Further Education Practitioners Government guidance

Government guidance

Resources

ETF: The role of the Designated Safeguarding Lead (DSL, DDSL) in further education

A broad introduction to the role and responsibilities, and tools available to the designated safeguarding lead (DSL) and deputy designated safeguarding lead (DDSL) working in further education settings.

Age group:: KS 5
Resources:: Non-statutory guidance, Policy guidance
Format:: Web pages

ETF Safeguarding and Prevent hub

A hub to support further education (FE) providers in engaging with the Prevent duty and in understanding British Values, comprising: e-learning guidance and good practice guides blogs Prevent events and training courses

Age group:: KS 5
Resources:: Non-statutory guidance, Policy templates, Training
Format:: Web pages

Work-based learners and the Prevent duty guidance

Guidance for further education (FE) providers in England on the Prevent duty in work-based learning environments

Age group:: KS 5
Resources:: Policy guidance
Format:: Web pages

Prevent duty self-assessment tool for further education

This self-assessment tool assists colleges and providers in the further education and skills (FE) sector in England to review their Prevent responsibilities. This tool helps providers to understand how well embedded their policies and practices are, and to encourage a cycle of continuous review and improvement. The tool has been designed to assist the FE sector to […]

Age group:: KS 5
Resources:: Policy guidance, Policy templates
Format:: Web pages

Prevent duty guidance: for further education institutions in England and Wales

This sector specific guidance for further education institutions in England and Wales subject to the Prevent duty is additional to, and is to be read alongside, the general guidance contained in the Revised Prevent Duty Guidance issued on 16th July 2015. This guidance provides an overview of the responsibilities further education providers have under the […]

Age group:: KS 5
Resources:: Policy guidance
Format:: Web pages

Enough

Enough is a campaign by the Home Office which aims to highlight different forms of violence against women and girls.

Subject area:: Safeguarding
Age group:: KS 3, KS 4, KS 5
Format:: Web pages

Designated Safeguarding Lead Handbook

Non-statutory guidance by the Department for Education for designated safeguarding leads to help safeguard learners vulnerable to radicalisation.

Age group:: Early Years, KS 1, KS 2, KS 3, KS 4, KS 5
Resources:: Non-statutory guidance
Format:: Web pages

All Common Questions

No Common Questions found

What should I do if I have a concern about an adult working in education?

What is Channel?

How do we define extremism and terrorism in the UK?

How do we define terrorism and extremism in the UK?

How is extremism relevant to me as a parent?

Is my child vulnerable to radicalisation?

What are the warning signs of radicalisation?

How can I do protect my child from extremist influences?

How do I talk to my child about extremism?

What is Channel?

How can I keep my child safe from online extremism?

What should I do if I think my child is being radicalised?

Has intervention ever stopped a young person being radicalised?

Why is extremism and Prevent relevant to me as a teacher?

How do people become radicalised?

Which young people are vulnerable to radicalisation?

What are the warning signs of radicalisation?

What is Prevent and what are my responsibilities as a teacher under the Prevent duty?

What training is available for the Prevent duty?

How can I build my students’ resilience to extremism and teach them about fundamental British values?

What should I do if I have a concern about a child?

Are there examples where Prevent has stopped a young person being radicalised?

How do we define terrorism and extremism in the UK?

How is extremism and Prevent relevant to my school?

What are my school’s responsibilities under the Prevent duty?

What can I do to ensure my school complies with the Prevent duty?

What if a member of staff in my school has a concern?

Has raising concerns ever stopped a young person being radicalised?

What should my staff be teaching in class?

What should I consider when hosting external speakers or organisations in my school?

What resources are available to help implement the Prevent duty?

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