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Universities UK | The voice of UK universities
Implementing the new Prevent statutory duty:
understanding expectations and...
• Risk Assessment - No ‘one size fits all’
• But, are there generic (structural) themes based
on common components?
The risk assessment should look at:
• Policies regarding the campus
• Student welfare (including E & D)
• Safety & welfare...
Q.1 Who has a fully completed risk assessment?
• What is its structure?
• Who was involved in its development?
• What are ...
HE overview – Summary of CT guidance
Actions & Expectations
1. Partnership (1) (para 111)
2. A risk assessment (2) (para 1...
HE overview – Summary of CT guidance
Actions & Expectations
1. Partnership (1) working driven from the top, involving poli...
HE overview – Summary of CT guidance cont.
7. An action plan (3) should spell out measures to be implemented
if a risk is ...
HE overview – Summary of CT guidance cont.
Training cont.
9. Institutions are expected to share information about vulnerab...
HE overview – Summary of CT guidance cont.
15. Student Unions (7) and societies are expected to work closely with
their in...
#UUKSD
Implementing the new Prevent statutory duty: understanding
expectations and ensuring compliance
Meeting room 1
1. I...
Conducting an effective risk assessment
Conducting an effective risk assessment
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Conducting an effective risk assessment

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Conducting an effective risk assessment
Barrie Phillips, All-Wales Lead Further & Higher Education Prevent Coordinator Department for Business, Innovation and Skills (BIS)

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Conducting an effective risk assessment

  1. 1. Universities UK | The voice of UK universities Implementing the new Prevent statutory duty: understanding expectations and ensuring compliance Woburn House Conference Centre – 22nd June 2015 CONDUCTING AN EFFECTIVE RISK ASSESSMENT
  2. 2. • Risk Assessment - No ‘one size fits all’ • But, are there generic (structural) themes based on common components?
  3. 3. The risk assessment should look at: • Policies regarding the campus • Student welfare (including E & D) • Safety & welfare of students and staff • Physical management of the university estate (including) • Events held by staff, students or visitors • Relationships with external bodies and community groups or others which work in partnership with the institution. (para 115)
  4. 4. Q.1 Who has a fully completed risk assessment? • What is its structure? • Who was involved in its development? • What are the core fundamentals? Q.2 For those starting the process which facets of today’s presentations could be adapted for your institution? Q.3 What more do you need to support RA development? • On-line? • Workshops? • Other? - Define
  5. 5. HE overview – Summary of CT guidance Actions & Expectations 1. Partnership (1) (para 111) 2. A risk assessment (2) (para 114) 3. An action plan (3) (para 116) 4. Prevent training (4) (para 117) 5. Welfare, chaplaincy and pastoral support (5) (para 120) 6. IT policies (6) (para 122) 7. Student Unions & Societies (7) (para 124) 8. Monitoring and enforcement (8) framework (para 126)
  6. 6. HE overview – Summary of CT guidance Actions & Expectations 1. Partnership (1) working driven from the top, involving police and BIS HE/FE Prevent Coordinator (para 111) 2. Institutions will be expected to consult with students on plans to implement the duty (para 111) 3. Universities should consider how best to share information across faculties (para 112) 4. Universities should consider establishing a single point of contact for delivery of Prevent (para 112) 5. A risk assessment (2) should be carried out to determine where and how students might be a risk of being drawn into terrorism (para 114) 6. The risk assessment should include risks from non-violent extremism which may be conducive to the emergence of terrorism (para 114)
  7. 7. HE overview – Summary of CT guidance cont. 7. An action plan (3) should spell out measures to be implemented if a risk is identified (para 116) 8. Prevent training (4) should be implemented by the institution for relevant/appropriate staff so that they are more able to: • Recognise vulnerability to being drawn into terrorism • Be aware of what action to take to take in response • Make referrals to the Channel programme and where to get additional advice and support (para 117)
  8. 8. HE overview – Summary of CT guidance cont. Training cont. 9. Institutions are expected to share information about vulnerable people both internally and externally (where appropriate) based on information sharing agreements (para 118) 10. Welfare, chaplaincy and pastoral support (5) should be sufficient and available to all students (para 120) 11. As part of this there should be clear policies on the use of prayer rooms and other faith-related activities (para 121) 12. IT policies (6) should be in place with reference to the statutory duty and the use of university IT equipment (para 122) 13. The university should consider the use of filters to prevent people from being drawn into terrorism (para 122) 14. IT policies should include clear procedures for students and staff who may be engaged in sensitive and/or extremism-related research (para 123)
  9. 9. HE overview – Summary of CT guidance cont. 15. Student Unions (7) and societies are expected to work closely with their institution and cooperate with the institution’s policies (para 124) 16. Student unions are charitable bodies registered with the Charity Commission and subject to charity laws and legislation, including those relating to preventing terrorism (para 125) 17. Student unions should assess whether their staff and elected officers would benefit from Prevent awareness training/other related training (para 125) 18. A separate monitoring and enforcement (8) framework will be published (para 126) 19. The Secretary of State (Welsh Government?) will appoint an appropriate body to determine compliance with the Prevent duty (para 126)
  10. 10. #UUKSD Implementing the new Prevent statutory duty: understanding expectations and ensuring compliance Meeting room 1 1. Interfaith relations and facilities Boardroom 2. Adopting a safeguarding approach to preventing violent extremism Meeting room 2 3. Vulnerability to being drawn into terrorism and reflections on social media Main hall Session 1 only 4. Partnership working – managing the tensions; a student services perspective

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