The PREVENT lead in the school is also the Safeguarding Lead Mr Adam Walker. The referral process for Prevent (the pathway) is at the bottom of the policy, which can be located on Kinver High’s separate Policies page.
Welcome to the section of our website which tracks our work in the promotion of Fundamental British Values, the PREVENT agenda and SMSC. As a school, we actively promote this crucial area of curriculum development through high quality teaching and learning opportunities in every lesson – from work on the prevention of racism delivered through the literature texts studied in English such as Crooks’ treatment in Of Mice and Men to studies on different religions in Year 7 Activities Week. Through this, we aim to promote understanding, tolerance and trust between different religions, races and sexual orientations.
Our school is a harmonious learning community and we have few incidents of homophobia, religious hatred or incidents of a racist nature recorded on our behavior system. We are proud of this. We are proud that our students, who are largely of white British descent have tolerant views of others and a broadening perspective of life in multicultural Britain, Europe and the wider World. Recent trips to Gambia, a thoroughly mapped curriculum which exploits every opportunity to deliver the PREVENT, FBV and SMSC agenda is key to this and you will find evidence of our strategy on the PDFs below. Our assemblies are also an important asset in the promotion of this agenda and allow us to engage the whole school presenting them with a tolerant and considered view of modern Britain and its ethnic, religious and cultural diversity.
Please find the key policy on PREVENT, FBV and SMSC and the statement on FBV, PREVENT and SMSC in RE (whole school)
All staff have had 3 sessions of FBV, SMSC and PREVENT training this academic year. The first was in September, the second was in January and the latest one in February was delivered by Staffordshire County Council and is the nationally recognized PREVENT training targeted at preventing radicalization.
We are clear that the extremism that we are most likely to have to work to combat is British Nationalistic in nature. We are, however, aware that students are susceptible to other negative and dangerous influences as well, growth areas of this parents and staff need to be aware of is: social media, YOUTUBE and online gaming.
|Democracy||At Kinver High School students are encouraged to participate in a variety of different opportunities which demonstrate a democratic society. We have student elected representatives on Student Council. Form Reps and Year Reps are elected members of the school community who voice student issues along with delivering any actions arising. Students also participate in the Youth Council elections with all members of the student body voting for representatives and issues in the county. The school ensures students are given opportunities to understand politics and the role democracy takes in our society by partaking in mock elections. They also experience an understanding of how democracy has developed in our country through the History and PSHEE curriculum.|
|The Rule of Law||At Kinver High we have embedded our Learning Skills agenda which are a co-constructed set of positive attributes that students aspire to show around the school:
With this we have our Kinver High Standards which highlight the expectations we have for a school that is safe, secure and an environment which is positive for learning. Our assemblies consider the importance of laws, justice and the rights and responsibilities of individuals. We have clear expectations in terms of e-safety and promote safe learning online along with discussing the potential consequences of using the Internet for inappropriate means. The PSHEe curriculum gives opportunities for students to fully understand the differences between “right” and “wrong” and how views may differ but all people living in England are subject to its law.
|Individual Liberty & Mutual Respect
|Students widely participate in extra-curricular activities in school. These activities support students to develop their own personal skills in a wide variety of different areas. Students are encouraged to consider e-safety and personal safety through the PSHEe curriculum and through all lessons. Our students are active citizens in school and can use new technology safely, appropriately and to enhance their learning. Our learning skills agenda has ensured students demonstrate mutual respect for every member of the school and wider community. We actively promote respect for others through the praise and consequences systems embedded into teaching and learning along with the rewards processes in school. Our Anti-bullying policies, assemblies and curriculum teaches students about respecting individuals’ beliefs and their rights to hold them along with highlighting the importance of identifying and combatting discrimination.|
|Tolerance of different faiths & beliefs||Our students are active participants in their curriculum. The current PSHEe and RE curriculums provide numerous opportunities for students to experience diversity, faith and beliefs. These curriculums ensure students are aware of different faiths and beliefs outside that of the school community. Discussions in these lessons lead to students developing an understanding of personal choice and belief and the respect shown towards all people of every faith. Assemblies lead on a variety of different themes linked to a cultural calendar. As part of Extended Learning Days students will experience a variety of different opportunities to allow them to expand their knowledge of people Outside of the school community. Over the course of their school life they will have opportunities to engage with people from different faiths and religions both inside the school through visitors and in the wider community.|