In accordance with the Counter-Terrorism and Security Act 2015 an update to England's EYFS will be made at some point. For purposes of best practice these links aim to help prepare for the change.
Quote from page 10 and 11 of the
Prevent Duty for England and Wales
60. Early years providers serve arguably the most vulnerable and impressionable members of society. The Early Years Foundation Stage (EYFS) accordingly places clear duties on providers to keep children safe and promote their welfare.
It makes clear that to protect children in their care, providers must be alert to any safeguarding and child protection issues in the child’s life at home or elsewhere (paragraph 3.4 EYFS). Early years providers must take action to protect children from harm and should be alert to harmful behaviour by other adults in the child’s life.
61. Early years providers already focus on children’s personal, social and emotional development. The Early Years Foundation Stage framework supports early years providers to do this in an age appropriate way, through ensuring children learn right from wrong, mix and share with other children and value other’s views, know about similarities and differences between themselves and others, and challenge negative attitudes and stereotypes.
62. This guidance should be read in conjunction with other relevant guidance. In England, this includes;
Working Together to Safeguard Children,
Keeping Children Safe in Education
Information Sharing: Her Majesty’s Government advice for professionals providing safeguarding services to children, young people, parents and carers.
In Wales it should be read alongside
Keeping learners safe which includes advice on radicalisation on page 51
64. The authorities specified in paragraph 65 below are subject to the duty to have due regard to the need to prevent people from being drawn into terrorism.
Being drawn into terrorism includes not just violent extremism but also non-violent extremism, which can create an atmosphere conducive to terrorism and can popularise views which terrorists exploit.
Schools should be safe spaces in which children and young people can understand and discuss sensitive topics, including terrorism and the extremist ideas that are part of terrorist ideology, and learn how to challenge these ideas.
The Prevent duty is not intended to limit discussion of these issues. Schools should, however, be mindful of their existing duties to forbid political indoctrination and secure a balanced presentation of political issues.
These duties are imposed on maintained schools by sections 406 and 407 of the Education Act 1996.
Similar duties are placed on the proprietors of independent schools, including academies (but not 16-19 academies) by the Independent School Standards
https://www.gov.uk/government/public...-duty-guidance
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If you're considering developing a 'what it means to be British' policy and would like to see how it would reflect current practice, the
draft guidance on Extremism from 4Children's Foundation years website will help
The British values found in early years, childcare providers, preschool, nursery
Democracy: making decisions together
Rule of law: understanding rules matter as cited in Personal Social and Emotional development
Democracy: making decisions together
Individual liberty: freedom for all
Mutual respect and tolerance: treat others as you want to be treated
What is not acceptable is
-- actively promoting intolerance of other faiths, cultures and races
-- failure to challenge gender stereotypes and routinely segregate girls and boys
-- isolating children from their wider community
-- failure to challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs
What does it mean to be British - British values and counter terrorism
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