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The 'Revised Prevent Duty Guidance for England and Wales' (2015) presents statutory guidance under section 29 of the Counter-Terrorism and Security Act 2015. This guidance states that "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" (DfE, 2015, p. 11). The Prevent Duty also requires schools to identify pupils at risk of radicalization and have in place "robust safeguarding policies" (DfE, 2015, p.11). Schools that are unable to satisfy OfSTED will be subject to 'intervention' (maintained schools) or 'termination of funding' (academies and free schools). This article explores the interplay between the statutory requirement to provide opportunity for pupils to debate and explore issues relating to citizenship in the public sphere in the light of religious and political discourses and the statutory requirement to monitor and report potential 'vulnerable' pupils. It asks what measures are employed to judge 'vulnerability' and 'risk' when they are encouraged to promote debate and active political engagement. The article argues that in discharging their Prevent Duty, teachers become self-regulating, 'governmentable subjects' themselves.

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In requiring teachers to "not undermine fundamental British values" (DfE, 2012, p. 14), a phrase originally articulated in the Home Office counter-terrorism document, Prevent (Home Office, 2011), the Teachers' Standards has brought into focus the nature of teacher professionalism. Teachers are now required to promote fundamental British values within and outside school, and, since the publication of the Counter Terrorism and Security Act of 2015 and the White Paper 'Educational Excellence Everywhere' (DfE, 2016), are required to prevent pupils from being draw towards radicalisation. School practices in relation to the promotion of British values are now subject to OfSTED inspection under the Common Inspection Framework of 2015. This research considers the policy and purpose of appraisal in such new times, and engages with 48 school leaders from across the education sector to reveal issues in emerging appraisal practices. We use Zygmunt Bauman's concept of Liquid Modernity to more fully understand the issues and dilemmas that are emerging in new times and argue that fear and 'impermience' are key characteristics of the way school leaders engage with fundamental British values.

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