directly or indirectly to an act of terrorism include:
• Having a history of violence;
• Being criminally versatile and using criminal networks to support extremist goals;
• Having occupational skills that can enable acts of terrorism (such as civil engineering, pharmacology or construction); or
• Having technical expertise that can be deployed (e.g. IT skills, knowledge of chemicals, military training or survival skills).


The examples above are not exhaustive and vulnerability may manifest itself in other ways. There is no single route to terrorism nor is there a simple profile of those who become involved. It must not be assumed that these characteristics and experiences will necessarily lead to individuals becoming terrorists.


3. Contact Numbers


Choice Training

Choice Training Safeguarding Officer

Robert Tye

Centre Number: 02037195639


Call 999

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