Prevent

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Preventing extremism

Part of the role of the police is to prevent acts of extremism. Although thankfully rare, Devon and Cornwall Police support the national drive in preventing acts of terror.

This video explains what Prevent is and how it is implemented.

Preventing extremism is an important part of a policing. The impact of a terrorist attack can be significant and devastating. What may surprise you is that for everyday policing, there are a number of simple behaviours to learn. Police officers are trained to identify suspicious activity.

If an officer finds a suspicious object, they follow these simple rules:

  • Does the object belong to anyone nearby?
  • If it doesn’t, we need to apply the ‘HOT’ protocol…

Hidden?

  • Has it been concealed or hidden from view?
  • Bombs are unlikely to be left in locations such as this – where any unattended item will be noticed quickly.

Obviously suspicious?

  • Does it have wires, circuit boards, batteries, tape or putty-like substances?
  • Do you think the item poses an immediate threat to life?

Typical?

  • Is the item typical of what you would expect to find in this location?
  • Most lost property is found in locations where people congregate.

Welcome to the train station. Can you find the suspicious objects and apply the HOT protocol? Click on the objects when you find them.

About Us

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There are many roles within the police, being a police officer being just one of them. We employ police staff into civilian roles requiring a vast range of different skills and our police officers often take up many different roles across their careers. We feature a number of roles in this experience, but there are many, many more.

Rank structure

The police service is a ranked organisation. Every police officer wears epaulettes which enables you to identify their rank.

Our values

Whatever role you are within the police service, we expect you to hold the highest standards when you are working, both with the public and your colleagues. Have a look at the information here and consider how these fit with your own values.

Accountability

This means that holders of the public office are accountable to the public for their decisions and actions and must submit themselves to the scrutiny necessary to secure this.

Fairness

Police officers must show impartiality throughout their dealings with colleagues, partners and members of the public. This is achieved by being unprejudiced, fair and objective. Considering different sides of a situation and ensuring that each side is given equal consideration.

Honesty

Holders of the public off should be truthful, which includes being trustworthy, fair, loyal and sincere.

Integrity

Holders of the public office must avoid placing themselves under any obligation to people or organisations that might try inappropriately to influence them in their work.

Leadership

Holders of the public office should exhibit these principles in their own behaviour. They should actively promote and robustly support the principles and be willing to challenge poor behaviour when it occurs.

Objectivity

Holders of the public office must take decisions impartially, fairly and on merit, using the best evidence and without discrimination or bias.

Openness

Holders of the public office should act and take decisions in an open and transparent manner. Information should not be withheld from the public unless there are clear and lawful reasons for doing so.

Respect

You will treat everyone with respect, taking into consideration their feelings, wishes or rights. You must show respect for all people and their beliefs, values, cultures and individual needs. You must treat all people in a humane and dignified manner.

Selflessness

Holders of the public office should act solely in the interests of the public interest. Selflessness is the quality of caring more about what other people need and want than about what you yourself might need/want.

Police Phonetic Alphabet

A – Alpha
B – Bravo
C – Charlie
D – Delta
E – Echo
F – Foxtrot

G – Golf
H – Hotel
I – India
J – Juliet
K – Kilo
L – Lima

M – Mike
N – November
O – Oscar
P – Papa
Q – Quebec
R – Romeo

S – Sierra
T – Tango
U – Uniform
V – Victor
W – Whiskey
X – X-Ray

Y – Yankee
Z – Zulu

Scientific Services

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Scientific support services (also known as forensics) is an exciting opportunity for individuals with scientific skills. This role supports officers in often complex crimes and can help secure a conviction by finding evidence linking offenders to crime scenes.

Can you do it?

These roles require particular skills to do them well. Have a go at this interactive experience to see if you can identify finger prints.

Major Incidents

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The Police service can deal with major and critical incidents. These can often happen without warning and require a carefully co-ordinated approach. It requires leaders and staff to be objective and work calmly in often difficult situations.

Introduction

Major incidents are often complex and difficult incidents. It needs someone who can be calm and ready to make quick decisions.

Major incidents

An event or situation with a range of serious consequences which requires special arrangements to be implemented by one or more emergency responder agency.

Examples:

  • 2016 Croydon train derailment
  • 2019 London Bridge terror attack
  • 2020 floods in England and Wales

Critical Incidents

Any incident where the effectiveness of the police response is likely to have significant impact on the confidence of the victim, their family and/or the community.

Examples

  • 1993 Murder and investigation of black teenager Stephen Lawrence
  • 2011 Undercover police case against environmental activists

Strategy

In major incidents, there is a command structure that everyone involved responds to.

Gold (Strategic)

The strategic commander is a senior officer who has overall responsibility for the incident. They delegate tasks to both the silver and bronze commanders.

Silver (Tactical)

The tactical commander is responsible for co-ordinating multi-agency response and for directing police resources at the scene and elsewhere. They do not get involved in the tasks themselves, but task bronze commanders to assist them

Bronze (Operational)

Operational commanders have a specific geographic area. They have specific tasks such as establishing cordons, maintaining security and managing traffic

Priorities

In this next section, we look at the priorities we need to deal with.

1. Saving Lives

The first priority is to work with other emergency services to save lives, reduce harm and prevent any further injuries or loss of life.

2. Health and Safety

We are responsible for the safety of the public and to prevent the incident from escelating. We need to make quick risk assessments and share them with other services (fire, emulance etc.). We must also make sure that all personnel at the incident are kept safe too.

3. Multi-agency co-ordination

We are responsible for co-ordinating all of the people involved (ambulance, fire, local authority etc.). This means telling the other services what to do.

4. Identifying agency leads

We need to identify who is the lead for each service at the incident and work with them to achieve the best result.

Every emergency lead should have a tabard that shows who they are.

5. Cordons and Traffic

We are responsible for cordons and traffic management. We will work with the highways authorities to identify new routes for traffic to avoid the incident.

6. Protect the scene

Because this may also be a crime scene, we are responsible for securing and preserving evidence unless life is at risk.

Taking a call

Taking a call

This video explains how the control room receives information about an incident and how resources are allocated.

METHANE

METHANE

The second video explains how the METHANE mnemonic is useful in supporting the lead officer to deal with an incident.

Joint Decision Model

Joint Decision Model

Having established a major incident, senior leads from each service will co-locate at a forward command post. At this point they will adopt the Joint Decision Model (JDM) to determine their priority actions.

IIMARCH

IIMARCH

Find out how each service lead determines their own priorities using the IIMARCH mnemonic.

Debrief

Debrief

After any major incident is complete, it is reviewed by all services involved to see what worked well and what learning can be taken from it to improve response to future incidents.

Control Room

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The control room is an essential part of police operational activity. It’s staff oversee the allocation of policing resources such as response officers to incidents and crimes and it’s call handlers take information from the public to ensure that officers attending locations are prepared and safe.

Key Staff

  • Police Inspectors oversee the activity within the control room and support major incidents

  • Radio Dispatch Operators (RDOs) instruct police resources (officers) where to attend taking into account priority and risk.

  • Call Handlers receive emergency (999 calls) and non-emergency (101 calls) from the public collating the key information they receive and sending it to the appropriate place, often radio operators.

Control room staff

In these videos, some of our staff talk about the roles within the control room. In what can be an intense environment, they talk about the skills needed in doing their roles and what their job involves, from talking with distressed members of the public to prioritising incidents to ensure the most important incidents are dealt with first.

Can you do it?

These roles require particular skills to do them well. Have a go at this interactive experience to see how well you can prioritise incidents.

Hate Crime

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Hate Crime

“Hate crimes are any crimes that are targeted at a person because of hostility or prejudice towards that person’s:

  • disability
  • race or ethnicity
  • religion or belief
  • sexual orientation
  • transgender identity

This can be committed against a person or property.

A victim does not have to be a member of the group at which the hostility is targeted. In fact, anyone could be a victim of a hate crime.”

True Vision

Classroom Resources

Anti-racism and mental health in schools resources

Experiencing racism has significant mental health consequences for young people. That’s why all schools need to consider anti-racism as part of their whole-school approach to mental health.

Category: Bullying, Diversity, Wellbeing

Audience: KS2, KS3, KS4

Developed by: Anna Freud

Duration (minutes):

Keywords:

This set of 10 resources is designed around our 5 Steps framework, which supports educators to create a whole-school approach to mental health and wellbeing. There are resources for reviewing and writing policies, improving staff knowledge and confidence, and supporting students and staff who experience racism. The resources can be worked through as a full set, but they can also be used individually, depending on which areas are current priorities for your school.

More information

Educational Action Challenging Homophobia (EACH)

Since 1985 EACH has endeavoured to make a positive impact upon the lives of LGBT+ adults and children

Category: Diversity

Audience: KS2, KS3, KS4

Developed by: EACH

Duration (minutes):

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From primary to secondary schools, colleges and universities, from rural to urban and in faith or secular settings, EACH’s training is effective across the whole range of institutions – creating a safe and equal learning environment for all. EACH’s training provides expert assistance to primary and secondary schools, academies, colleges, universities and local authorities: building capacity to affirm the lives of LGBT+ people and inspire confidence in staff to support them.

More information

Stand Up! Education

An anti-discrimination interfaith project

Category: Diversity

Audience: KS3, KS4

Developed by: Stand Up! against Discrimination

Duration (minutes): Variable

Keywords:

Stand Up! delivers educational workshops, lectures and interactive programmes to students aged 12-18. Facilitators offer a fluid approach to adapting sessions, always aiming to meet students’ specific needs and the school’s social and cultural context. Each workshop is age appropriate and all workshops are offered free of charge.

More information

The Sophie Lancaster Foundation

Working with children from the age of 7 to university students and adult learners.

Category: Diversity

Audience: KS1, KS2, KS3, KS4

Developed by: The Sophie Lancaster Foundation

Duration (minutes): Variable

Keywords: hate, diversity

Sophie Lancaster was a young woman who was murdered for being different. She and her boyfriend were creative, artistic people who dressed in their own unique way. They were attacked by a gang of five boys in a park in Bacup, Lancashire on 11 August 2007. Education is central to the mission of the Foundation, and they work with children from the age of 7 to university students and adult learners. The team delivers workshops and presentations, takes part in discussion groups and Question & Answer sessions, and attends events at a huge range of settings, across the UK and internationally.

More information

True Vision has been developed so that you can report hate crimes online – you do not have to visit a police station to report.

The police take hate crime very seriously and will record and investigate this offence even if you do not want to give your details.  However, you must note that the investigation and ability to prosecute the offender(s) is severely limited if the police cannot contact you. Most importantly we can not get you the support you may need.

Website

Elearning

Training for Educational Settings: Schools, Colleges and UniversitiesTraining Courses for Educators

Provider: Stop Hate UK

published:

Young people are living in a world that is increasingly diverse, recognises various identities and can sometimes be challenging towards differences that can lead to hateful and harmful behaviour and affect their lives deeply.
Our training addresses topics such as prejudice, discrimination, hate crime, online hate, fake news, exploring inclusion and diversity framed around critical thinking skills.
We work with young people in all settings and deliver content to meet their needs

More information

Podcasts

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Websites

Ethnicity and young people’s health inequalitiesRace Equality Council

Website: Link

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Research has found that ethnic minority groups generally have poorer health outcomes compared to the overall population. Yet there is less information available specifically about health inequalities among young people from these groups. As part of our health inequalities policy programme we worked with the Race Equality Foundation to get a clear picture of their experiences.

FFlagSupporting families and their LGBT+ loved ones

Website: Link

Phone:

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Facebook: Link

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FFLAG is a national voluntary organisation and registered charity. We are dedicated to supporting parents and families and their LGBT+ members. They offer support to local parents groups and contacts in their efforts to help parents and families understand, accept and support their lesbian, gay, bisexual and transgender members with love and pride. FFLAG volunteers are parents of lesbian, gay, bisexual or trans children supported by other volunteers.

Fully HumanFully Human is the research and development arm of the PSHE Association.

Website: Link

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Fully Human is the research and development arm of the PSHE Association. It’s our place to think, stretch out and join the dots between this fast changing world and what might best support children and young people to navigate it.

Our Proud TrustAdvice and Guidance

Website: Link

Phone:

LinkedIn:

Facebook: Link

YouTube: Link

On these pages you will find some helpful information covering a range of different things such as coming out, faith and religion, and staying safe. You’ll also find stories and experiences from other LGBT+ people in the “People like me” section.

The Be You ProjectPorchlight / NHS

Website: Link

Phone:

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The BeYou team are here to support you. We offer a safe, welcoming and inclusive space where LGBTQ+ young people can meet, socialise and find the support they need. Everyone is welcome whether you’re lesbian, gay, bisexual, trans, queer or questioning your sexual or gender identity, or you know someone who may need support or advice.

Documents

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News

01/06/2025: Black and mixed heritage young offenders ‘given harsher penalties’

Black and mixed heritage children are being handed tougher penalties than their white peers, even when they have committed the same offences, researchers are warning.

Children and Young People Now

22/05/2025: Slight improvements in racial diversity and more consistent retention in DCS role, ADCS reports

Fewer local authorities experienced a change in director of children’s services last year, according to The Association of Directors of Children’s Services (ADCS), 2025 DCS update.

Children and Young People Now

05/05/2025: Youth project aims to inspire boys and young men

A grassroots initiative in West Yorkshire aims to empower boys and young men by helping to create more safe spaces for them, its organisers have said.

BBC News

22/04/2025: Child Safeguarding Practice Review Panel report provides recommendations for safeguarding children from Black, Asian and Mixed Heritage backgrounds

The Child Safeguarding Practice Review Panel has published its report following its thematic review of a sample of safeguarding reviews in relation to Black, Asian and Mixed Heritage children.

Youth Justice Legal Centre

16/04/2025: Disabled children wait ‘over a year’ for social care assessments

Research has found that almost one in five parents of children with disabilities are facing a wait of more than 12 months to receive their legal entitlement of a social worker assessment.

Children and Young People Now

04/04/2025: Tool supports youth workers to tackle gender-based violence

A new toolkit is supporting youth workers in Wales to address gender-based violence, touching on some of the themes in the high-profile TV drama ‘Adolescence’.

Children and Young People Now

04/04/2025: Girls in England feel less safe at school than they did pre-Covid, survey finds

Study finds larger drop-off among girls aged 13-14 who feel safe than among boys, compared with age group in 2019

Guardian

03/04/2025: Racial bias greatly affects child protection practice, say social workers

Results of poll follow report into serious cases, which found the race and ethnicity of children was often not recognised or appropriately explored by practitioners.

Community Care

03/04/2025: We need more male teachers so British boys have role models, says minister

Bridget Phillipson, the education secretary, says there are too few men working in schools as UK reflects on TV series Adolescence.

Guardian

27/03/2025: ‘Systemic racism’ blights support for black and Asian kinship carers

Support for black and Asian kinship carers is being hindered by “cultural stigma” and “systemic racism”, campaigners are warning.

Children and Young People Now

Panorama: How Scotland cut violent crime (A Public Health approach)

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Panorama: How Scotland cut violent crime (A Public Health approach)

Kate Silverton films with Police Scotland’s Violence Reduction Unit, which tries to prevent crime by offering more help and compassion to those at risk of offending. They call it a public health approach, which treats crime as a disease. Panorama weighs up the evidence to see whether it really works – and if it can be transferred to the rest of the UK. (30 mins)

Stop and Search

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What is Stop and Search?

The police have the power to stop and search to protect members of the community. We know being stop and searched can be a scary or annoying process but remember it is an important tool the police have to keep us safe. Remember, stay calm and polite and if you are in doubt of anything that is happening, ask questions.

Being stopped and searched is not the same as being arrested and is not a criminal record, nor something which you need to tell an employer or anyone else about unless you want to. While a record of the search is kept that is not a criminal record and your details are not put on the local or national police systems as any sort of suspect or criminal.

What you can expect?

The officer will tell you their surname and the police station they work at. If they are not in uniform, they must show you their identification.
Police Community Support Officers (PCSOs) must be in uniform.

They will tell you what they expect to find. For example, drugs or a weapon.

They will tell you why they are searching you. For example, you match the description of an offender. This cannot be just because of your race age or gender.

The officer will tell you they are legally allowed to search you and they will provide you with a record of the stop and search.

Removing clothing: police powers

In a public place a police officer can ask you to take off your coat, jacket or gloves.

The police can ask you to take off other clothes including anything you’re wearing for religious reasons – eg a veil or turban. If they do, they must take you somewhere private, out of public view.

If the officer wants to remove more than a jacket and gloves they must be the same sex as you.

If you are stopped you should record the details of the officers and what happened:

  • Time and date
  • Officer’s surname and badge number
  • Where were you stopped?
  • What happened?

What can I do if I am unhappy about being Stop and searched?

If you were not happy with why you were stopped and searched or if you were not happy with the way in which you were treated during being stopped and searched you can make a complaint.

This can be done by contacting your police force directly.

Find out more…

The Mix website has more information about Stop and Search and other articles about crime and safety. Click on the image to go to their site.