Safeguarding policy Document last reviewed October 2011

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1 Safeguarding policy Document last reviewed October 2011

2 This policy is available on our website and in hard copy on request. Please contact us to request a hard copy. Our statement on pupil safety and welfare St Paul s Girls School is committed to safeguarding and promoting the welfare of children. Our child safeguarding policy has two main elements: Prevention through the teaching and pastoral support offered to students Procedures for identifying and reporting cases, or suspected cases, of abuse and for supporting pupils who may have been abused We recognise that children have a fundamental right to be protected from harm and that pupils cannot learn effectively unless they feel secure. We therefore aim to provide a school environment which promotes self-confidence, a feeling of self-worth and the knowledge that pupils concerns will be listened to and acted upon. We aim to: Raise awareness among all staff about the importance of child safeguarding and about their responsibilities for identifying and reporting actual or suspected abuse Ensure pupils and parents are aware that St Paul s takes child safeguarding seriously and will follow the appropriate procedures for identifying and reporting abuse and for dealing with allegations against staff Promote effective liaison with other agencies in order to work together for the safeguarding of all pupils Support students development in ways which will foster security, confidence and independence Establish and maintain an ethos where children feel secure and are listened to Ensure children know that there are adults in the school whom they can approach if they are worried or in difficulty Include activities and opportunities for PSHE and citizenship in the curriculum that equip children with the knowledge and skills they need to stay safe from abuse and so that they know who to turn to for help Include material in the curriculum that will help children develop realistic attitudes to the responsibilities of adult life, particularly with regard to childcare and parenting skills Take account of policies in related areas such as discipline and bullying Principles and procedures for intervention to protect children Our school safeguarding policy is in compliance with Safeguarding Children and Safer Recruitment in Education, section 2.22

3 Our policy accords with locally agreed inter-agency procedures (Hammersmith & Fulham Local Safeguarding Children Board and London Child Protection Procedures See further reading/contacts section ) and is made available to parents on the school website and in hard copy on request We will contact a welfare agency within 24 hours of a disclosure or suspicion of abuse. We operate safe recruitment procedures (including CRB checks and we are in compliance with Independent School Standards Regulations - see the school s Safer Recruitment Policy) The designated persons with status and authority to take responsibility for child protection matters are Paul Vanni, deputy head, director of school and the High Mistress. Our policy includes arrangements to deal with allegations of abuse against members of staff, volunteers working in school and the High Mistress. Concerns should be taken to the designated person in the first instance, except where allegations are made against the designated person. In these cases concerns should be reported to the High Mistress, or in her absence the chair of governors. Where allegations are made against the High Mistress, the matter should be reported to the chair of governors. The designated persons require training (updated every two years) in child protection and inter-agency working. All new staff are talked through the child safeguarding policy and given the opportunity to ask questions so that they are able to understand and implement the policy. They are asked to sign a form that confirms that they have received and understood the policy and can apply it in practice. All staff must be trained in child protection, and this training must be updated every three years. Part-time and voluntary staff who work with children are made aware of the arrangements and procedures to safeguard children in school and training is provided as soon as practicable with appropriate safeguards put into place in the interim. Our policy requires that any deficiencies or weaknesses in child protection arrangements are remedied without delay. Our policy requires that we report to the Independent Safeguarding Authority (ISA), within one month of their leaving the school any person (whether employed, contracted, a volunteer or student) whose services are no longer used because he or she is considered unsuitable to work with children; (In the above context, ceasing to use a person s services includes: dismissal; non-renewal of a fixed-term contract; no longer engaging/refusing to engage a supply teacher provided by an employment agency; terminating the placement of a student teacher or other trainee; no longer using staff employed by contractors; no longer using volunteers; resignation, and voluntary withdrawal from supply teaching, contract working, a course of initial teacher training, or volunteering. It is important that reports include as much evidence about the circumstances of the case as possible. ) The education committee of the governing body undertakes an annual review of the school s child protection

4 policies and procedures and of the efficiency with which the related duties have been discharged. The principles identified below, many of which derive from the Children Act 1989, form the basis of our child safeguarding policy and procedures and are followed by all staff. All children have a right to be protected from abuse Child abuse occurs in all cultures, all religions and all social classes Staff must be sensitive to the many differing factors which may need to be taken into account depending upon the child s cultural and social background It is important to ensure that the child has the opportunity to express her view and that we listen to her carefully The prime concern at all stages must be the safety and welfare of the child. Where there is a conflict of interests between the child and parent, the interests of the child must be paramount Children who have been abused need the same care and sensitivity regardless of whether they have been abused by a parent, a carer or a stranger The responsibility to refer children thought to be at risk rests with the individual who identifies the concern The concept of working in partnership with those who hold parental responsibility for a child must provide a framework for procedures All agencies receiving information in the context of a child safeguarding enquiry must treat it as confidential. They must only disclose the information to those who need to know. Responsibilities of the High Mistress / designated teacher We have identified a designated teacher, Paul Vanni, deputy head, director of school for child safeguarding. The High Mistress and the designated teacher are responsible for: Ensuring that all staff are familiar with school and local authority (Hammersmith and Fulham) guidelines for identifying and reporting abuse, including allegations of abuse against staff Ensuring that St Paul s operates an effective child safeguarding policy Ensuring that all staff receive basic training in child safeguarding Co-ordinating action and liaising with other agencies and support services over child safeguarding issues Assisting ESW (education social work) departments and social services departments in enquiring into allegations of child abuse. This will include ensuring that St Paul s is represented at child safeguarding case conferences and that information about the child is provided as required

5 Following as appropriate recommendations made by the local Safeguarding Children Board and the London Child Protection Procedures. Awareness of the Every child matters document and the What to do if you re worried a child is being abused documents (see further reading at end of policy) Supporting and advising staff on child safeguarding issues generally Ensuring that their training is up to date Monitoring the attendance and development of children on the child safeguarding register Disseminating relevant information between agencies to the appropriate staff Completing child safeguarding records and sending them to new schools (where relevant) Keeping accurate and secure child safeguarding records in chronological order Ensuring that recruitment involves all checks required by the Independent Schools Inspectorate statutory regulations Responsibilities of St Paul s Girls School staff All our staff have a responsibility to identify and report suspected abuse and to ensure the safety and well-being of the pupils in their school. In doing so, they should seek advice and support as necessary from the High Mistress/designated teacher and other senior staff members. We expect staff to provide a safe and caring environment in which children can develop the confidence to voice ideas, feelings and opinions. Everyone should treat children with respect within a framework of agreed and understood behaviour. We expect all our staff to: Be able to identify signs and symptoms of abuse Report concerns to the designated teacher or other senior staff members as appropriate Follow the relevant guidelines from the educational social work (ESW) department and, if necessary, the London Child Protection procedures Know to whom and how to report allegations against other school staff Monitor and report as required on the welfare, attendance and progress of any pupils on a child safeguarding register Keep clear, dated, factual and confidential records of child safeguarding concerns Staff know that if a pupil makes an allegation against the designated teacher with responsibility for child safeguarding, the member of staff receiving the allegation must immediately inform the High Mistress. They also understand that if the High Mistress is absent, that person should pass the allegation to the chair of governors instead. If the allegation concerns the High Mistress, the person receiving the allegation should immediately inform the chair of governors without notifying the High Mistress first.

6 Dealing with disclosures Staff are aware that disclosures may not only concern other adults, within or outside the school, but may also be made against other pupils, or against children outside the school. They are given the following training: Stay calm and sympathetic. Listen to what you are told without displaying shock or disbelief. Be observant and attentive without being judgmental. Do not probe or put words into the child s mouth accept what is said. If you can, take notes, and invite the child to help you to be as accurate as possible. Reassure the child that it was right to tell, that you are sympathetic, that they are not alone, that you are glad they spoke up. Do not make promises that you may not be able to keep such as everything will be alright or I won t tell anyone. Do not promise confidentiality to adults or children. (You have a duty to refer.) Respond calmly and openly. Do not ask leading questions (such as What did s/he do then? ) or interrogate. Ask open questions that will encourage a secure and sympathetic environment for the child, such as Anything else to tell me? Yes? And? Do not criticise the perpetrator or be judgmental Do not ask the child to repeat it all for another member of staff Take notes and check them with the child Explain what you have to do next and who you have to talk to (the High Mistress or pastoral director.) Keep in contact with the pupil and, if a social services interview is to follow, see that the child has a support person present if they wish. (This may be you.) Definitions and possible signs The definition of child abuse is wide in order to cover all forms of cruelty that children endure in their lives. The definition, which was adopted by the NSPCC and then by the Children Act 1989, includes: Neglect: persistent or severe neglect of a child that results in impairment of health or development Physical abuse: actual or likely physical injury to a child or failure to prevent physical injury or suffering Sexual abuse: actual or likely exploitation of a child by involvement in sexual activities without informed consent or understanding, or that violate social taboos or family roles Emotional abuse: actual or likely severe adverse effects on the emotional and behavioural development of a child by persistent or severe emotional illtreatment, inappropriateness or rejection Potential abuse: situations where children may not have been abused but where social and medical assessments indicate a high degree of risk that they might be abused in the future, including situations where another child in the household has been abused or where there is a known abuser

7 Signs of possible abuse include the following (although this list is not exhaustive and these signs are not necessarily indicative of abuse): Neglect: constant hunger or tiredness, frequent lateness or absence, poor personal hygiene, untreated medical problems, running away, stealing, low selfesteem Physical (including sexual): for example, unexplained injuries or bruises; improbable or evasive excuses; fear of treatment or medical help, depression, fearful behaviour, panic attacks. Emotional: undue anxiety, unexplained tearfulness, over-reaction to problems; fear of parents being contacted, stealing If staff have any concerns about a child or feel that they need more information, they are advised always to discuss the matter with the designated person or the High Mistress without delay. For more information, see the contacts/further reading section at the end of this document. Appointing staff We make all appointments (both to teaching and administrative and support - posts) in accordance with government guidance on recruitment in schools and the Independent Schools Inspectorate regulations. In particular, we will apply the following safeguards: The documentation we send to potential candidates will make it clear that child safeguarding is a high priority of ours and that we will make rigorous checks of any candidate before we confirm an appointment We will take up all references before interview (teaching staff) or before starting work (non-teaching staff) We will always ask for a reference from the last employer At interview, we will ask candidates to confirm their identity and to account for any gaps in their career or employment history We make checks with the Criminal Records Bureau on all staff appointed since 2002, together with checks on the lists maintained by the DCSF such as List 99 The above procedures apply to all staff, including temporary staff, self-employed music and sports coaches and agency staff, and also to parents who volunteer to work in school on a regular basis. Child safeguarding: advice for staff Avoiding allegations of child abuse Because teachers and school staff have daily contact with children in a variety of situations, including the caring role, they are vulnerable to accusations of abuse. Teachers may unknowingly place themselves at risk of being accused of child abuse under the specified headings, for example:

8 Neglect can include failings of a teacher if a child s intellectual development suffers some impairment, because the Children Act has a wide definition of development Development, in the Children Act, can extend to physical, intellectual, emotional, social or behavioural development Physical can extend to any physical intervention by a teacher on a pupil. It does not have to amount to punishment, deliberate or formal. For example, guiding a pupil out of a classroom, pushing a child s shoulders gently to encourage them to sit down and putting a hand up to prevent a child from running away have all resulted in complaints of abuse against teachers. An allegation could result in a criminal action. Sexual is clearly the form of abuse which carries with it the greatest fear and stigma and the most extreme results. An allegation of sexual abuse can be made against a teacher in what may seemingly amount to quite innocent circumstances, such as towelling young children down after swimming, kissing or embracing a child in an effort to comfort or console, touching or cuddling. Teachers must always remember that they are professionals and must always act as such. It may be inappropriate for teachers to exhibit a physicallycomforting role because a child may not be used to such affection at home or it may be alien, hostile or even threatening to a child. (Sexual abuse can, of course, also amount to a criminal offence.) Emotional can include an allegation made by a child of harassment or victimisation where the child perceives a teacher to be constantly correcting or criticising them. Where independent evidence is available, an allegation can be investigated and cleared up quickly. If there is no such evidence, further investigation will be required and it will be more difficult to establish whether the teacher or the child is telling the truth. This is why it is extremely important to have an independent witness in all the following situations: Where a child is distressed or shows a need for physical comfort, it is vital that any demonstration of professional comfort should only take place either in a classroom situation or in front of another appropriate senior member of staff Where a teacher has to administer medicines or first aid in an emergency, it is always prudent whenever possible for another responsible adult to witness this. This is to corroborate the teacher s diagnosis and assessment of the situation and to witness the administration of treatment to the child. Where force must be used to avert an immediate danger either inside or outside the classroom, it may not always be practicable to ensure that a witness is present. Nevertheless, the importance of the independent witness is to verify the immediate danger as perceived by the teacher. Where intervention results in physical contact with a pupil, this information could be used as a defence to an allegation of assault. The teacher s actions must be held to be reasonable, taking into account the immediacy of the danger and the risk the action was

9 intended to avoid. An independent witness can corroborate the teacher s version of events and can counter any allegation of assault made by the pupil. Where teachers must operate in a one-to-one situation with a pupil at school, at home or in a special unit, it is important that a responsible adult should be available to verify the purpose and nature of the tuition. For example, a senior teacher, available parent or other adult could be alerted to the potential risk placed on the teacher by a one-to-one situation and it would be wise to ask for a discreet presence to be maintained without prejudicing the child s need for confidentiality or individual attention. It is always unwise for a teacher to suggest or propose additional tuition at the teacher s home. Any additional tuition must take place in school or the child s home after consultation with the parent and the High Mistress. Where teachers participate in extra-curricular activities, the risk of allegations of abuse increases as the teachers move away from a structured professional classroom situation. Where there are after-school activities and school trips, it is important that another teacher, responsible adult or parent accompanies the party to ensure that the teacher is not placed in a potentially exposed position. The additional adult would provide evidence if a child accused a teacher of unprofessional conduct. The other adult may also be a restraining influence which may prevent a child from verbalising a crush or fixation. It may also provide the teacher with support when a child s irrational or unusual behaviour becomes cause for concern. All reports of any allegation made by one teacher to another or made by other children to a teacher must be taken up with the High Mistress at once. Any member of staff who is seriously concerned about the physical or emotional wellbeing of a girl should report this to the deputy head, director of school who will liaise with the High Mistress. Staff have a duty to report such concerns. They must not be bound by promises of confidentiality and should be wary of making any such promises. The High Mistress, after discussion with relevant staff, will be responsible for taking appropriate action. St Paul s will deal with allegations against our staff in accordance with our complaints and/or staff disciplinary procedures and in line with the DCSF guidelines in Safeguarding Children in Education: Dealing with Allegations of Abuse against Teachers and Other Staff (2005).

10 Staff training and support Child safeguarding training for teachers and for all other school staff who have contact with children is important and we provide it every three years. All our staff, including support, ancillary staff and after-school leaders, are required to have basic training in child safeguarding. We make new staff aware of school policy, procedures and guidelines when they join the school. All staff receive support in respect of child safeguarding work and we advise them to contact the appointed person Paul Vanni (or, in his absence, the High Mistress) for advice. We brief staff involved in recruitment on the appropriate child safeguarding procedures to adopt as part of the recruitment process. Governors, parent helpers and visitors We ask all governors and parent helpers to undergo CRB checks. We require all visitors to wear visitors badges and a member of staff escorts them if they visit during the school day. Curriculum The following objectives, pursued through the PSHE and citizenship curriculum, are important in the safeguarding of children: Developing pupil self-esteem Developing communication skills Informing children about all aspects of risk Developing strategies for self-safeguarding Developing a sense of the boundaries between appropriate and inappropriate behaviour in adults Developing non-abusive behaviour between pupils Children with special educational needs Children with special educational needs may be especially vulnerable to abuse. We expect staff to take extra care to interpret correctly apparent signs of abuse or neglect. Indications of abuse will be reported as for other pupils.

11 Pupils with special educational needs should feel confident and able to discuss their concerns. The designated teacher will work with the learning support co-ordinator to identify any pupils with particular communication needs. Confidentiality Child safeguarding raises issues of confidentiality, which should be clearly understood by all staff. Staff should not promise absolute confidentiality to a child whose own safety and welfare may be at risk. Staff have a duty to refer. All staff should follow the guidance on confidentiality in the DCSF booklet What to do if you are worried a child is being abused and discuss any queries with the designated teacher (Paul Vanni) or the High Mistress. Record keeping and reports Full and careful records should be kept of any child safeguarding concerns, including (and perhaps particularly) any contemporaneous notes. These records should separate fact, allegation, hearsay and opinion and clearly indicate decisions made and actions taken. Monitoring pupils on the child safeguarding register The High Mistress and teaching staff have a duty to monitor closely the welfare, progress and attendance of any pupils on the child safeguarding register and will provide information as required by the social services department and the Education Welfare Service. Communicating policy to parents and pupils Pupils and parents should know how the school s child safeguarding system works and with whom they can discuss any concerns. They should also be made aware of local or national telephone helplines. These are published on the St Paul s extranet. Monitoring and evaluating effectiveness of our policy We will keep our child safeguarding policy under review and amend or update it regularly. Child safeguarding in relation to other school policies Please read this child safeguarding policy in conjunction with our policies on equal opportunities, behaviour and discipline and the prevention of bullying. Note that, as stated in our behaviour policy and in accordance with the law, we do not use corporal punishment at St Paul s Girls School.

12 Contacts/further reading Local contacts - London borough of Hammersmith and Fulham. The Contact and Assessment Service are told about cases of possible abuse or neglect by teachers, doctors, health visitors and members of the public. They are also contacted by parents needing support, by other family members concerned about a child s welfare and sometimes by children themselves. To get in touch with the Contact and Assessment Service call To contact our Hammersmith & Fulham Local Safeguarding Children Board follow the website links. Note that many of our students do not live in the borough of Hammersmith and Fulham. Speak to the designated person for child safeguarding in the first instance, but in case of need Hammersmith and Fulham will advise about contacts in other London boroughs. What to do if you re worried a child is being abused (DCSF, 2006) Every child matters (Green Paper, DCSF, 2003) London Child Protection Procedures These can be found at This third edition of the London Child Protection Procedures sets out the procedures which all London agencies, groups and individuals must follow in identifying, raising and responding to welfare concerns when coming into contact with or receiving information about children 0 to 17 years, including unborn children and adolescents up to their 18th birthday. This third edition of the London Child Protection Procedures incorporates the Government guidance Working Together to Safeguard Children (DfES, 2006), Working Together to Safeguard Children (revised edition, DCSF, 2006) can be found at Safeguarding children and safer recruitment in education statutory guidance DCSF 2006

13 REFERRAL PROCESS FOR CONTACT AND ASSESSMENT SERVICE 2 nd Floor, 145 King Street, W6 9XY INITIAL CONCERN FOR CHILD IDENTIFIED Advice sought from or Duty Social Worker Reviewing Officer telephone Child Protection Child in Need Out of Borough see tel list Written referral (on Inter Agency Referral Form) Allegation against other professional or complex abuse Written referral (on Inter Agency Referral Form) Parents advised of referral Telephone call to Parents advised of referral Telephone call to Contact and Assessment Review and Quality Assurance Strategy Meeting Form faxed to Contact and Assessment Service Fax Form faxed to Contact and Assessment Service Fax ` Contact and Assess Service Investigate/ Strategy meeting Advise to school of outcome of enquiries NFA Child Protection Conference Child in Need August 2008