Support & Expectations

Pastoral Support

  • You’ll meet with your CF a couple of times to have a 1-1 catch-up
  • Raise any questions or concerns you have here
  • We’re here to support you
  • We are not trained in and cannot provide mental health support


Safeguarding means protecting children, young people and adults at risk from abuse and neglect.

  • Neglect
  • Physical abuse
  • Sexual abuse
  • Emotional abuse
  • Bullying, including online bullying and prejudice-based bullying
  • Racist, disability and homophobic or transphobic abuse
  • Gender-based violence/violence against women and girls
  • Honour-based violence
  • Domestic abuse
  • Sexual harassment and online sexual abuse between learners. Online abuse can include sending abusive, harassing and misogynistic messages; sharing nude and semi-nude images and videos; and coercing others to make and share sexual imagery
  • Upskirting
  • Radicalisation and/or extremist behaviour
  • Substance misuse
  • Female genital mutilation
  • Forced marriage
  • Homelessness

Prevent is a government policy intended to safeguard people and communities from the threat of terrorism.

2023 Categories of extremism

  • Extreme right wing
  • Islamist
  • Mixed, unstable and unclear(MUU) subcategories include
    • Incel
    • School massacre

Extremist influences could include, but are not limited to:

  • Family members having direct contact or involvement with extremist or terrorist groups
  • Staff members of an education or community setting promoting an extremist ideology
  • Peers promoting an extremist ideology or sharing extremist material
  • Access or exposure to online extremist material via social media or the internet - for example, propaganda including pictures, videos, blogs and fake news
  • Exposure to extremist, terrorist or other violent activity in overseas settings
  • Access or exposure to extremist leaflets, magazines or stickering
  • Exposure to extremist groups hosting marches, protests or stalls

Push factors

Push factors may include a child, young person or adult learner feeling:

  • Isolated
  • They do not belong
  • They have no purpose
  • Low self-esteem
  • Their aspirations are unmet
  • Anger or frustration
  • A sense of injustice
  • Confused about life or the world
  • Real or perceived personal grievances

Pull factors

Pull factors could include an extremist or terrorist group, organisation or individual:

  • Offering a sense of community and a support network
  • Promising fulfilment or excitement
  • Making the child, young person or adult learner feel special and part of a wider mission
  • Offering a very narrow, manipulated version of an identity that often supports stereotypical gender norms
  • Offering inaccurate answers or falsehoods to grievances
  • Encouraging conspiracy theories
  • Promoting an ‘us vs. them’ mentality
  • Blaming specific communities for grievances
  • Encouraging the use of hatred and violent actions to get justice
  • Encouraging ideas of supremacy

Safeguarding is about being vigilant.

If you see or hear anything that concerns you while studying here please use our reporting form to tell us about it.

Doing so will allow us to build up a case file of reported incidents that will help us be better prepared to identify and respond to potential issues in future.

Our safeguarding team is:

  • Designated Safeguarding Lead: Anna Braybrooke
  • Designated Safeguarding Officer: Dan Sofer

Our reporting form is here:

You can read more about safeguarding in the Coursebook:

Any concerns regarding yourself, another learner or a member of the FAC team - Speak to Anna

Any concerns regarding Anna - go to Dan

Any concerns regarding Dan - go to Anni

Code of Conduct

Code of Conduct

Cohort Expectations

Alongside our code of conduct, we’d like you to reflect on what you expect of one another throughout the programme

Think about how you’d like to interact with one another to form a safe, welcoming and cohesive space for learning


  • What will help you learn most?
  • What might prevent you from learning?
  • What will make you feel comfortable, included, and able to give your best?
  • What would your ideal learning environment feel like?

We’ll start in small groups, of 3 or 4, coming up with a list of mutual expectations

15 minutes

We’ll then discuss as a cohort what you’d like to commit to as a group

30 minutes

Let’s go!