Understanding the Prevent Duty in Early Years Settings
A Safeguarding Guide
The Prevent Duty in early years is a legal requirement placed on all education providers in England to prevent people from being drawn into terrorism. The aim of the duty is to safeguard vulnerable individuals from the risks of radicalisation and extremist views.
Early years practitioners have an essential role to play in identifying and responding to any concerns about radicalisation and extremism. They need to have due regard for the need to prevent people from being drawn into terrorism, and to take appropriate measures to safeguard children and young people from these risks.
The Prevent Duty requires early years practitioners to be alert to any signs of extremist behaviour, including expressions of extremist views and promoting extremist ideologies. This is from parents, colleagues, children and visitors to the setting.
Nursery Practitioners must also be aware of the risk factors associated with radicalisation, such as social exclusion, identity crisis, or a search for adventure and excitement.
To fulfil their safeguarding responsibilities, early years practitioners need to be able to identify and assess the risks of radicalisation and know how to respond to any concerns appropriately.
This comprehensive guide to the Prevent Duty in the context of early years settings outlines the key steps that early years practitioners can take to fulfil their safeguarding responsibilities. Providing practical guidance on
- how to identify and assess the risks of radicalisation,
- how to develop and implement effective safeguarding policies and procedures,
- and how to work effectively with parents and other professionals to safeguard children and young people.
What is the Prevent Duty?
The Prevent duty aims to safeguard individuals from the risk of radicalisation and extremist views. It applies to all education providers in England, including nurseries, schools, colleges, universities, and early years settings.
The Prevent Duty requires education providers to have policies and procedures in place to identify and respond to any concerns about radicalisation. The duty aims to promote British values and prevent extremism from taking root in society. Education providers must ensure that their staff are trained to identify the signs of extremist behaviour, such as expressions of extremist views and promoting extremist ideologies. They must also be able to identify risk factors associated with radicalisation, such as social exclusion or identity crisis.
Early years settings, in particular, have a crucial role to play in safeguarding children and young people from the risks of radicalisation. They must have due regard for the need to prevent people from being drawn into terrorism and take appropriate measures to safeguard children and young people from these risks.
How does the Prevent Duty relate to safeguarding in early years settings?
The Prevent Duty is closely linked to safeguarding in early years settings. Early years practitioners have a crucial role to play in identifying and responding to any concerns about radicalisation and extremism, as they are often the first point of contact for young children and their families. By having due regard for the need to prevent people from being drawn into terrorism, early years practitioners can take appropriate measures to safeguard children and young people from these risks.
Safeguarding in early years settings involves much more than just protecting children from physical harm or neglect. It also involves protecting them from the risk of radicalisation and extremist views. Early years practitioners must work together with parents and other professionals to safeguard children and young people. They must be able to communicate effectively with parents and carers, and work collaboratively with external agencies, such as the local authority, police or healthcare services, if necessary.
What are the key principles of effective Prevent Duty implementation in early years settings?
The first key principle is to have a clear understanding of what the Prevent Duty entails and what the implications are for early years settings. Practitioners and leaders in these settings need to be familiar with the relevant guidance and legislation, such as the Counter-Terrorism and Security Act 2015, and they need to be able to apply it appropriately.
The second key principle is to have robust safeguarding policies and procedures in place that reflect the specific risks associated with radicalisation in early years settings. This includes having clear processes for identifying and responding to any concerns about radicalisation, as well as effective communication and collaboration with parents and external agencies.
The third key principle is to ensure that all staff are trained and supported to fulfil their Prevent Duty responsibilities. This includes providing regular training on how to identify and respond to any concerns about radicalisation, as well as promoting a culture of openness and transparency that encourages staff to report any concerns they may have.
The fourth key principle is to regularly review and evaluate the effectiveness of the Prevent Duty implementation in early years settings. This includes monitoring and evaluating the impact of safeguarding policies and procedures, as well as reviewing the training and support provided to staff.
Effective implementation of the Prevent Duty in early years settings requires a clear understanding of the principles and guidance, robust safeguarding policies and procedures, effective training and support for staff, and regular review and evaluation of the effectiveness of implementation. By following these principles, early years settings can fulfil their Prevent Duty responsibilities and safeguard children and young people from the risks of radicalisation and extremism.
The role of early years practitioners in implementing the Prevent Duty
They must be able to identify and respond to any concerns about radicalisation, promote British values, and ensure that their safeguarding policies and procedures reflect the specific risks associated with radicalisation in early years settings.
To fulfil their Prevent Duty responsibilities, early years practitioners must be able to communicate effectively with parents and carers, as well as work collaboratively with external agencies such as the local authority, police, or healthcare services. This includes sharing information, identifying and assessing risks, and taking appropriate action to safeguard children and young people.
The key thing that practitioners can do, is to create an inclusive practice. Incorporating the British values into what they teach, will help all children, staff and parents feel accepted and included. Which is the fundamental aim of the Prevent Duty.
Practitioners can also support language development and exploration of new concepts by using strategies such as poems with actions and repetition or reading stories aloud and sharing books, as outlined by the Department for Education. This can help to strengthen language skills, widen vocabulary, and promote effective communication with children and their families.
Effective implementation of the Prevent Duty also requires ongoing training and support for staff, including regular reviews and evaluations of policies and procedures to ensure that they remain effective and up-to-date. This can help to ensure that early years practitioners are equipped with the knowledge and skills they need to fulfil their Prevent Duty responsibilities and safeguard children and young people from the risks of radicalisation and extremism.
Key resources for Prevent Duty implementation in early years settings
These resources can help practitioners to develop their understanding of the Prevent Duty, identify and respond to concerns about radicalisation, and work collaboratively with parents and external agencies to safeguard children and young people.
One important resource is the Department for Education’s guidance on the Prevent Duty for early years settings. This provides practical guidance on how to implement the Prevent Duty in early years settings, including how to identify and respond to concerns about radicalisation, how to promote British values, and how to work effectively with parents and other professionals.
The Home Office also provides a range of resources to support the implementation of the Prevent Duty, including training materials and support networks. This includes access to e-learning courses, webinars, and support from local Prevent coordinators.
Conclusion
The Prevent Duty is a legal obligation placed on all education providers in England, including early years settings. Early years practitioners have a crucial role to play in identifying and responding to concerns about radicalisation and extremism, and in working together with parents and other professionals to safeguard children and young people.
This article provides a comprehensive guide to the Prevent Duty in the context of early years settings, and outlines the key steps that practitioners and leaders can take to fulfil their safeguarding responsibilities. It also highlights key resources available to support the effective implementation of the Prevent Duty.
FREQUENTLY ASKED QUESTIONS
Q: What is the Prevent Duty?
A: The Prevent Duty is a legal obligation placed on all education providers in England, including EYFS settings, to prevent people from being drawn into terrorism.
Q: How does the Prevent Duty relate to safeguarding in EYFS settings?
A: The Prevent Duty is closely linked to safeguarding in EYFS settings, as early years practitioners have a crucial role to play in identifying and responding to concerns about radicalisation and extremism.
Q: What are the key principles of effective Prevent Duty implementation in EYFS settings?
A: Effective implementation of the Prevent Duty in EYFS settings involves identifying and assessing the risks of radicalisation, developing and implementing effective safeguarding policies and procedures, and ensuring that staff are trained and supported to fulfil their Prevent Duty responsibilities.
Q: What are some practical strategies for identifying and responding to concerns about radicalisation in EYFS settings?
A: Practical strategies for identifying and responding to concerns about radicalisation in EYFS settings include promoting positive values and a sense of belonging, encouraging children to ask questions and explore different viewpoints, and working collaboratively with parents and external agencies.
Q: How can EYFS practitioners work together with parents and external agencies to safeguard children and young people from the risks of radicalisation and extremism?
A: EYFS practitioners can work collaboratively with parents and external agencies by sharing information and concerns, working together to develop effective safeguarding policies and procedures, and providing training and support for staff and parents.
