Anti-Radicalisation Statement

Truly Scrumptious Early Years Nursery

Truly Scrumptious Early Years Nurseries are fully committed to safeguarding and promoting the welfare of its children and staff members. We recognise that safeguarding against radicalisation is no different from safeguarding against any other vulnerability. At Truly Scrumptious Nurseries all staff are expected to uphold and promote the fundamental principles of the British Values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.

The main aims of this statement are to ensure that staff are fully engaged in being vigilant about radicalisation; that they overcome professional disbelief that such issues will not happen here and ensure that we work alongside other professional bodies and agencies to ensure that our children are safe from harm.

We aim:

  • All staff and volunteers will have understanding and an appropriate level of training (home office prevent training) of what radicalisation and extremism are and why we need to be vigilant in nursery.
  • Children participate in local community events (such as carnivals) so they appreciate and value their friends and neighbours who may not share their faith background.
  • Children are supported in making good choices from any early age, so they understand the impact and consequences of their actions on others.
  • All staff will know that the school policy is on anti-radicalisation and extremism and will follow the procedures when issues arise.
  • All parents/carers will know the school has policies in place to keep pupils safe from harm and we (the nursery) regularly reviews it systems to ensure they are appropriate and effective.

 

Radicalisation is defined as the act or process of making a person more radical or favouring of extreme of fundamental changes in political, economic or social conditions, institutions of habits of the mind.

Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism. Protecting children from the risk of radicalisation is seen as part of Truly Scrumptious wider safeguarding duties, and is similar in nature to protecting children from other forms of harm and abuse.

There is no single way of identifying who is likely to be susceptible to an ideology. It can happen in many different ways and settings. Specific background factors may contribute to vulnerability which are often combined with specific influences such as family, friends or online, and with specific needs for which an extremist or terrorist group appear to provide and answer. The internet and the use of social media in particular has become a major factor n the radicalisation of young people.

Extremism is defined as the holding of extreme political or religious views. It is the vocal or active opposition to fundamental British Values. We also include in out definition of extremism calls for the death of members of our armed forces, whether in this country or overseas.

At Truly Scrumptious Nurseries it is essential that staff are able to identify children who may be vulnerable to radicalisation, and know what to do when thy are identified.

There are a number of behaviours that might indicate that an individual is at risk of being radicalised or exposed to extreme views. Such behaviours may include:

  • Spending increasing time in the company of other suspected extremists
  • Changing their style of dress or personal appearance to accord with the group
  • Day to day behaviour becoming increasingly centred on an extremist ideology, group of cause
  • Loss of interest in other friends and activities not associated with an extremist cause
  • Attempts to introduce others to the group/cause
  • Communication with others that suggests identification with a group, cause of ideology
  • Using names/language ranging from insulting to derogatory or members of another group

Increase in prejudice-related incidents committed by that person- these may include;

  • Physical or verbal assault
  • Provocative behaviour
  • Damage to property
  • Derogatory name calling

 

Curriculum

Our curriculum promotes respect, tolerance and diversity. Children are encouraged to share their views and recognise that they are entitled to have their own different beliefs which should not be used to influence others.

It is recognised that children with low self-esteem can often be more vulnerable to radicalisation and therefore we strive to equip our children confidences, self belief, respect and tolerance as well as setting high standards and expectations from them.

Procedures for referrals

Although serious incidents involving radicalisation have not occurred at Truly Scrumptious to date, it is important for us to remain constantly vigilant and remain fully informed about the issues which affect the wider region in which we teach.  Staff are reminded to suspend professional disbelief that instances of radicalisation “could not happen here” and refer any concerns through the appropriate channels.

Staff should understand when it is appropriate to make a referral to the “Channel Programme” Channel is a programme which focuses on providing support at an early stage.

The department of Education has dedicated a telephone helpline (020 7340 7264) to raise enable staff to raise concerns relating to extremism directly.  Concerns can also be raised by email to counter.extremism@education.gsi.gov.uk

(please note that helpline is not intended for use in emergency situations, such as a child being at immediate risk of harm or a security incident, in which case the normal emergency procedures should be followed.

Designated Lead Safeguarding Officer- PATRICIA TREW (Romford) HAYLEY BINION (Ongar)

Deputy Safeguarding Officers- BRITTANY VANT ( Romford)  &  KATIE WIGMORE (Ongar), KIM HINDS (Ongar)

Fundamental British Values in Early Years

The fundamental British Values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are implicitly embedded in the Eyfs.

The Dfe have recently reinforced the need “to create and enforce a clear and rigorous expectation on all school to promote the fundamental British values”

We believe that the Eyfs already provides a solid foundation to encourage a childs understanding and acceptance that we live in diverse communities  with many different cultures and lifestyles.

Democracy- making decisions together

As part of the focus on self-confidence and self-awareness as cited in Personal, social and emotional development:

  • Staff encourage children to see their role in the bigger picture, encouraging children to know their views count, value each others views and values and talk about their feelings, for example, when they do or do not need help. When appropriate they demonstrate democracy in action, e.g, children sharing ideas on what the theme of the play would be out of 2 choices, and showing hands to vote.
  • Staff support the decision that children make and provide activities that involve turn-taking, sharing and collaboration. Children are given opportunities to develop enquiring minds in an atmosphere where questions are valued.

Rule of law- understanding rules matter as cited in Personal, social and emotional development

As part of the focus on managing feelings and behaviour:

  • Staff ensure that children understand their own and others behaviour and its consequences, and learn to distinguish right from wrong.
  • Staff collaborate with children to create the rules and codes of behaviour, for example, to agree the classroom rules “kind hands” “walking feet” etc

Individual liberty- freedom for all

As part of the focus on self-confidence, self-awareness, people and communities in personal, social and emotional and understanding the world:

  • Children develop a positive sense of themselves. Staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example, through allowing children to take on risks on an obstacle course, mixing colours, talking about their experiences and learning.
  • Staff encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example, in a small group of pre-schoolers discuss how they are feeling about transitioning into reception class.

 

Mutual respect and tolerance- treat others as you want to be treated

As part of the focus on people and communities, managing feelings and behaviour and making relationships as cited in personal, social and emotional development and understanding the world:

  • We create an ethos of inclusivity and tolerance where views, faiths, cultures and races are values and children are engaged with the wider community.
  • Staff promote a tolerance and appreciation of and respect for their own and other cultures; known about similarities and differences between themselves and others among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.
  • Staff encourage and explain the importance of tolerant behaviours such as sharing and respecting others opinion.
  • Staffs promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of childrens experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.

 

Policy reviewed  April 2019

Hayley Binion