pastoral system to comply with the prevent duty

The Welsh Ministers have similar powers of intervention in the Local Government (Wales) Measure 2009. The Chief Executive and members of the TFMD Committee take the Prevent for Governors and Board Members module. This guidance does not prescribe what appropriate decisions would be - this will be up to institutions to determine, having considered all the factors of the case. This work is about people how staff work together and how they can support students. We need to safeguard the environmental benefits of pastoralism by incentivizing environmental stewardship. Partnership External agencies, other colleges and the University do not know whom to contact in college on Prevent enquiries. Prevent Duty V3.2 . 6. In 2016 we introduced a health, wellbeing and fitness to study policy to provide a more holistic wellbeing support package for students. Compliance Officer Pastoral and Chaplaincy support 1. We believe that this approach works because it provides a joined-up response, integrating services and expertise across academic and professional services. Understanding how the Prevent duty is embedded as part of your school's wider safeguarding policies will help you to: Protect students from radicalising influences. internal The schools show their complete responsibilities regarding child care and safeguarding. Compliance with PREVENT duty is not reviewed at a sufficiently senior level within the College High Compliance with PREVENT duty included in the College's risk register and reviewed annually by Governing Body when making the annual report to HEFCE. or disrupt an electronic system. 1 3. Prevent Policy Statement Introduction 1. Your email address will not be published. that activities undertaken in its name comply with the Prevent duty. It involves a case review panel, consisting of staff and with student participation encouraged, The final stage is a fitness to study panel, incorporating a wider range of expert staff, and always including the students union. UUID based identifier for specific incarnation of a document The Prevent Duty became law in July 2015. This has enabled effective working across teams on all three of the universitys campuses, with partnerships between individual staff members and functional areas. 6. There is not a one size fits all approach to dealing with Prevent Duty. Education sector specific aspects of the duty In the education sector, the Prevent Duty's requirement to "have due regard to the need to prevent people from being drawn into terrorism" is based on the premise that "schools can help protect children from extremism and violent views in the same way they help safeguard 13.05.2021 - SRS compliance are running Prevent training sessions for any staff with a student facing role, who have completed the online training. The Act also requires those . Call us. However today, taiga reindeer husbandry like many other pastoral livelihoods is affected by climate change, land degradation and changes in biodiversity. Jointly with herders, local partners and national authorities, the project studies the impacts of land-use change and climate change on reindeer pastoralists, and further assesses the herders adaptation options and opportunities. The Prevent duty is about relationships, so integrate it into pastoral support At the University of Greenwich, we're complying with the government's Prevent duty by looking at it through a. Delivering the Prevent duty in a proportionate and fair way 3 1. Ensure staff who engage with the public are trained to ensure they understand what radicalisation means, why people may be vulnerable to it, know what measures are available to prevent people from being drawn into terrorism, how to challenge extremism and access support for people who may be exploited by radicalising influences. The Prevent Duty Guidance for England and Wales emphasises that the duty to have due regard for the need to prevent children from being drawn into terrorism is an aspect of safeguarding. Conformance level of PDF/A standard We look at both these topics and why you should be considering a technology solution to enable you to support and comply. This is understood by all children and they are confident to disclose to staff. The governments counter-terrorism strategy, CONTEST, is based on four areas of work: This post looks at the new duty on public bodies, specifically local authorities and schools, to have due regard to the need to prevent people from being drawn into terrorism, and considers what actions a local authority lawyer might be involved in to help discharge the duty. As Secretary to Council, this also includes ensuring Council and related bodies receive the appropriate information and data to fulfil . It is designed to manage more severe problems, considering the best interests of students in relation to their personal situations, mental health and general wellbeing - with the focus on enabling them to progress and finish their courses. You wont be wasting police time and you wont ruin lives, but you might save them. School leader's name *. If after vetting the views expressed constitute views that risk drawing people into terrorism, or are shared by a terrorist group, permission must be sought by the booking officer. Ensure information sharing agreements are in place at a local level, for example, to enable a person at risk of radicalisation to be given appropriate support. Using the raised flag feature the system can identify moments which have significant impacts on a student which should . FGM is child abuse and is an illegal act, affecting girls particularly from North African countries, including Egypt, Sudan, Somalia and Sierra Leone. That policy should be reviewed annually by the governing body, which has a supervisory role. The aim of the Prevent strategy is to reduce the threat to the UK from terrorism by stopping people becoming terrorists or supporting terrorism. This is part of a holistic approach to welfare and support. endstream endobj 6 0 obj [<>] endobj 3 0 obj <> endobj 7 0 obj <> endobj 11 0 obj <> endobj 12 0 obj <> endobj 13 0 obj <> endobj 89 0 obj [18 0 R 19 0 R 20 0 R 21 0 R 22 0 R 14 0 R] endobj 90 0 obj [null 133 0 R null null 91 0 R 134 0 R null null 92 0 R 135 0 R null null 93 0 R 136 0 R null null 94 0 R 137 0 R null null 95 0 R 138 0 R null null 96 0 R 139 0 R null null 97 0 R 140 0 R null null 98 0 R 141 0 R null null 99 0 R 142 0 R null null 100 0 R 143 0 R null null 101 0 R 144 0 R null null 102 0 R 145 0 R null null 103 0 R 146 0 R null] endobj 91 0 obj <>]/P 134 0 R/Pg 148 0 R/S/Reference/Type/StructElem>> endobj 92 0 obj <>]/P 135 0 R/Pg 148 0 R/S/Reference/Type/StructElem>> endobj 93 0 obj <>]/P 136 0 R/Pg 148 0 R/S/Reference/Type/StructElem>> endobj 94 0 obj <>]/P 137 0 R/Pg 148 0 R/S/Reference/Type/StructElem>> endobj 95 0 obj <>]/P 138 0 R/Pg 148 0 R/S/Reference/Type/StructElem>> endobj 96 0 obj <>]/P 139 0 R/Pg 148 0 R/S/Reference/Type/StructElem>> endobj 97 0 obj <>]/P 140 0 R/Pg 148 0 R/S/Reference/Type/StructElem>> endobj 98 0 obj <>]/P 141 0 R/Pg 148 0 R/S/Reference/Type/StructElem>> endobj 99 0 obj <>]/P 142 0 R/Pg 148 0 R/S/Reference/Type/StructElem>> endobj 100 0 obj <>]/P 143 0 R/Pg 148 0 R/S/Reference/Type/StructElem>> endobj 101 0 obj <>]/P 144 0 R/Pg 148 0 R/S/Reference/Type/StructElem>> endobj 102 0 obj <>]/P 145 0 R/Pg 148 0 R/S/Reference/Type/StructElem>> endobj 103 0 obj <>]/P 146 0 R/Pg 148 0 R/S/Reference/Type/StructElem>> endobj 104 0 obj [24 0 R 25 0 R 26 0 R 27 0 R 28 0 R 29 0 R 30 0 R null null 161 0 R null null null 162 0 R null null null 163 0 R null null 32 0 R 33 0 R 34 0 R null null 164 0 R null null null 165 0 R null null null 166 0 R null null] endobj 105 0 obj [36 0 R 37 0 R 106 0 R 37 0 R 39 0 R 40 0 R null 167 0 R null 168 0 R null 169 0 R null 170 0 R null 128 0 R 37 0 R 129 0 R 37 0 R 130 0 R 37 0 R 131 0 R 40 0 R] endobj 106 0 obj <><>]/P 37 0 R/Pg 173 0 R/S/Link/Type/StructElem>> endobj 107 0 obj [41 0 R 42 0 R 43 0 R 45 0 R 108 0 R 45 0 R 46 0 R 47 0 R 48 0 R null 174 0 R null 132 0 R 43 0 R] endobj 108 0 obj <>]/P 45 0 R/Pg 176 0 R/S/Link/Type/StructElem>> endobj 109 0 obj [48 0 R 49 0 R 50 0 R 51 0 R 52 0 R 110 0 R 52 0 R 111 0 R 52 0 R 53 0 R 112 0 R 53 0 R 54 0 R 113 0 R 54 0 R] endobj 110 0 obj <>]/P 52 0 R/Pg 178 0 R/S/Link/Type/StructElem>> endobj 111 0 obj <><>]/P 52 0 R/Pg 178 0 R/S/Link/Type/StructElem>> endobj 112 0 obj <><>]/P 53 0 R/Pg 178 0 R/S/Link/Type/StructElem>> endobj 113 0 obj <>]/P 54 0 R/Pg 178 0 R/S/Link/Type/StructElem>> endobj 114 0 obj [54 0 R 55 0 R 56 0 R 57 0 R 58 0 R 59 0 R 60 0 R 61 0 R] endobj 115 0 obj [62 0 R 63 0 R 64 0 R 116 0 R 64 0 R 65 0 R 66 0 R 67 0 R 117 0 R 67 0 R 68 0 R 69 0 R] endobj 116 0 obj <><>]/P 64 0 R/Pg 186 0 R/S/Link/Type/StructElem>> endobj 117 0 obj <><>]/P 67 0 R/Pg 186 0 R/S/Link/Type/StructElem>> endobj 118 0 obj [69 0 R 119 0 R 189 0 R 70 0 R] endobj 119 0 obj <><>]/P 189 0 R/Pg 192 0 R/S/Link/Type/StructElem>> endobj 120 0 obj [71 0 R 72 0 R 73 0 R 74 0 R 75 0 R] endobj 121 0 obj [76 0 R 77 0 R 78 0 R 79 0 R 80 0 R 122 0 R 80 0 R 81 0 R 123 0 R 81 0 R 82 0 R 83 0 R 84 0 R 124 0 R 84 0 R 85 0 R 125 0 R 85 0 R 86 0 R null 193 0 R null null 194 0 R 126 0 R 194 0 R null null 195 0 R null null 196 0 R 127 0 R 196 0 R null 88 0 R 15 0 R 16 0 R 17 0 R] endobj 122 0 obj <><>]/P 80 0 R/Pg 199 0 R/S/Link/Type/StructElem>> endobj 123 0 obj <>]/P 81 0 R/Pg 199 0 R/S/Link/Type/StructElem>> endobj 124 0 obj <>]/P 84 0 R/Pg 199 0 R/S/Link/Type/StructElem>> endobj 125 0 obj <>]/P 85 0 R/Pg 199 0 R/S/Link/Type/StructElem>> endobj 126 0 obj <>]/P 194 0 R/Pg 199 0 R/S/Link/Type/StructElem>> endobj 127 0 obj <>]/P 196 0 R/Pg 199 0 R/S/Link/Type/StructElem>> endobj 128 0 obj <>]/P 37 0 R/Pg 173 0 R/S/Link/Type/StructElem>> endobj 129 0 obj <>]/P 37 0 R/Pg 173 0 R/S/Link/Type/StructElem>> endobj 130 0 obj <>]/P 37 0 R/Pg 173 0 R/S/Link/Type/StructElem>> endobj 131 0 obj <>]/P 40 0 R/Pg 173 0 R/S/Link/Type/StructElem>> endobj 132 0 obj <>]/P 43 0 R/Pg 176 0 R/S/Link/Type/StructElem>> endobj 213 0 obj <> endobj 43 0 obj <> endobj 176 0 obj <>/Font<>>>/StructParents 19/Type/Page>> endobj 215 0 obj [175 0 R 214 0 R] endobj 216 0 obj <>stream It has facilitated the use of discursive practice which is a classic safeguarding approach, allowing information to be shared between relevant people about particular students, but only as is needed to protect and support them. Submit request. 10. There are several things you can do to increase your students resilience to extremist narratives, such as: Guidance for specified authorities in England and Wales on the duty in the Counter-Terrorism and Security Act 2015 to have due regard to the need to prevent people from being drawn into terrorism. Within universities, the term Prevent [ refers to measures . The approach is academically-led and is very gentle, with the aim of engaging the student. In both developing and developed countries, pastoralists are very often indigenous peoples, who tend to be minority populations in their countries and sometimes significantly under-represented in decision-making processes. Has relevant policies that reflect the requirements (seeour section on policies below) School leader's name *. This is at the core of the Prevent strategy and duty "This area of Prevent is based on the premise that people being drawn into radicalisation and recruitment can be identified and then provided with support." If after vetting the views expressed constitute views that risk drawing people into terrorism, or are shared by a terrorist group, permission must be sought by the booking officer. Building capability of staff to recognise vulnerable individuals and what to do in such circumstances, using internal cause for concern procedures. Specific authorities have a statutory duty under section 29 of the Act to have regard to Guidance in carrying out their duty. under a legal duty to have 'due regard' to the risk of learners being drawn into terrorism. Integer with its requirements under the Prevent Duty, Consider the risks associated with the misappropriation of IT facilities and social media. Part of PDF/A standard And if you have an idea for a story, please read our guidelines and email your pitch to us at highereducationnetwork@theguardian.com. protect children from extremist narratives. (modern). protect children from extremist narratives. The project provides a unique example of how UNEP and the Arctic Council are supporting both environmental issues and indigenous peoples at the community level. A link to the prevent duty guidance is available at the end of this e-Learning. Maintain appropriate records to show compliance with their responsibilities and provide reports when requested. identify vulnerabilities or change in behaviour. Call us. Are there examples where Prevent has stopped a young person being radicalised? Specific activities that may involve the in-house legal team include revising: Your email address will not be published. The networked approach and good working relationships make it less likely that students might slip through the net, or that behaviour which could be attributable to radicalisation might be missed. Governing Body, academics, students and staff do not know who has primary responsibility for . Prevent Duty Risk Assessment Compliance Requirements High Low Any action required The risk of our pupils being drawn into terrorism has been assessed and considered to be: X . Which young people are vulnerable to radicalisation? This is commonly referred to as Prevent, or the Prevent Duty, and also applies to School leader's name *. But it will continue to take careful management, monitoring and further refinement to ensure this success continues. URI Black History Month: Reading Challenge over Half Term. Engage with other partners including police and local authority Prevent coordinators. At Greenwich we use the term wellbeing as a broad concept, beyond specific categories like mental health. The Prevent Duty Guidance for England and Wales emphasises that the duty to have due regard for the need to prevent children from being drawn into terrorism is an aspect of safeguarding. Rangelands are places of great beauty and inspiration that cover more than a third of all land on the planet, and most of this land is managed by pastoralists. The Welsh Ministers have powers to intervene under the School Standards and Organisation (Wales) Act 2013. Comment document.getElementById("comment").setAttribute( "id", "7d2d19b4e55f477daeea37865ab8e88c" );document.getElementById("a05a0becaa").setAttribute( "id", "comment" ); Regular opinion pieces on issues of interest to public sector lawyers from Practical Law Public Sector and leading commentators. If you have a concern, you should follow your schools safeguarding procedures. Pastoral Care Pastoral Care is something the Institute takes seriously. Pastoral Care Pastoral Care is something the Institute takes seriously. DSL, SLT, Amanda . This means investing in the dual roles of pastoralism by improving market access and incentivizing environmental stewardship, for example through certification, fair trade, or payments for ecosystem services. This is known as the Prevent Duty (Section 26 of the Counter-Terrorism and Security Act 2015). Download our model job description and person specification. Louise Nadal is university secretary at the University of Greenwich. UK universities have a statutory duty, along with all other public bodies in the UK, in terms of the Counter-Terrorism & Security Act 2015, 'to have due regard to the need to prevent people from being drawn into terrorism'. Confidentiality places a duty on clergy not to disclose information shared with them in private. 2. At the University of Greenwich, were complying with the governments Prevent duty by looking at it through a wellbeing lens. Governing Body, academics, students and staff do not know who has primary responsibility for .

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