Child Protection and Safeguarding

Policy
S. Y. 2017- 2019

Justino Sevilla High School

Mission Statement

We believe that a happy

child is a successful one.
We are committed to
providing a positive, safe
and stimulating
environment for children
to learn, where all are
valued. We intend that
all children should enjoy
their learning, achieve
their potential and
become independent life-
long learners.

Approved by Governing Body of School Grievance Committee: March 2017

Statement of intent
Justino Sevilla HS is committed to safeguarding and promoting the welfare, both physical
and emotional, of every pupil both inside and outside of the school premises.

This policy sets out a clear and consistent framework for delivering this promise, in line with
safeguarding legislation and statutory guidance.

It will be achieved by:

 Creating a culture of safer recruitment by adopting procedures that help deter, reject
or identify people who might pose a risk to children.
 Educating students on how to keep safe and to recognize behavior that is
unacceptable.
 Identifying and making provision for any student that has been subject to abuse.
 Ensuring that members of the governing body, the headteacher and staff members
understand their responsibilities under safeguarding legislation and statutory
guidance and are alert to the signs of child abuse and know to refer concerns to the
designated safeguarding lead (School Grievance Committee).
 Ensuring that the School Head and any new staff members and volunteers are only
appointed when all the appropriate checks have been satisfactorily completed.

Signed by:

REMEDIOS D. DE GUZMAN- School Head Date:

GLAIZA D. PANGAN - Guidance Counselor Date:

ALLAN S. GUMAGAN - Prefect of Discipline Date:

Definition
For the purpose of this policy, Justino Sevilla High School will define “safeguarding and protecting
the welfare of children” as:

 Protecting pupils from maltreatment.

 Preventing the impairment of pupils’ health or development.
 Ensuring that pupils grow up in circumstances consistent with the provision of safe and
effective care.
 Taking action to enable all pupils to have the best outcomes.

Legal bases
 Philippine Constitution
 Presidential Decree 603 or “Youth and Children Code”
 Republic Act No. 7610 Special Protection Agaist Child Abuse
 Republic Act No. 10627 or Anti-Bullying Act of 2013
 Republic Act No. 9344, as amended or Juvenile Justice and Welfare Act
 Republic Act No. 10630 RIRR of RA 9344
 Convention on the Rights of the Child (1989)
o Protects children from all forms of violence, injury or abuse;

o Establishes the Right of the Child to Education

School related policies

Behaviour policy
Child Friendly Anti-bullying policy

Roles and responsibilities

It is the responsibility of governing bodies to ensure that they comply with their duties under
legislation. They must have regards to this guidance to ensure that the policies, procedures and
training in their schools are effective and comply with the law at all times.

The statutory guidance, Keeping Children Safe in Education places statutory requirements on all
governing bodies. Governing bodies must make sure that their school has policies and procedures
in place and take into account any guidance issued School Grievance Committee and locally
agreed inter- agency procedures.
The School Head has a duty to:

 Safeguard pupils’ wellbeing and maintain public trust in the teaching profession.
 Ensure that the policies and procedures adopted by the governing body, particularly
concerning referrals of cases of suspected abuse and neglect, are followed by staff
members.
 Provide staff with the Child Protection and Safeguarding Policy, information regarding
the role of the SGC and part one of the Keeping Children Safe in Education guidance at
induction.

The Prefect of Discipline and Guidance Counselor has a duty to:

 Refer all cases of suspected abuse to DSWD for child protection concerns, the Barangay
Council, and the police in cases where a crime has been committed.
 Refer cases of radicalization to the Channel program.
 Act as a source of support, advice and expertise to staff members on matters
of safeguarding by liaising with relevant agencies.
 Understand the assessment process for providing early help and intervention.
 Support staff members in liaising with other agencies and setting up inter-agency
assessment where early help is deemed appropriate.
 Keep cases of early help under constant review and refer them to the DSWD if the situation
does not appear to be improving.
 Have a working knowledge of how SGC’s conduct a child protection case conference and
a child protection review conference and be able to attend and contribute to these
effectively when required to do so.
 Ensure each member of staff has access to and understands the school’s Child
Protection and Safeguarding Policy and procedures – this will be discussed during the
staff induction process.
 Be able to keep detailed, accurate and secure records of concerns and referrals.
 Obtain access to resources and attend any relevant training courses.
 Encourage a culture of listening to children and taking account of their wishes and feelings.
 Work with the governing body to ensure the school’s Child Protection and
Safeguarding Policy is reviewed annually and the procedures are updated regularly.
 Ensure the school’s Child Protection and Safeguarding Policy is available publicly, and
parents/carers are aware that the school may make referrals for suspected cases of abuse
or neglect, as well as the role the school plays in these referrals.
All staff members have a responsibility to:
 Safeguard pupils’ wellbeing and maintain public trust in the teaching profession as part
of their professional duties.
 Read Part One of the ‘Keeping Children Safe in Education’ statutory guidance.
 To share information regarding the protection of children with the Designated Safeguarding
Lead and other professionals involved in safeguarding children.
 Provide a safe environment in which pupils can learn.
 Maintain an attitude of ‘it could happen here’ where safeguarding is concerned.
 Be aware of the signs of abuse and neglect –
 Be aware of the early help process and understand their role in it.
 Act as the lead professional in undertaking an early help assessment, where necessary.
 Be aware of, and understand, the process for making referrals to DSWD, as well as for
making statutory assessments under the Children Act 1989 and their role in these
assessments.
 Support social workers to take decisions about individual children, in collaboration with the
SGC
 If at any point there is a risk of immediate serious harm to a child, and the SGC is
unavailable, make a referral to DSWD and/or the police immediately.
 Be aware of and understand the procedure to follow in the event that a child confides they
are being abused or neglected-
 Maintain appropriate levels of confidentiality when dealing with individual cases, and
always act in the best interest of the child.
 Follow the school’s procedure for, and approach to, preventing radicalization.

Information Sharing, Confidentiality and Record Keeping

Confidentiality is an issue, which needs to be discussed and fully understood by all those working
with children, particularly in the context of Child Protection. Every effort should be made to ensure
that confidentiality is maintained for all concerned. Information should be handled and disseminated
on a need-to-know basis only. In adhering to this principle, the child’s right to privacy is respected
and upheld. Advice should be sought from the Children Desk in DSWD, who should approach the
alleged abuser (or parents if the alleged abuser is a child). Information will be stored in a secure
place with restricted access to designated people and be maintained in line with data protection
laws (e.g. that information is accurate, regularly updated, relevant and secure). If a child who is
subject to a child protection plan leaves, their information will be forwarded to the Designated
Safeguarding Lead at the new school, in line with the School guidance on the transfer of such
records.

Involving Parents/Carers
In general, we will discuss any child protection concerns with parents/carers before approaching
other agencies, and will seek their consent to making a referral to another agency. Appropriate staff
will approach parents/carers after consultation with the Designated Safeguarding Lead. However
there may be occasions when the school will contact another agency before informing
parents/carers because it considers that contacting them may increase the risk of significant harm
to the child. Through this course of action, the child’s right to receive special help to help them
recover their health, dignity and self-respect is respected and upheld.

Parents/carers will be informed about our Safeguarding and Child Protection Policy through the
school FB page.
Types of abuse and neglect
see Appendix 2 for definitions and indicators of abuse

Abuse: A form of maltreatment of a child which involves inflicting harm or failing to act to prevent
harm. Children may be abused in a family, institutional or community setting by those known to
them, or, more rarely, by others, e.g. via the internet.

Physical abuse: A form of abuse which may involve actions such as hitting, throwing, burning,
drowning and poisoning, or otherwise causing physical harm to a child. Physical abuse can also be
caused when a parent/carer fabricates the symptoms of, or deliberately induces, illness in a child.

Emotional abuse: A form of abuse which involves the emotional maltreatment of a child such as to
cause severe and adverse effects on the child’s emotional development. This may involve telling a
child they are worthless, unloved, inadequate, not giving them the opportunities to express their
views, deliberately silencing them, or often making them feel as though they are in danger.

Sexual abuse: A form of abuse which involves forcing or enticing a child to take part in sexual
activities, not necessarily involving a high level of violence, and whether or not the child is aware of
what is happening. This may involve penetrative assault, such as touching, or non-penetrative
actions, such as looking at sexual images or encouraging children to behave in inappropriate ways.

Neglect: A form of abuse which involves the persistent failure to meet a child’s basic physical
and/or psychological needs, likely to result in serious impairment of a child’s health or development.
This may involve providing inadequate food, clothing or shelter, or the inability to protect a child
from physical or emotional harm, or ensure access to appropriate medical treatment.

Concerns about a Student -see flow charts in Appendix 4

Any staff member with an initial concern/worry about a child should record this in the Child
Protection Diary.

If the concern becomes more regular or escalates they should continue to record the information in
the Child Protection diary and discuss these concerns with a member of the school safeguarding
team.

The school safeguarding team will then follow the process outlined in Appendix 4

All concerns, discussions and decisions made, as well as the reasons for those decisions, will be
recorded in writing by the SGC and kept securely in a locked cabinet in the Head’s of School
Office or Guidance Office.

If a pupil is in immediate danger, a referral will be made to DSWD and/or the police straight away.

Inter-agency working
Justino Sevilla High School contributes to inter-agency working as part of its statutory duty.

The school will work with DSWD, the police, health services and other services to protect the
welfare of its pupils, through the early help process and by contributing to inter-agency plans to
provide additional support.

The school recognizes the importance of information sharing between professionals and local
agencies in order to effectively meet pupils’ needs.
In light of the above, staff members are aware that whilst the Data Protection Act. places a duty on
schools to process personal information fairly and lawfully, it is not a barrier to sharing information
where failure to do so would result in the pupil being placed at risk of harm.

Staff members will ensure that fear of sharing information does not stand in the way of their
responsibility to promote the welfare and safety of pupils.

The school also recognizes the particular importance of inter-agency working in identifying and
preventing child sexual exploitation (CSE).

Students with special educational needs and disabilities (SEND)

The school recognizes that pupils with SEND can face additional safeguarding challenges, and
understands that further barriers may exist when determining abuse and neglect in this group of
pupils.

Staff will be aware of the following:

 Certain indicators of abuse such as behavior, mood and injury may relate to the pupil’s disability
and therefore may not need further exploration
 Students with SEND can be disproportionally impacted by things like bullying, without outwardly
showing any signs
 Communication barriers may exist, as well as difficulties in overcoming these barriers

When reporting concerns or making referrals for pupils with SEND, the above factors will always be
taken into consideration.

Specific Safeguarding Issues

Female genital mutilation (FGM)
For the purpose of this policy, “female genital mutilation”, commonly referred to as FGM, is defined
as the partial or total removal of the external female genitalia, or any other injury to the female
genital organs.

All staff will be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM.
If staff members are worried about someone who is at risk of FGM or who has been a victim of
FGM, they are required to share this information with social care or the police.

Teachers are personally required to report to the police any discovery, whether through disclosure
by the victim or visual evidence, of FGM on a girl under the age of 18. Teachers failing to report
such cases will face disciplinary action.

NB. The above does not apply to any suspected or at risk cases, nor if the individual is over the
age of 18. In such cases, local safeguarding procedures will be followed.

There are a range of potential indicators that a pupil may be at risk of FGM. While individually they
may not indicate risk, if two or more indicators are present, this could signal a risk to the pupil.

Victims of FGM are most likely to come from communities that are known to adopt this practice. It is
important to note that the pupil may not yet be aware of the practice or that it may be conducted on
them, so it is important for staff to be sensitive when broaching the subject.
See Appendix 5 for indicators of FGM

Child sexual exploitation (CSE)

Child sexual exploitation (CSE) is a type of sexual abuse in which children are sexually exploited
for money, power or status.

The sexual exploitation of children and young people under the age of 18 involves exploitative
situations, contexts and relationships where young people (or a third person or persons) received
‘something’ (eg food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result
of performing and/or others performing on them, sexual activities.

Child sexual exploitation can occur through use of technology (including online grooming) without
the child’s immediate recognition, for example, the persuasion to post sexual images on the
internet/mobile phones with no immediate payment or gain. In all cases, those exploiting the
child/young person have power over them by virtue of their age, gender, intellect, physical strength
and/or economic or other resources (The National Working Group for Sexually Exploited Children
and Young People, 2008).

Referring cases
Where CSE, or the risk of it, is suspected, staff will discuss the case with the DSWD. If after
discussion a concern still remains, local safeguarding procedures will be triggered, including
referral to the SGC. The SGC and all other necessary authorities will then handle the matter to
conclusion. The school will cooperate as needed.

Building children’s resilience

Justino Sevilla HS. will:

 Provide a safe environment for debating controversial issues.

 Promote fundamental Filipino values, alongside pupils’ spiritual, moral, social and
cultural development.
 Allow pupils time to explore sensitive and controversial issues.
 Provide pupils with the knowledge and skills to understand and manage potentially difficult
situations, recognise risk, make safe choices and recognise where pressure from others
threatens their personal safety and wellbeing.
 Teach pupils about mutual respect and understanding for the diverse national, regional,
religious and ethnic identities of the Kapampangan’s.

A child missing from education

A child going missing from school is a potential indicator of abuse or neglect and, as such, these
children are increasingly at risk of being victims of harm, exploitation or radicalisation.

Staff will monitor pupils that go missing from the school, particularly on repeat occasions, and
report them to the SGC following normal safeguarding procedures.
School Grievance Committee will inform the Guidance office of any Students who fails to attend
regularly, or has been absent without the school’s permission for a continuous period of 10 school
days or more.

Further Information-
are best placed to provide up-to-date guidance and practical support on specific safeguarding
issues. School Admin and staff can access government guidance as required on the issues listed
below via government websites:

 bullying including cyberbullying

 children missing education

 child missing from home or care

 child sexual exploitation (CSE)

 domestic violence

 drugs

 fabricated or induced illness

 faith abuse

 female genital mutilation (FGM)

 gangs and youth violence

 gender-based violence/violence against women and girls (VAWS)

  hate

 mental health

 missing children and adults

 private fostering

 preventing radicalisation

 relationship abuse

 sexting

 trafficking

Peer on peer abuse

All staff will be aware that pupils are capable of abusing their peers, and will never tolerate
abuse as “banter” or “part of growing up”.

The school is aware that peer-on-peer abuse can be manifested in many different ways,
including sexting and gender issues.

All allegations of abuse made against other pupils and the disciplinary action necessary will
be dealt with in accordance with the procedures outlined in the school’s Behaviour Policy

The SGC will be informed of any allegations of abuse against other pupils, who will record
the incident in writing and decide what course of action is necessary, with the best interests
of the pupil in mind at all times.

If appropriate, a referral may be made to children’s social services and, depending on the
nature of the incident, the police.

The SGC will decide which safeguards, if any, are necessary for the pupil, e.g. counselling
support or immediate protection.

In all cases, parents/carers will be informed of the incident and how it is being managed,
unless doing so would put the pupil at further risk of harm.
APPENDIX 1-Governing body duties

 Ensure that the school complies with its duties under the child protection and
safeguarding legislation.
 Guarantee that the policies, procedures and training opportunities in the school are
effective and comply with the law at all times.
 Guarantee that the school contributes to inter-agency working in line with the
statutory guidance Working Together to Safeguard Children .
 Confirm that the school’s safeguarding arrangements take into account the
procedures and practice of the School as part of the inter-agency safeguarding
procedures established by the local safeguarding children board .
 Comply with its obligations under section of the Republic Act No. 7610 Special Protection
Agaist Child Abuse
 to supply the SGC with information to fulfil its functions..
 Guarantee that there are effective child protection policies and procedures in place
together with a staff code of conduct.
 Ensure that there is a senior board level lead responsible for safeguarding
arrangements.
 Make sure that pupils are taught about safeguarding, including protection against
dangers online, through teaching and learning opportunities, as part of providing a
broad and balanced curriculum.
 Adhere to statutory responsibilities to check staff who work with children, taking
proportionate decisions on whether to ask for any checks beyond what is required.
 Guarantee that volunteers are appropriately supervised.
 Make sure that at least one person on any appointment panel has undertaken safer
recruitment training.
 Ensure that all staff members receive safeguarding and child protection training
updates, such as e-bulletins, emails and staff meetings, as required, but at least
annually.
 Certify that there are procedures in place to handle allegations against members of
staff or volunteers.
 Guarantee that there are procedures in place to handle allegations against other
pupils.
 Make sure that pupils’ wishes or feelings are taken into account when determining
what action to take, and what services to provide to protect individual studentss.
 Guarantee that there are systems in place for pupils to express their views and give
feedback.
 Establish an early help procedure and inform all staff of the procedures it involves.
 Put in place appropriate safeguarding responses for pupils who go missing from
school, particularly on repeat occasions, to help identify any risk of abuse and
neglect, including sexual abuse or exploitation, and prevent the risks of their
disappearance in future.
 Ensure that all members of the governing body have been subject to an enhanced
DBS check.
Appendix 2

INDICATORS OF ABUSE

PHYSICAL ABUSE:
Physical Signs:
All children have accidents and may have bruises from time to time. The child or his or her
parents will usually tell you how the injuries occurred and what happened. However, if they
do not tell you or do not give you an adequate explanation of what happened, you need to
consider whether the injuries are a possible sign of physical abuse. Sometimes a child can
be physically abused without easily identifiable signs of injury, e.g. babies who have been
shaken, so it is important to act on concerns so professional assessments can be made.

Injuries not adequately explained including

Fractures, bruises, burns, bite marks, slap marks and implement marks (e.g. belt mark).

Other signs of abuse include:

 Grip marks - may indicate shaking

 Slap marks - cheeks, buttocks, limbs (may leave a hand imprint)
 Soft tissue marks
 Long marks
 Symmetrical bruising
 Bruising in unusual places e.g. bruises on ears
 Teeth / bite marks
 Burns with outline, e.g. outline of an iron
 Cigarette burns
 Fractures or other injuries
 Injuries which haven’t been treated properly and there is delay in seeking medical
attention
 Any injury to a child who isn’t mobile e.g. baby under 1 year, disabled child

Behavioural Signs:

 Child appears frightened of others e.g. parent(s) or carer(s)

 Child doesn’t want to go home, or runs away
 Child flinches when approached or when someone stretches a hand towards them
 Child reluctant to get undressed e.g. for games or sport activity
 Child very passive or very aggressive
 Frozen watchfulness - child sits very still watching what’s going on (waiting for the
next hit)
 Equally could appear overly “happy” and “eager to please”
SEXUAL ABUSE:
Physical Signs:
 Repeated, inappropriate, masturbation
 Presence of sexually transmitted disease
 Young children with age inappropriate sexual knowledge, e.g. penetration,
ejaculation, oral sex
 Explicit sexual drawings
 Pain, soreness or itching in the genital or anal areas or mouth
 Recurrent genital or urinary infections.
 Pregnancy

Behavioural Signs:
 Disclosure from a child (to another child or an adult)
 Young children acting out sexual behaviours, e.g. simulating intercourse, grabbing
genitalia etc.
 Young children displaying sexually inappropriate knowledge or behaviour
 Persistent bedwetting, nightmares and sleep problems
 Anorexia, bulimia, self-harm or excessive ‘comforting’ eating
 Fear of a specific person
 Running away from home
 Substance abuse
 Child having unexplained gifts, including money
 Children having ‘secrets’ that an adult says they are not allowed to tell
 Secrecy around internet use and webcams etc.

NEGLECT:
Physical Signs:
 Looks excessively thin or ill
 Well below average weight and height, failure to thrive,
 Recent unexplained weight loss.
 Complains of hunger; lack of energy
 Untreated conditions/injuries
 Repeated accidents, especially burns
 Left home alone inappropriately
 Repeatedly unwashed, smelly or dressed inappropriately for the weather
 Supervision/carers inappropriate (e.g. 8 year old looking after other children)
 Badly decayed teeth
 Unhygienic and/or unsanitary living conditions

Behavioural Signs:
 Poor level of concentration
 Constantly hungry or ’stealing’ food from others/from bins
 Not keeping Doctor or Hospital appointments
 Frequently not at school or persistent lateness
 Reluctant to go home from school
  Delayed speech development

EMOTIONAL ABUSE:
Physical Signs:
 Physical, mental and emotional developmental delay / late developer with no obvious
medical reason
 Sudden onset speech disorders, e.g. suddenly developing a stammer

Behavioural Signs:
 Acceptance of punishment which seems excessive
 Over-reaction to mistakes
 Continual self-deprecation
 Excessive fear of new situations
 Inappropriate emotional response to painful stimuli
 Excessive behaviours, e.g. rocking, head banging, pulling own hair out
 Self-harm and/or eating disorders
 Compulsive stealing/scavenging
 Excessively sad, depressed, withdrawn,
 Low self esteem
 Very poor relationship with parent/carer
Appendix 3 Dealing with a Disclosure of Abuse
(printed as pamphlets in Child Protection/Safeguarding drawer)

When a child tells me about abuse s/he has suffered, what must I remember?
 Stay calm.
 Do not communicate shock, anger or embarrassment.
 Reassure the child. Tell her/him you are pleased that s/he is speaking to you.
 Never enter into a pact of secrecy with the child. Assure her/him that you will try to
help but let the child know that you will have to tell other people in order to do this.
State who this will be and why.
 Tell her/him that you believe them. Children very rarely lie about abuse; but s/he may
have tried to tell others and not been heard or believed.
 Tell the child that it is not her/his fault.
 Encourage the child to talk but do not ask "leading questions" or press for information.
 Listen and remember.
 Check that you have understood correctly what the child is trying to tell you.
 Praise the child for telling you. Communicate that s/he has a right to be safe and
protected.
 Do not tell the child that what s/he experienced is dirty, naughty or bad.
 It is inappropriate to make any comments about the alleged offender.
 Be aware that the child may retract what s/he has told you. It is essential to record all
you have heard.
 At the end of the conversation, tell the child again who you are going to tell and why
that person or those people need to know.
 As soon as you can afterwards, make a detailed record of the conversation using the
child’s own language. Include any questions you may have asked. Do not add any
opinions or interpretations. (See Reporting Form)
 NB It is not education staff’s role to seek disclosures. Their role is to observe that
something may be wrong, ask about it, listen, be available and try to make time to
talk.

Immediately afterwards
You must not deal with this yourself. Clear indications or disclosure of abuse must be
reported to children’s social care without delay, by the Designated Safeguarding Lead or the
Adviser.

Complete the reporting form (see below) available in the safeguarding drawer-Head of
School Office / staff room and hand it directly to the appropriate person. Do not leave it in
their pigeon hole or on their desk for them to ‘find’. It may be urgent and require an
immediate response.

Children making a disclosure may do so with difficulty, having chosen carefully to whom they
will speak. Listening to and supporting a child/young person who has been abused can be
traumatic for the adults involved. Support for you will be available from your Designated
Safeguarding Lead or the Adviser.
 Form for recording and reporting concerns about a child
Full name of child: Class: Year:

Date of birth (if known):

Your name: Position:

Date and time of incident/disclosure/concern:

Please provide details of the incident/disclosure/concern, including times, dates, description of injuries
(body map included yes/no), and, if applicable, exact words spoken by the child (please continue on the
other side if needed):

Signed: Time and date of reporting:

Name of staff member reported to: Further action taken by staff member:

Signed: Date:

Any other information helpful for referral (to be completed and discussed with pastoral team/
designated safeguarding lead). Include academic progress, attendance, behaviour, presentation,
peer relationships and parental knowledge:
Appendix 5 Indicators of Female Genital Mutilation
Indicators that may show a heightened risk of FGM include the following:

 Any girl with a mother or sister who has been subjected to FGM
 Any girl withdrawn from personal, social and health education (PSHE)

Indicators that may show FGM could take place soon:

 The risk of FGM increases when a female family elder is visiting from a country of
origin
 A girl may confide that she is to have a ‘special procedure’ or a ceremony to ‘become
a woman’
 A girl may request help from a teacher if she is aware or suspects that she is at
immediate risk
 A girl, or her family member, may talk about a long holiday to her country of origin or
another country where the practice is prevalent

It is important that staff look for signs that FGM has already taken place so that help can be
offered, enquiries can be made to protect others, and criminal investigations can begin.

Indicators that FGM may have already taken place include the following:

 Difficulty walking, sitting or standing

 Spending longer than normal in the bathroom or toilet
 Spending long periods of time away from a classroom during the day with bladder or
menstrual problems
 Prolonged or repeated absences from school followed by withdrawal or depression
 Reluctance to undergo normal medical examinations
 Asking for help, but not being explicit about the problem due to embarrassment or fear

Teachers will not examine pupils, and so it is rare that they will see any visual evidence, but
they will report to the police where an act of FGM appears to have been carried out. Unless
the teacher has a good reason not to, they should also consider and discuss any such case
with the SGC and involve DSWD as appropriate.
 Appendix 6-Risk indicators of radicalisation
Indicators of an identity crisis:

 Distancing themselves from their cultural/religious heritage

 Uncomfortable with their place in society

Indicators of a personal crisis:

 Family tensions
 A sense of isolation
 Low self-esteem
 Disassociation from existing friendship groups
 Searching for answers to questions about identify, faith and belonging

Indicators of vulnerability through personal circumstances:

 Migration
 Local community tensions
 Events affecting their country or region of origin
 Alienation from Filipino values
 A sense of grievance triggered by personal experience of discrimination

Indicators of vulnerability through unmet aspirations:

 Perceptions of injustice
 Feelings of failure
 Rejection of civic life

Indicators of vulnerability through criminality:

 Experiences of dealing with the police

 Involvement with criminal groups

Making a judgement

When making a judgement, staff will ask themselves the following questions:

 Does the pupil have access to extremist influences?

 Does the pupil access the internet for the purposes of extremist activities (e.g. using
closed network groups, accessing or distributing extremist material, contacting
covertly using Skype)?
 Is there a reason to believe that the pupil has been, or is likely to be, involved with
extremist organisations?
 Is the pupil known to have possessed, or be actively seeking, extremist
literature/other media likely to incite racial or religious hatred?
 Does the pupil sympathise with or support illegal/illicit groups?
 Does the pupil support groups with links to extremist activity?
 Has the pupil encountered peer, social, family or faith group rejection?
 Is there evidence of extremist ideological, political or religious influence on the pupil?
  Have international events in areas of conflict and civil unrest had a noticeable impact
on the pupil?
 Has there been a significant shift in the pupil’s outward appearance that suggests a
new social, political or religious influence?
 Has the pupil come into conflict with family over religious beliefs, lifestyle or dress
choices?
 Does the pupil vocally support terrorist attacks; either verbally or in their written work?
 Has the pupil witnessed or been the victim of racial or religious hate crime?
 Is there a pattern of regular or extended travel within the UK?
 Has the pupil travelled for extended periods of time to international locations?
 Has the pupil employed any methods to disguise their identity?
 Does the pupil have experience of poverty, disadvantage, discrimination or social
exclusion?
 Does the pupil display a lack of affinity or understanding for others?
 Is the pupil the victim of social isolation?
 Does the pupil demonstrate a simplistic or flawed understanding of religion or politics?
 Is the pupil a foreign national or refugee, or awaiting a decision on their/their family’s
immigration status?
 Does the pupil have insecure, conflicted or absent family relationships?
 Has the pupil experienced any trauma in their lives, particularly trauma associated
with war or sectarian conflict?
 Is there evidence that a significant adult or other person in the pupil’s life has
extremist views or sympathies?

Critical indicators include where the pupil is:

 In contact with extremist recruiters.

 Articulating support for extremist causes or leaders.
 Accessing extremist websites.
 Possessing extremist literature.
 Using extremist narratives and a global ideology to explain personal disadvantage.
 Justifying the use of violence to solve societal issues.
 Joining extremist organizations.
 Making significant changes to their appearance and/or behaviour.

Any member of staff who identifies such concerns, as a result of observed behaviour or
reports of conversations, will report these to the SGC.