Prevent Duty and Professional Curiosity

Learning purpose: Staff should understand that Prevent is part of safeguarding and is about protecting children from harmful influences.

JLK practice standard: At JLK, Prevent concerns are handled with professional curiosity, not fear, judgement or stereotyping.

Key staff expectations:

• Understand Prevent as safeguarding.
• Avoid assumptions based on culture, religion or background.
• Notice changes in behaviour, language or exposure.
• Report concerns through safeguarding procedures.
• Do not investigate alone.

Practical scenario: A child repeatedly uses language that seems extreme or unusual for their age. Staff should not jump to conclusions, but must record and report concerns to the DSL.

• I understand Prevent is part of safeguarding — not a separate or political thing
• I avoid assumptions based on culture, religion or background
• I do not investigate concerns alone — I report through safeguarding procedures

Learning purpose: Staff should understand how to notice possible signs of concern while considering the child's age, development and context.

JLK practice standard: We use professional curiosity. We ask what might be happening for the child and follow safeguarding routes.

Key staff expectations:

• Notice sudden changes in behaviour.
• Listen carefully to children's words.
• Record factual observations.
• Speak to the DSL.
• Maintain confidentiality.
• Continue to support the child calmly.

Practical scenario: A child becomes withdrawn and begins repeating worrying phrases heard at home or online. Staff record what was said exactly and report to the DSL.

• I notice sudden changes in behaviour and listen carefully to what children say
• I record observations factually — child's own words where possible
• I maintain confidentiality and continue to support the child calmly while the DSL takes it forward

Learning purpose: Staff should know how to report concerns and why early reporting matters.

JLK practice standard: Staff must never ignore or manage safeguarding concerns alone. The DSL leads safeguarding decision-making.

Key staff expectations:

• Report concerns immediately.
• Use factual language.
• Do not question the child repeatedly.
• Do not speak to parents unless instructed by the DSL.
• Follow JLK safeguarding procedures.

Practical scenario: A practitioner feels unsure whether something is a Prevent concern. The correct JLK response is to speak to the DSL. Uncertainty is not a reason to stay silent.

• I know who my DSL is and would speak to them today if I needed to
• I do not question the child repeatedly or speak to parents unless the DSL instructs me to
• When I'm uncertain, I report rather than stay silent — uncertainty is not a reason to do nothing