The Workbook Process

1. The Workbook Process The Workbook starts by building an understanding of the context of the school and the Prevent agenda. It then focuses on 4 aspects to mainstream Prevent work within the School Improvement Plan This is approached initially by considering the implications for Leadership and Values. Consideration of the other 3 aspects can be approached in any order. Curriculum, Teaching and Learning Local Context Leader- ship and Values Learner Support and Challenge Understanding the Issues Managing Risk and Responding to Events

2. Activity - Write a contextual narrative Cultural/ ethnic context Socio-economic context The contextual narrative Basic characteristics Religious context Information, data, intelligence Local, national and global context

3. Activity – Build a shared contextual narrative with stakeholders Who contributes to building a shared understanding of the context of the school?

4. Snapshot of the Workbook Steps to complete the Workbook process Understandthe context of the school Plan and take actions Evaluate impact Engaging Stakeholders Write a shared contextual narrative with your main stakeholders Identify the partners and agencies to contribute to each aspect of the Toolkit Identify the contribution of stakeholders to the school Deciding Process Develop a process for engaging each stakeholder group Plan your actions for each aspect – Curriculum, Learner Support and Managing Risks Use an impact evaluation tool for each main area of action Embedding Make your priorities core to the Leadership and Values aspect Allocate resources, build on success, develop skills and confidence Evaluate understanding and effectiveness in delivering outcomes Outcomes and impact Check that the process contributes to your intended outcomes Focus on actions which will have the greatest impact Revise your contextual narrative to reflect the impact of your actions

5. Leadership and values Have teachers the skills and confidence to raise and address controversial issues? Do induction programmes include school community cohesion policy and practice? Does the school have explicit values statements? Does the school promote human rights and inclusivity? Establish a learning culture to develop skills and confidence Uphold a clear ethos Develop engagement with the communities of the school Promote and model core values of a democratic society Does the school use restorative approaches to resolve conflict? Do teachers promote democratic and participative approaches? Do partners contribute to the school’s community cohesion programmes? How good is the school at hearing and responding to tensions in the community? How effective is the school at helping the pupils to be active in local, national and global communities?

6. Curriculum, Teaching and Learning • How are assemblies used to consider controversial issues? • What opportunities are there for pupils to engage in debates with others? • Does the school work with community organisations to extend ---- ? • In which subjects is the Prevent agenda considered? • How are cross-curricular themes used and managed? The Extended Curriculum The Curriculum Teaching and Learning Styles and pedagogy Learning, social and emotional skills • How does the school use small group work to explore tensions with pupils causing concern? • Are pupils encouraged and supported to ask questions and express their views and beliefs? • How well do pupils problem solve and resolve conflict? • How are you developing critical thinking skills?

7. Learner support and challenge Specialist Specialist Targeted Targeted Universal Universal

8. Managing risks, responding to events Specialist Specialist Targeted Targeted Universal Universal