From 1 July 2015 all schools are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015, in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”.
This duty is known as the Prevent Duty for Schools. We recognise our responsibilities and take a number of steps to ensure we meet the demands of this duty. Our schools’ ethos, curriculum and safeguarding work builds emotional health and resilience, helping children to recognise the pressures that they may face and strengthening their capacity to challenge peer pressure and to act with integrity.
The DFE has reinforced the need ‘to create and enforce a clear and rigorous expectation for all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.’
The fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in the Early Years Foundation Stage Framework 2021. We promote fundamental British Values and age appropriately support our children to develop the skills and confidence that they need so as they grow up to be able challenge extremist views. Through our curriculum we promote British Values in some of the following ways:
Fundamental British Values
Fundamental British Values are at the heart of everything we do at Headington Quarry Foundation Stage School. Our school values are aligned with the Fundamental values.
There are four British Values that we promote:
Rule of Law
Individual Liberty
Democracy
Mutual tolerance and respect.
These four values all fit within the categories of Personal, Social and Emotional Development (PESD) and Understanding of the World (UTW).
We focus on promoting the more general concepts within the Early Years Foundation Stage (EYFS) and understand that the children’s development within these areas is key to promoting the values in the long term.
| Rule of Law- understanding rules | Individual Liberty- freedom for all |
| Help children understand boundaries and acceptable behaviour Help children think about keeping safe away from danger Ensure that children understand their own and other’s behaviour and the consequences and learn to distinguish right from wrong Collaborate with children to create the rules and the codes of behaviours e.g. the rules about tidying up and that children understand rules apply to everyone | Help children understand that they have the right to feel safe and not frightened Help children to understand feelings and teach the language of feelings Teach children to say ‘no’ if they don’t like/want to do something Encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand that we are free to have different opinions Develop a positive sense of themselves. Provide opportunities for children to develop their self-knowledge, self-esteem, and increase their confidence in their own abilities |
| Personal, Social and Emotional development (PSED) Managing Self,Self Regulation,Building Relationships | Personal, Social and Emotional development (PSED) Managing Self, Self Regulation, Building Relationships Understanding of the World People and Communities |
| Democracy- making decisions together | Mutual tolerance and respect – treat others as you want to be treated |
| Build children’s self-esteem, self-awareness and self confidenceBuild children’s ability and willingness to say what they want/need and to speak up for themselves knowing they will be listened to Support the decisions that children make and provide opportunities that allow taking turns, sharing and collaborationRespect each other’s views and values and talk about their feelings e.g. when they need/don’t need help | Help children deal with conflicts by talking, explaining their motives and negotiating e.g. help with sharing toys Teach children to treat others as they would want to be treated themselves Share stories that reflect and value the diversity of children’s experiences and providing resources, activities and trips that challenge gender, cultural and racial stereotyping Teach the children about cultural events and festivals |
| Personal, Social and Emotional development (PSED) Managing Self, Self Regulation, Building Relationships | Personal, Social and Emotional development (PSED) Managing Self, Self Regulation, Building Relationships Understanding of the World People and Communities |
The statutory guidance refers to the importance of Prevent awareness training to equip staff to identify children at risk of being drawn into terrorism and to challenge extremist ideas. All of our staff have received Prevent duty training on what Prevent is about and how to deal with any issues they may see inside or outside school. All staff are trained in the PREVENT duty on appointment, with regular updates as part of their in service professional development.