Fundamental British Values The Prevent Duty Training session

Fundamental British Values The Prevent Duty Training session for Early Years Settings 1 pm – 3. 30 pm Wednesday 27 th January 2016 Hazel Forrester Early Years & Primary Education Consultant

The Prevent Duty - Fundamental British Values Introduction: The Prevent Duty was revised in June 2015. It places a duty on schools and registered childcare providers to keep children safe and ‘have due regard to prevent people from being drawn into terrorism’ Duty under section 26 of the Counter-Terrorism and Security Act 2015 Hazel Forrester Jan 2016

The Prevent Duty - Fundamental British Values This session will: • Explore the requirements of The Prevent Duty. Look at: • How early years settings can demonstrate the promotion of British Values; and, • How Fundamental British Values can be incorporated into the everyday practice of an early years setting. Hazel Forrester Jan 2016

The Prevent Duty - Fundamental British Values The session will also include: • An overview of associated documents and guidance. • The reference to British Values within the Ofsted Common Inspection Framework (CIF) & Early Years Inspection Handbook, and how ALL the key documents all link together. • And ask the question… ‘What does good quality teaching and learning of British Values look like in our settings? ’ Hazel Forrester Jan 2016

Fundamental British Values The Prevent Duty - June 2015 ‘This is departmental advice from the Df. E. This advice is non-statutory and has been produced to help recipients understand the implications of the Prevent duty. The Duty is a duty in the Counter-Terrorism and Security Act 2015 on specified authorities, in the exercise of their functions, to have due regard to the need to prevent people from being drawn into terrorism’ p. 3 Hazel Forrester Jan 2016

Fundamental British Values What does the Act mean by TERRORISM? What does it include? Hazel Forrester Jan 2015

Fundamental British Values Other key documents: • Working Together to Safeguard Children – March 2015 • Keeping Children Safe in Education – July 2015 • CIF: Early Years Inspection Handbook (Ofsted) – August 2015 • Inspecting Safeguarding in the Early Years, Education & Skills Settings (Ofsted) – August 2015 Hazel Forrester Jan 2016

Fundamental British Values The linkage between the documents Over the last 5 years the emphasis on safeguarding has heightened. • Keeping children safe in education This document has been revised 3 times in the last year: Nov 2014, April 2105 and July 2015. • Working together to safeguard children Similar emphasis on preventing radicalisation focussing on inter-agency working. Hazel Forrester Jan 2016

Fundamental British Values The linkage between the documents contd… • Ofsted EY Inspection Handbook p. 12 paras 43 – 45: ‘Inspectors will always have regard for how well children and learners are helped and protected so that they are kept safe’ Hazel Forrester Jan 2016

Fundamental British Values The linkage between the documents contd… • Ofsted – Inspecting Safeguarding in Early Years, Education and Skills Settings • Ps. 5 – 7 : Definition of safeguarding including specific reference to: radicalisation and/or extremist behaviour P. 6 para. 10 • Ps 7 -10: The signs of successful safeguarding arrangements; again including a specific reference to ‘Any risks associated with children and learners…. being vulnerable to radicalisation’ P. 8 Hazel Forrester Jan 2016

Fundamental British Values Ofsted EY Inspection Handbook New judgement from Sept 2015: Personal development, behaviour and welfare Directly related to: • Aspects of safeguarding • British Values: Inspectors will make a judgement on the personal development, behaviour and welfare of children by evaluating the extent to which the provision is successfully promoting and supporting children’s: ‘personal development, so that they are well prepared to respect others and contribute to wider society and life in Britain. ’ p. 40 para 157 Hazel Forrester Jan 2016

Fundamental British Values Activity: What are the Values? Hazel Forrester Jan 2016

Fundamental British Values How do the Values link with the EYFS? The EYFS Statutory Framework is multi-layered. The 4 themes of: Unique Child Positive Relationships Enabling Environments Learning and Development are all interlinked with the Areas of Learning (Ao. Ls) and the Characteristics of Effective Learning (CELs) with the CHILD at the CENTRE Hazel Forrester Jan 2016

Fundamental British Values Activity: Think about the Areas of Learning, particularly: PSED and Understanding of the World How do aspects of these help children to understand develop key values? Hazel Forrester Jan 2016

Fundamental British Values Think about how you promote the 5 British Values in your everyday work with the children: On the sheets provided: List activities which give the children in your care the opportunity to experience and understand the importance of the values of Democracy, Rule of Law, Individual Liberty, Mutual Respect and Tolerance. Hazel Forrester Jan 2016

Fundamental British Values Activity Democracy Rule of Law Individual Liberty Mutual Respect Tolerance

Fundamental British Values How to evidence the work you do to promote values? • Record, write down individual children’s action or groups of children that show they are learning to share, play together and respect one another’s feelings. REMEMBER: Aspects of PSED, Communication and Language, Understanding of the World as well as the Characteristics of Effective Learning in particular, support children’s developing understanding of how to socialise, control their feelings and the world around them. HOWEVER all elements of the EYFS & Ao. Ls support the development of values Hazel Forrester Jan 2016

Fundamental British Values What you might record: Interacts with others Shows interest in the activities of others Plays cooperatively with other children Interested in others and is beginning to join in Takes account of what others say Takes steps to resolve conflicts with other children Initiates conversations Beginning to take turns Shows sensitivity to others Listens to other children and begins to show an interest in their lives Is aware of others’ feelings Shares toys with others Understands there are rules Beginning to respond appropriately to boundaries Shows an awareness of what is right & wrong

Fundamental British Values Interacts with others (D) Shows interest in the activities of others (MR) Plays cooperatively with other children (MR) Interested in others and is beginning to join in (MR) Takes account of what others say (D) & (T) Takes steps to resolve conflicts with other children (Ro. L) & (IL) & (MR) Initiates conversations (IL) Beginning to take turns (Ro. L) Shows sensitivity to others (MR) & (T) Listens to other children and Is aware of others’ feelings begins to show an interest in (MR) their lives (D) & (IL) & (MR) Shares toys with others (Ro. L) Understands there are rules (Ro. L) Shows an awareness of what is right & wrong (Ro. L) Beginning to respond appropriately to boundaries (Ro. L)

Fundamental British Values And finally…. . : REMEMBER: The main evidence that British values are being promoted in a setting will be through observing the behaviour and attitudes of the children, listening to them and talking to them. It is important to celebrate these actions/behaviours demonstrating the children’s early understanding of values with positive feedback. This will help them to recognise appropriate behaviours and begin that journey of developing as respectful and confident citizens of the future. Hazel Forrester Jan. 2016