Prevent and Project Orpheus Updates

This bulletin reflects the ongoing work of Project Orpheus alongside any local or national Prevent updates. Previous issues are available to read below.

This email is for Project Orpheus Observer Partners, head teachers, senior leaders, DSLs, curriculum leads and professionals. If you wish individuals to be added to this distribution list please email [email protected].

This bulletin reflects the on-going work of Project Orpheus alongside any local or national Prevent updates.

  1. Project Orpheus – Local engagement

We conducted a ‘Deep Dive’ session with Unloc to review the training materials on Cyber Awareness. The purpose of the session was to gain feedback from professionals on the training so it could enhance the delivery and ensure maximum impact on the young people of the city. We also worked with a number of young people where the focus was more on co-creation and using them as part of the solution – the ‘bottom-up’ approach that is integral to the Orpheus project. The young people involved were extremely insightful and generous with their time and engagement. Their first-hand knowledge of false information and the range of influences that are available to young people will prove to be invaluable. The next steps are to work with our Orpheus partners and local providers in delivering this training package across the city but also within France, Belgium and the Netherlands.

We have also sought feedback from Hampshire Police Education Partnership on this aspect of the project and look forward to their input on other areas too. Finally we will be holding some safe space sessions at St Edmund’s Catholic school that will be facilitated by Jon Nicholas, Conflict Resolution expert, who has previously worked with us on the training materials and through his work for the Johnathan Ball & Tim Parry Peace Foundation.

2. National referral form for Prevent

Concerns about radicalisation and extremism are treated in the same way as all other safeguarding issues.
The process is to complete the Prevent National Referral From and submit to [email protected]

The form will be forwarded to the local authority safeguarding team and the Prevent policing team for a joint assessment. At this point, the MASH may determine that a referral for intervention under early help s.17 or s.47 of the 1989 Children Act or s.42 of the Care Act is necessary whilst the police are gathering further information. The referral form can be accessed here.

3. Mixed, Unclear and Unstable Ideologies

  • In the last round of Prevent data 51% of all referrals were for Mixed, Unstable or Unclear ideologies
  • This presents a more complicated picture as individuals may incorporate some of the following: conspiracy theories, Incel movement, school massacre obsession/threat, satanic following or the gamification of violence
  • Many of these are grievance or single issue led but can also blend or merge with more well-known ideologies.
  • If you require more information on this or require a briefing contact myself or Charlie

4. Incident in Plymouth

In the summer there was the incident in Plymouth, where 6 people died and two severely injured in a shooting attack. The perpetrator was identified as Jake Davison. The incident was not defined as a terrorist act, but it is under review. It has been reported that his social media footprint showed links to the Incel movement.

5. Conspiracy Theories – teaching resource

A new resource for teachers has been published to support them in ‘managing’ conspiracy theories in the classroom. It is written by academics who were both previously teachers. It is very accessible with some useful tools that can be developed by teachers.

6. London Grid for Learning – Going too Far

This is an interactive classroom resource designed for teachers to help students understand extremism and how certain online behaviour may be illegal or dangerous – aimed at secondary schools, with elements easily adaptable for primaries/colleges. All activities have cross-curricular relevance, facilitate a whole-school approach in line the RSHE guidance, KCSinE and a link to statements in the UKCIS Education for a Connected World.

The resource includes:

  • Starter videos featuring subject experts
  • Scenario-based activities to explore potential risks, whether gaming, or on social media
  • Getting Help area, signposting to trusted sources for support and reporting channels
  • Teacher mode tab with access to printable notes, extension activities, mini video guides and suggested answers to help lead informative discussion
  • SEND & Inclusion area with video/audio narration, alternative text versions and differentiated questions to help teachers support as wide a range of learners as possible
    Going Too Far? (lgfl.org.uk)

7. Training

Please contact either myself [email protected] or Charlie [email protected] if you require staff training. We can accommodate a range of different needs and group dimensions. We are also happy to deliver remotely over platforms such as Teams or Zoom.

This bulletin reflects the on-going work of Project Orpheus alongside any local or national Prevent updates.

1.Project Orpheus – Partner Meeting 8

  • This was again held virtually, but provided the opportunity to discuss how we can organise safe spaces in both the offline and online contexts.
  • We were able to finalise the content for the following training packages:
    1. Controversial Issues
    2. Cyber Awareness and Media Literacy
    3. Politicisation
    4. Youth Culture
    5. Strengthening personal safety in safe spaces
  • We are testing and providing local partners with training sessions on the above packages so that they can then work directly with young people. This will address the two fundamental aims of the project:
    1. Upskill frontline workers
    2. Provide safe spaces for young people to discuss and question the world they live in.

2. Out of Schools Settings (OOSS): training for professionals

 3. Reporting Prejudicial Language and Behaviour

  • After some technical difficulties with reporting we have released a new Google form, which can be accessed using this link PLAB responses – Google Forms
  • Headline statements from end April/May 2021:
    • 52% of returns were for no incidents
    • 48% of returns reported at least one incident
    • Total of 25 incidents reported
    • 18 for race
    • 4 for sexual orientation
    • 2 for religion
    • 1 for gender
    • 0 for disability

4. Extreme far right group banned

Attomwaffen Division has been proscribed – White supremacist group, Atomwaffen Division, banned in the UK – GOV.UK (www.gov.uk) – and so members of this group or those who invite support for the group could be jailed for up to 10 years.

5. Educate Against Hate – Monthly newsletter

EAH is a DfE website and platform for guidance and resources relating to the Prevent Duty. There are sections for teachers, leaders and parents. If you’d like to receive their monthly newsletter sign up via this link Educate Against Hate Registration (mailchi.mp)

6. Training

Please contact either myself [email protected] or Charlie [email protected] if you require staff training. We can accommodate a range of different needs and group dimensions. We are also happy to deliver remotely over platforms such as Teams or Zoom.

7. Independent Review of Prevent

The Independent Review of Prevent is reviewing the Government’s strategy for supporting people vulnerable to being drawn into terrorism and making recommendations for a future approach. As part of this work, the Independent Reviewer of Prevent wants to hear from as wide a range of people as possible to help inform his final report through a series of virtual public engagement events. These events provide an opportunity for the public to have their say on Prevent, informing the recommendations submitted to government, and to share their views on key issues, including the impact of Prevent on individuals, families and communities, whether Prevent tackling the causes of radicalisation and if there should be a strategy aimed at supporting those vulnerable to being drawn into terrorism and what it should look like. Those with lived experience of any aspect of the Prevent system, or those working in the voluntary, community, faith, youth, health, justice or education sectors, are encouraged to attend and share their views. You can sign up to the events below:

This bulletin reflects the on-going work of Project Orpheus alongside any local or national Prevent updates.

  1. Project Orpheus – workshops with Highbury College
  • During Highbury’s Keep Safe week (March 22-26), we delivered a number of workshops to their Foundation Prospect students. Although these sessions were virtual we managed to reach a number of students, who were either in the classroom or joining from home. Together with the tutors, we delivered workshops on online behaviours, being able to separate false and real information and an exploration of conspiracy theories.
  • Feedback from the sessions showed that students were very confident at seeking support when necessary and they were also confident at recognising harmful content. However, students (and tutors) concluded that it was increasingly difficult to easily identify false news. This highlights the importance of the Orpheus key objectives of focussing on critical thinking and being able to evaluate what we see, hear and read.
  1. Advice for schools and colleges to support their approach to harmful online challenges and online hoaxes

Guidance and support for schools and colleges in England to support their approach to harmful online challenges and online hoaxes. The advice covers: preparing in advance for any online challenges and hoaxes; safeguarding children and young people; sharing information with parents and carers; and where to get help and support.

Read the guidance

  1. Out of Schools Settings (OOSS): training for professionals

The PSCP has delivered training to over 40 individuals who represent OOSS. There are further dates scheduled and booking can be made via the PSCP website.

This free training consolidates basic safeguarding requirements alongside key recommendations from the non-statutory guidance released in October 2021.

  1. Prevent statistics and emerging trends

The latest Prevent statistics were released by the Home Office early this year and show some key trends that are relevant for those working in the education sector. Please note that the figures can be viewed in three different ways:

  • the total number of referrals
  • those who are referred and discussed at Channel
  • those who are referred, discussed and then adopted by Channel as a case
  • The percentage of referrals for Mixed, Unclear and Unstable ideologies suggests that young people are at risk from a number of emerging ideologies and extremist materials and not just right wing or Islamist
  • Males make up the biggest group referred
  • Those under 20 year make up over half of all referrals
  • 11% of referrals were adopted by Channel with other sectors supporting those who do not meet this criteria (Education was the highest sector for further support)
  • Right wing extremism is the highest category for adopted Channel cases
  1. Influencers – An Anti-Radicalisation Board game for Secondary Schools across Portsmouth
  • Over the past year we have has been working with Lee Purslow, owner of Dice Portsmouth and Wargame Designer and Analyst for the MOD, to promote and encourage the take-up of a new and innovative board game for secondary schools. ‘Influence‘ is designed to help Secondary School/College aged students identify the signs of radicalisation (Far right and Islamist). The game is not your usual ‘Monopoly style’ roll and move – it is a narrative driven game that takes the players on a journey through the life of someone who is exposed to radical elements both at home and across the wider social environment.
  • The game has now been prototyped and play tested (at Cams Hill and UTC) and we are now looking for opportunities to develop and deploy it across all Portsmouth secondary schools. Both Charlie and myself have supported the development and awareness raising of the concept and feel it will benefit pupils and staff in the key area of safeguarding and having conversations around sensitive and critical issues.
  • Lee is currently developing a prototype version and some short video clips to demonstrate how to play and the advantages of using the game. If you would like to assist in furthering this project by trialling the materials please contact us as it would greatly enhance our funding applications to include the testimonies of schools.
  • Our overall aims are to provide all secondary schools in Portsmouth with their own board game and to support other regions in the UK with the implementation of this concept.
  1. Reporting Prejudicial Language and Behaviour

A working group has finalised some key changes to the materials supporting the reporting of Prejudicial Language and Behaviour.

  • A new reporting form that schools can complete to record incidents – now a one page document with drop down options and links for ease in completing
  • A quick online survey to complete monthly to indicate the number and type of incidents recorded
  • Data will be shared termly with schools to show what has been recorded across the city
  1. Change of UK threat level

The UK terrorism threat level has now been lowered from Severe, meaning an attack is highly likely, to Substantial. The UK national threat level is kept under constant review, and JTAC (Joint Terrorism Analysis Centre) conduct a formal review every six months. This is a systematic, comprehensive, and rigorous process, based on the very latest intelligence and analysis of internal and external factors which drive the threat.

  1. Training

Please contact either myself [email protected] or Charlie [email protected] if you require staff training. We can accommodate a range of different needs and group dimensions. We are also happy to deliver remotely over platforms such as Teams or Zoom.

Project Orpheus and Prevent Update – January 2021

This bulletin reflects the on-going work of Project Orpheus alongside any local or national Prevent updates.

  1. Project Orpheus – Local engagement

Despite the challenging circumstances, we have managed to work with young people virtually at Portsmouth and Highbury Colleges.

  • Through our continued partnership work with Unloc, we have again supported their Leadership Academy project by acting as mentors for a group of students. Their focus was on misinformation and disinformation, which links with our own Orpheus objectives around online behaviours and resilience building. The students completed their project by presenting their findings to their peers.
  • At Highbury College, we supported their British Values week using the theme of tolerance and respect to deliver sessions on how information and viewpoints are used on online platforms. This included an exploration of conspiracy theories.
  1. National Prevent Referral Form

There has been a slight change to the referral process. Information is to be submitted on the National Referral Form that will then be simultaneously shared with Police and the MASH. Guidance is attached.

  1. Out of Schools Settings (OOSS): training for professionals (04.02.21)

The first part of the training to professionals will take place on 04.02.21 4:00pm-6:00pm via Zoom. This will be led by Sam Nesbitt from the Portsmouth Safeguarding Children Partnership. Please email me if you wish to attend.

  1. Prevent statistics – key headlines from 2019-20 data
  • In the year ending 31 March 2020, there were 6,287 referrals to Prevent. This is an increase of 10% compared to the record low in the previous year (5,737 in 18/19).
  • The Police made the highest number of referrals (1,950; 31%), followed by the Education sector (1,928; 31%). 
  • Over half of all referrals were for individuals aged 20 years or under(3,423; 54%).
  • Over half of all cases adopted as a Channel cases were for individuals aged 20 years or under (402, 58%)
  • Individuals aged 20 and under adopted as Channel cases for Islamist ideology concerns represent 27% (110), for Extreme Right Wing Related concerns this figure is 44% (175) and for mixed, unclear or unstable ideology concerns this figure is 19% (78).

Individuals referred to and supported through the Prevent Programme, April 2019 to March 2020 – GOV.UK (www.gov.uk)

  1. One Minute Guide to Disinformation, misinformation and conspiracy theories

A new OMG (attached) has been written to support frontline professionals. It will be uploaded to the PSCP website.

  1. Patriotic Alternative – far right group

Colleagues in Kent and West Sussex have reported leafleting of this group and their Twitter account shows they have been leafleting in Southampton as well. This group promotes white nationalism and its content focuses on idolising the white race and highlighting the problems caused by ‘non-white’ immigration.  They have produced an alternative curriculum that encourages home-schooling, to the extent that they have template letters for parents to send to schools and the local authority. If you become aware of any PA activity in the city, please let Charlie or myself know.

  1. ACT Early – new campaign from Counter Terrorism Police actearly.uk

Counter Terrorism Policing’s new safeguarding website, which is aims to support those concerned about their friends and family being radicalised. The FAQs page is particularly helpful FAQ | ACT Early

  1. Safer Internet Day – 9th February 2021

Safer Internet Day 2021 will be celebrated in the UK with the theme: An internet we trust: exploring reliability in the online world

Safer Internet Day 2021 | Safer Internet Centre

Project Orpheus and Prevent Update – October 2020

This bulletin reflects the on-going work of Project Orpheus alongside any local or national Prevent updates.

  1. Project Orpheus – March to September 2020
    We have been working with Artevelde University in Ghent, Belgium over the past six months on a training package for professionals and frontline workers. The Controversial Issues package will be part of a series of training modules that will include: Social Bonding, Cyber Awareness and Alter Narratives. Our approach is blending the academic and empirical research alongside practical activities and resources that will be meaningful for those working directly with young people. It is skills driven with the aim of empowering professionals to facilitate discussions and for young people to develop habits of questioning and critically evaluating what is heard, seen and read. We are seeking feedback on these products so if you would like to assist and offer some comments, please contact [email protected] or [email protected]
  2. Out of Schools Settings (OOSS): Portsmouth Pilot Project
    Back in March of this year, Portsmouth City Council was awarded funding to support the launch of new government publications on OOSS. The two new documents support settings with best practice guidance and parents with a list of 14 key questions to ask of providers. The launch of these will be Wednesday 21 October 2020 link to the guidance. Within the city we will be providing training and support for settings, parents and professionals. This will be led by the Portsmouth Safeguarding Children Partnership.
  3. DfE briefing note: How extremists are using COVID-19 to promote disinformation, misinformation and conspiracy theories
    This is a briefing note for senior leaders, teachers and safeguarding leads at schools and further education providers on how extremists are using COVID-19 to promote disinformation, misinformation and conspiracy theories. This non-statutory advice from the Department for Education has been produced to provide a short summary of the extremist response to COVID-19, highlighting the additional radicalisation risks for children and young people and suggested actions for settings to take.
  4. Prevent concerns, training and support
    Both Charlie and myself are still available to deal with Prevent concerns and offer support, advice and training. This can be over the phone, email or via a video call. Prevent referrals must be made via the MASH, please see Portsmouth City Council’s One Minute Guidance on Prevent/Channel.
  5. Changes to KCSinE (2020)
    There are a couple of refinements to the above statutory guidance that are worth noting. Annex A contains further information on Preventing Radicalisation with definitions of extremism, radicalisation and now terrorism (p.89). There are hyperlinks to the 3 learning modules from the Home Office (p.91) on Prevent awareness e-learning, Prevent referrals e-learning and Channel awareness e-learning
  6. Far right briefing
    We will shortly be sending out a briefing note to accompany a far right fact sheet that has been produced by Counter Terrorism Police. As you are aware, this is the fastest growing threat in the UK at the moment and there are a variety of groups and emerging groups that are populating this landscape. Much is in the online space through social media, chat rooms and gaming sites, however these groups still use stickering, leaflets and protest gatherings to promote their views.
  7. Internet safety: free assembly from Google and ParentZone
    Google and Parent Zone (who have previously done work in Portsmouth schools) have got together to create an online assembly that focuses on online safety. It is part of the Be Internet Legends series.
    Link
  8. DfE working group: revised risk assessment for schools
    I have been working with the Counter Extremism Division within the DfE to look at how schools can assess the risks of radicalisation for their settings. It focuses on the key areas of: Leadership, Partnership, Staff training, IT policies, Building Children’s resilience to radicalisation and Management of Space. If you would like to offer any feedback on this document, please contact me.
  9. Conspiracy theories – QAnon
    Conspiracy theories offer a simplifying model for all that cannot be explained or easily understood. They typically involve an ‘alternative’ explanation for an event or situation to those provided by governments and official international bodies, sometimes suggesting a group, individual or organisation is responsible or hiding information from the public. QAnon is a current conspiracy theory that has moved from the online space into the real world. Largely based in the US, it has reached Europe and the UK. Hope not Hate produced an article around QAnon and the rise of conspiracy theories in the UK which can be found here. The BBC have also produced a video around QAnon available here and a blog linking QAnon theory to the current Covid situation here. Supporting QAnon is not proscribed or illegal in the UK, however in May 2019, the FBI assessed QAnon to a be a domestic terror threat due in part to the actions of some who adhere to the theory committing or planning to commit criminal acts.
  10. Further reading – Professor Lynn Davies, University of Birmingham
    Her short blog looks at educational responses in a pandemic world.

Project Orpheus and Prevent Update – May 2020

This bulletin reflects the on-going work of Project Orpheus alongside any local or national Prevent updates.

  1. Project Orpheus – Summary of findings January – March 2020

We found that all pupils were well aware of the amount information that they consumed (either passively or actively) on a daily basis through their online activity. Most had a good understanding of fake news, however less were as informed on how echo chambers and filter bubbles influences our online habits. Fewer still had a clear idea of how information is constructed and how it might be used. Our findings really resonate with the current climate given that we are exposed to huge amount of information, misinformation and disinformation.

Orpheus seeks to build resilience in young people, for example:

  • Being able to evaluate what you see, read and hear
  • Looking for more than one viewpoint on things
  • Developing the skill of separating the authentic from the made up (offline and online)
  • Talking about issues, being critical and open in debate (you don’t always need to agree or change someone’s views)
  • Always asking questions about information: who is saying it? Why are they saying it? Do I need to pass this on?

Working with professionals

We asked a number of professionals the following question: what is the biggest threat to young people online?

  • Being able to filter what is true and what is false
  • Understanding that what you read online can be interpreted in a number of ways
  • Using social media – the pressure to obtain likes, the constant responding and the addiction of checking your device.
  • Young people feel it is essential to be part of the social media scene for their friendships and would feel stigmatised if they were not part of it
  • Young people failing to comprehend the consequences of the ‘no take back’ nature of posting comments and photos on the internet
  • Pressure to send inappropriate images of yourself – sexting. Most young people know the rules and implications yet still somehow send of become pressured into sending. Some thought that this was also true for meeting up with strangers met online i.e. they knew the dangers but still did it.
  • Memes and humour as a hook to get young people interested or to support extremist content
  1. Guidance, information and resources

There is plenty of guidance and information being circulated, especially concerning staying safe online. We are aware that some extremists are exploiting Covid-19 to reinforce their pre-existing narratives, so some online platforms are hosting wider conspiratorial narratives. Below is some guidance and some resources that may be used for developing digital literacy and critical thinking (key components of the Orpheus project).

Educate Against Hate – Blog

The DfE website has produced a blog entitled School Closures: Ongoing Prevent Management Support.

Covid-19 Disinformation briefings from the Institute of Strategic Dialogue

ISD are creating regular ‘Disinformation Briefings’, which analyse how extremist and/or radical movements are weaponising the COVID-19 crisis, either to sow division or direct hate towards specific (minority) groups. https://www.isdglobal.org/isd-publications/

CTPHQ Online Harms Guidance

The impact of COVID-19 means most children will be at home for an extended period and will be spending increasing amounts of time online. Counter Terrorism Police have produced some guidance to parents relating to the specific online radicalisation risk.

Websites:

  • BBC Bitesize: Fact or Fake – lots of activities and resources related to fake news and COVID-19
  • ShoutOut UK – Free weekly resources on online harms, conspiracy theories, how to spot fake news and deal with trolls.
  • Trust Me – primary and secondary lessons resources to explore critical thinking online.
  • Be Internet Citizens – lesson resources on fake news, hate speech, emotional manipulation.
  • BBC Evidence Toolkit – interactive software, lesson plans and teacher notes to review media stories.
  • BBC Real News – videos, lesson plans, podcasts related to digital literacy
  • National Literacy Trust – fake news and critical literacy resources, including lesson plans for different subject areas (pdfs can be found at the end of the page).
  • The News Literacy Project – resources to support pupils to understand what to trust in the digital age.

Fact Checkers:

  1. Prevent Concerns

Both Charlie and myself are still available to deal with Prevent concerns and offer support, advice and training. This can be over the phone, email or via a video call. Nothing has changed in terms of the referral process, all Prevent referrals must be made via the MASH, please see Portsmouth City Council’s One Minute Guidance on Prevent/Channel.

  1. Prevent e-learning

As a reminder, Prevent training can be accessed via the Home Office’s e-learning platform.

Project Orpheus and Prevent update – December 2019

This bulletin will now reflect the on-going work of Project Orpheus alongside any local or national Prevent updates.

1. Project Orpheus – Kick Off event in Ghent, Belgium
Both Charlie Pericleous and myself attended the Kick Off event for Project Orpheus in Ghent, Belgium. It was an opportunity to share good practice from partners from France, Belgium and the
Netherlands alongside academics and representatives from the Home and Foreign & Commonwealth Office. We were able to showcase Portsmouth’s approach to preventing violent extremism with a focus on raising awareness of the far right threat. Partner consensus was also agreed on a number of key concepts that will steer the field work.

2. Project Orpheus – focus groups & workshops
In the past few months we have working with a number of young people and professionals to find out their views on:

  • Formal and informal space spaces
  • Skills needed to process the vast amounts of information we consume
  • Debating sensitive issues

Young people are keen to be able to share their views on a variety of subjects. The development of safe spaces will allow young people greater opportunity to debate the things that interest them or that are causing them concern. The focus groups have also allowed us to capture some resilience techniques that young people employ to navigate through online and offline spaces. We are always looking for practitioners and young people to work with, so if you think any of the Orpheus content may be useful for you, then please contact us. We already have several established links alongside some local providers who we will
commission to deliver some of this work.

3. The Counter Terrorism Internet Referral Unit (CTIRU) Filtering Tool
The UK Safer Internet Centre (UKSIC) has worked with the Home Office to create a tool to help schools and educational institutions to test whether they are covered by the CTIRU ‘filter list’. The tool will also check whether schools or educational institutions are covered by the Internet Watch Foundation (IWF) URL list, which contains links to online child sexual exploitation content. If they are not covered, the tool will signpost the user to further information about filtering on the UKSIC website, including how to ensure they are covered by both lists and assist them in ensuring they have appropriate filters in place.

This tool can be accessed through the UKSIC website.
Please note that the filter list is available widely and not limited to schools, however this tool created by UKSIC is aimed at schools only.

4. New Online Referral Form for Reporting Extremism in the Education Sector
The DDCED (Due Diligence and Counter Extremism Division) who sit within the DfE, have developed a new online referral form. Alongside the counter-extremism helpline, the form provides a vehicle for members of the public to report extremism concerns in the education sector to the DfE so they can investigate and determine whether they need to take any action or support institutions. DDCED investigates extremism concerns and allegations related to adults working in or connected to the education sector – for example teachers, other school staff (caretakers, midday supervisors), governors and head teachers. They look at concerns from early years to HE.
This form is also included on the relevant DfE webpages so it can be accessed by members of the public.

5. NSPCC Childline Annual Review
The NSPCC has published the Childline annual review 2018/19. The review looks at what children and young people tell Childline during counselling sessions and how Childline is supporting them both online and over the phone.

6. Advice to the schools sector following London Bridge attack
The DfE have produced some simple guidance signposting to key resources and existing documents of support. Please find this attached.

7. Prevent Concerns
Both Charlie and myself are still available to deal with Prevent concerns and offer support, advice and training as per our previous roles. However as a way of a reminder, all Prevent referrals must be made via the MASH, please see Portsmouth City Council’s One Minute Guidance on Prevent/Channel.

Project Orpheus and Prevent Update – October 2019

This bulletin will now reflect the on-going work of Project Orpheus alongside any local or national Prevent updates.

1. Project Orpheus – Initiation Completed
Both Charlie Pericleous and myself have successfully completed in the initiation stage of our European project. The 3 year funded project named Orpheus will work in partnership with other coastal cities and universities within France, Belgium and Netherlands on online and offline methods to build resilience within young people, online safety and an EU prevention model for violent extremism. Initial focus groups have taken place with young people at Highbury College and at Springfield Secondary school. The project is supported by local charities and schools, in addition to the Home Office and the Foreign and Commonwealth Office, who will distribute the findings when they become available

2. Portsmouth hosts delegates from EU
During July, we hosted 25 delegates from other coastal cities, universities and social service departments in France, Belgium and the Netherlands to formalise the approaches that would be undertaken throughout the project. In short, there are 3 main aims:

  • Develop safe spaces for young people to discuss and express views on what concerns them
  • Build resilience and critical thinking skills in young people both online and through offline space spaces
  • Increase the confidence of practitioners in facilitating difficult conversations

We are always looking for practitioners and young people to work with, so if you think any of the Orpheus content may be useful for you, then please contact us. We already have several established links alongside some local providers who we will commission to deliver some of this work.

For more information on the project, please see either the SPP or PEP websites.

3. Hate Crime Awareness Week 12-19 October
#NHCAW organised by the No To Hate Crime Campaign.

4. Teaching online safety in schools guidance
The Department for Education (DfE) has published guidance for schools in England outlining how they can ensure their pupils understand how to stay safe and behave online as part of forthcoming and existing curriculum requirements. (attached)

5. Online harm
The Children’s Commissioner for England has published a summary of children’s experiences of online harm and what they think should be done about it. Findings, based on two workshops with groups from primary and secondary schools, include: many children had reported instances of harmful content online but felt the system was confusing; several children said that reporting abusive behaviour can multiply abuse; and most senior school children want websites to say what they’re doing to fix the problem of
online harm.

6. Keeping children safe online
This NSPCC online training course, developed in association with CEOP (the child protection unit of the National Crime Agency), is for anyone who works with children and young people. The four hour course helps adults understand what children and young people do online, why they take risks and how to respond to these risks.

7. Prevent Independent Reviewer chosen
Lord Carlile has been chosen as the Independent Reviewer of Prevent. The review will focus on the current delivery of the Prevent programme and make recommendations for the future and is expected to report to Parliament by August 2020. For full details of the announcement please see here.

8. Prevent Concerns
Both Charlie and myself are still available to deal with Prevent concerns and offer support, advice and training as per our previous roles. However as a way of a reminder, all Prevent referrals must be made via the MASH, please see Portsmouth City Council’s One Minute Guidance on Prevent/Channel.

Prevent update – May 2019

Key dates coming up:
22 May: Anniversary of the Manchester Arena attack (2 years)
3 June: Anniversary of London Bridge attack (2 years)
12 June: Anne Frank Day
19 June: Anniversary of Finsbury Park attack (2 years)
20 June: World Refugee Day
30 June: World Social Media Day

1. Sri Lanka terrorist attack
The DfE produced a short piece of guidance post the events in Sri Lanka. Mike Stoneman emailed this out on 26.04.19 and it has also been included in the PEP weekly bulletin. In case you haven’t seen, it is attached.

2. Stand Up! Education
This is an organisation that runs workshops to:

  • raise understanding around issues of discrimination, antisemitism and anti-Muslim hate in a sensitive manner
  • provide practical and responsible strategies to tackle hate crime
  • develop students’ understanding and confidence in civic and social responsibility in wider society

It is aimed at secondary schools and sessions can be tailored to schools’ needs. All workshops are free of charge. Leaflet is attached. Email Roxana Jebreel [email protected]

3. Fundamental British values
Educate Against Hate have produced a blog on Twinkl setting out what it means to implement fBv in primary schools, and addressing some criticisms about terminology.

4. Prejudicial language reporting tool
A reminder that this is a PAN Hampshire initiative with support from the OPCC. Karen Thomas sent out this email, along with the reporting tool to Head Teachers on 28.04.19. We are asking that you send EMAS a copy of the completed report each time you have had need to use it, either electronically to [email protected] or via internal mail. We are not collecting names of either victims or perpetrators so please can you anonymise the proforma before you send it or we will do that for you this end. The document has some guidance notes attached to it for ease of use, although we do not require you to send this part of the form back to us.

5. Letter from Damian Hinds to NAHT (RSE)
As stated previously, this is not a Prevent issue, however there are wider links to British values and building positive relationships. His letter is attached.

6. Online training from ACT (Action Counters Terrorism)
This is online training from the organisation that developed RUN HIDE TELL. It is suitable for everyone working in a crowded environment – retail, entertainment, sport, education, places of worship – flyer is attached.

Prevent in education: a Portsmouth perspective – May 2019

What is the Prevent Strategy?

  • Prevent represents one strand of the Government’s counterterrorist strategy known as CONTEST.
  • Prevent aims to stop people becoming terrorists or supporting terrorism.
  • Since July 2015, schools and a range of other public bodies have a legal responsibility to give due regard to the need to prevent people from being drawn into terrorism.
  • This is known as the Prevent Duty as is part of a school’s wider safeguarding role.
  • The overall role of schools in safeguarding children is set out in the Government’s statutory guidance ‘Keeping Children Safe in Education’

What are your Prevent Strategy responsibilities?

  • Ofsted’s common inspection framework outlines how schools will be inspected
  • The DfE has also published guidance which gives advice to schools on how to meet this statutory need

What support is on offer?

  • Training: for staff or sections of staff so that they are confident in their ability to understand, recognise and refer vulnerabilities that can lead to radicalisation
  • Curriculum: design and mapping to create safe spaces for discussion on extremist narratives and allow challenge to sources of information; support on the implementation of British Values; support on establishing digital resilience
  • Outreach: support and advice to specific individuals on safeguarding policies, current legislation and compliance with OFSTED requirements; risk assessing, auditing and action planning.
  • Signposting: to classroom resources for teachers; websites and resources and contacts within the community.
  • Contact: [email protected]

Best practice of the Prevent Strategy in Schools

  • Effective leadership and management
  • Robust safeguarding policies that include referral pathways
  • Well trained and confident staff
  • Relevant curriculum and embedding of British Values
  • Confident and empowered pupils who think critically and are resilient to all forms of extremism

Suggested resources

Government published resources

For further information or to arrange an appointment with John Webster please email [email protected].

1. New Zealand Mosque terrorist attack
Several resources have already been produced to support conversations, discussions and understanding. Attached is a primary and secondary resource produced by Votes for Schools, please use or adapt if you consider it appropriate to your setting. There is also a link to the PSHE association materials from 2016 around discussing terrorist attacks. A key message for young people is reassurance as after the 2017 attacks in the UK, young people developed some distorted views of the risk.

2. Prejudicial language in schools toolkit
Thank you to the 18 schools that have agreed to pilot the reporting tool during the summer term. The official launch date for the product is 15 October 2019. This is a PAN Hampshire initiative with support from the OPCC. Karen Thomas and I will provide another update and next steps prior to the Easter break.

3. Report hate crime
Hampshire Constabulary is encouraging the reporting of any hate crime either directly to the police or indirectly via the online reporting links True Vision, Tell Mama, CST or Galop. There are also Third Party Reporting Centres across Hampshire who can offer support. Please contact Freida M’Cormack at PCC for further information on Third Party reporting.

4. Stickering
Colleagues have reported a spate of extreme right wing stickering and leafleting across the country, seemingly related to Brexit and immigration. If you see any stickers posted near or around your school please report via 101 or to a local PCSO.

5. Relationship and Sex Education Community Concerns
Whilst it is not a Prevent issue, you will be aware of community concerns relating to upcoming changes to the Relationship and Sex Education curriculum, particularly in Birmingham and most recently in Manchester. There are also individuals and groups who are attempting to exploit these concerns to garner support for their movements. I have attached the DfE FAQs on RSE.

6. EU funding to tackle radicalisation with European coastal cities
Charlie Pericleous, Prevent Co-Ordinator, and myself have been successful in an EU bid to develop new and innovative approaches to tackle radicalisation. The 3 year funded project will work in partnership with other coastal cities and universities (including Portsmouth) within France, Belgium and Netherlands on online and offline methods to build resilience in young people, support for teachers to hold difficult conversations, online safety and an EU prevention model for violent extremism. The project will be supported by the Home Office, Foreign Office and a number of local partners. We will continue to provide the current level of Prevent service to the city alongside developing this initiative. Furthermore we will brief relevant partners over the coming weeks with more content on the project.

Please share with other senior leaders, safeguarding leaders and subject leaders such as PSHE, Citizenship, RE and Computing. If you wish individuals to be added to this distribution list please email [email protected]

1. Channel statistics
An infographic to show referral, discussion and Channel breakdown. Of those who received Channel support:

  • 84% left with no further terrorism related concerns
  • 45% followed an Islamist violent ideology
  • 44% followed a right wing violent ideology

2. Reporting harmful content online
The South West Grid for Learning, as a partner within the UK Safer Internet Centre, has launched a new online reporting tool for abusive and harmful content. Report harmful content online is a reporting and advice system for online issues relating to: bullying; harassment; impersonation; pornographic content; suicide; selfharm; threats; unwanted sexual advances; violent conduct. It also has a separate icon to report Terrorist Activity and Child Sexual Abuse Imagery.

3. Educate Against Hate resources
There are some new additions to the website; follow the teachers dropdown and select classroom resources.

  • Green Spring PSHE sessions: Slide packs developed by Green Spring Academy.
    This package comprises 17 sessions with the suggestion that it is covered over 6 weeks with KS4 pupils. Each session could be delivered in around 15-30 mins. Few accompanying resources are needed, just a whiteboard or post-it notes.
  • Faith in Us – Educating about Islamophobia: Comprehensive guidance on educating young people on Islamophobia including mythbusting, advice for school leaders and classroom resources. Chapters include: facilitating effective conversation and guidelines for dealing with Islamophobic incidents.
  • Shared Space Toolkit for Teachers of RE: The toolkit, designed in collaboration with teachers, researchers and the National Association for Teachers of RE (NATRE), presents tips, activity ideas and resource links to support contact theory in the RE classroom. The resource is split into advice to support (1) encountering, (2) interacting with, and (3) holding meaningful conversations with diverse groups.
  • Since 9/11 Primary Resources: 10 lesson plans with accompanying resource packs produced by SINCE 9/11 in partnership with the UCL Institute of Education (IOE) to support primary schools to meet their duty to promote the Fundamental British Values of Democracy, the Rule of Law, Individual Liberty and Mutual Respect and Tolerance of Different Faiths and Beliefs in the curriculum.

4. Draft DfE guidance
Voluntary safeguarding code of practice: draft guidance for out of school settings providers
https://consult.education.gov.uk/regulatory-framework-unit/out-of-school-settingsvoluntary-safeguardingcode/supporting_documents/Voluntary%20safeguarding%20code%20of%20practiceDraft%20guidance.pdf

5. Training
I am available to deliver training to whatever suits your needs; just drop me an email.

Please share with other senior leaders, safeguarding leaders and subject leaders such as PSHE, Citizenship, RE and Computing. If you wish individuals to be added to this distribution list please email [email protected]

1. Policy Updates
Individuals referred to and supported through the Prevent Programme statistics release 17/18
The Home Office have published the Channel statistics for 17/18.
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attach
ment_data/file/763254/individuals-referred-supported-prevent-programme-apr2017-
mar2018-hosb3118.pdf

Safeguarding, questions for parents and carers – draft guidance
A voluntary resource to help parents and carers who choose to have their children attend out-of-school settings (OOSS) understand what a safe environment looks like.
https://consult.education.gov.uk/regulatory-framework-unit/out-of-school-settingsvoluntary-safeguardingcode/supporting_documents/Safeguarding%20questions%20for%20parents%20and
%20carersDraft%20guidance.pdf

2. Controlling access to school premises
https://www.gov.uk/government/publications/controlling-access-to-schoolpremises/controlling-access-to-school-premises

3. New Prevent training products

Prevent Referrals
The training is for anyone who has been through the Prevent awareness eLearning or a Workshop to Raise Awareness of Prevent (WRAP), and so already has an understanding of Prevent and of their role in safeguarding vulnerable people.

Channel Awareness
This training package is for anyone who may be asked to contribute to, sit on, or even run a Channel Panel.

Prevent awareness eLearning
The Prevent awareness eLearning has recently been refreshed. This includes updates to reflect the recommendations from the Parsons Green review, updated information following the change in threat and attacks of 2017, and new case studies. A link to the training is below.
http://www.elearning.prevent.homeoffice.gov.uk

4. Consultation
The DfE is asking for views on a number of issues at the moment – if you have the opportunity to respond here are the links.
Out-of-school-settings
https://consult.education.gov.uk/regulatory-framework-unit/out-of-school-settingsvoluntary-safeguarding-code/

School security
https://consult.education.gov.uk/teacher-regulation-safer-recruitment/non-statutoryschool-securityguidance/supporting_documents/School%20security%20consultation%20document.
pdf

The Commission for Countering Extremism is also seeking views on extremism in England and Wales
https://www.gov.uk/government/consultations/extremism-in-england-and-wales-callfor-evidence

5. Training
I am available to deliver training to whatever suits your needs; just drop me an email.

Please share with other senior leaders, safeguarding leaders and subject leaders such as PSHE, Citizenship, RE and Computing. If you wish individuals to be added to this distribution list please email [email protected]

Anne Frank Trust – working with Portsmouth Schools March 2019 to March 2020
Portsmouth and Southampton councils are currently putting in a bid for Police & Crime Commissioner’s grant funding to secure the work of the Anne Frank Trust. For participating schools it will be the opportunity to opt for either:

Schools and Ambassador programme:
The core programme includes a series of hour long workshops, exploring such issues as Identity and Diversity, Understanding Prejudice, Responsibility and Resistance, and Human Rights.

Switch Off Prejudice programme:
An in-depth, day long workshop, designed to help young people understand the dangers of prejudice and discrimination, particularly online. The programme covers these dangers both from a historical perspective and in the modern world, encouraging young people to question and challenge what they see online, an environment in which they are being increasingly exposed to hate speech, and to also keep themselves safe online.

Both programmes starts with the pop-up exhibition Anne Frank: A History for Today into your school for a period of two weeks. AFT will then train a group of students to be guides at the exhibition; these Peer Guides go on to take groups of their fellow students around the exhibition, using the strength of peer education to teach about Anne Frank and the wider context of her life and times.

Following on from both programmes, Peer Guides get the opportunity to build on the skills that they have developed as guides, by applying to become an Anne Frank Ambassador.

If you would like your school to work with the Anne Frank Trust, please contact either myself or Freida M’Cormack, Community Coordinator as soon as possible. Attached is further information and endorsements from Bedfordshire schools, who have participated in similar programmes with the Anne Frank Trust.

Safer Portsmouth Partnership
If you have a Twitter account, please follow SPP for further Prevent updates and communication.

Young people anxious about terror attacks
A report released recently suggests that media coverage of events is leaving young people more
anxious about the threat of terrorism, however it also suggests that young people have a skewed
view of the risk.

ChildLine has some useful support and guidance for young people under the heading Worries
about the World.

Training
I am available to deliver training to whatever suits your needs; just drop me an email.