Safeguarding / Child Protection Guidance for Schools Updated October 2015

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1 Safeguarding / Child Protection Guidance for Schools Updated October 2015 INTRODUCTION This guidance is written to support all personnel involved with schools, who contribute to the care of children up to their 18th birthday. Therefore the term child/children will be used to include young people throughout this guidance. New legislation and guidance relating to Child Protection and Safeguarding is continuously being revised and published and you are advised to check regularly with the DfE and Somerset LSCB websites. This guidance is subdivided into sections, each dealing with specific areas, and at the end of each section, there are links which will take you to sources of additional information. Links are maintained as accurately as possible, however some changes are beyond our control. Overview SCHOOLS ROLES AND RESPONSIBILITIES Children have a fundamental right to be protected from harm and can expect schools and colleges to provide a safe and secure environment; concerns that children bring into the school or classroom should not go unnoticed or unaddressed by staff. The fundamental principle of the law and all child protection procedures and guidance is that the protection and welfare of a child must always be the first priority. The protection of children is a shared community responsibility and failure to provide an effective response can have serious consequences for a child. Teachers and other education staff (including support staff) are in a unique position to identify and help safeguard children. The Children Acts of 1989/2004 are the legislative authority for child welfare and protecting children from abuse. Sections 17 and 47 of the Children Act 1989 place duties on a number of agencies to assist Children's Social Care acting on behalf of children and young people in need or enquiring into allegations of child abuse. Working Together to Safeguard Children (2015) is the overarching inter-agency statutory guidance relating to safeguarding.

2 There is additional statutory guidance for schools in Keeping Children Safe in Education (July 2015) which outlines the statutory duty of schools and colleges to safeguard and promote the welfare of children. OFSTED inspectors will examine the existence and effectiveness of procedures for safeguarding and promoting the welfare of children in school in line with this guidance. What is Safeguarding? Safeguarding extends the remit of child protection to include providing a safe environment and taking all reasonable measures to minimise risks of harm and providing arrangements to take all appropriate action to address concerns relating to the welfare of a child. Pupils need to feel they are in a safe place and their concerns will be listened to. Effective monitoring of pupil attendance and behaviour (which may link to abuse/neglect/hidden disability/undiagnosed medical condition) is an important part of safeguarding. Similarly all staff must be appropriately and regularly trained and be fully aware of their safeguarding responsibilities. It is a statutory requirement that all staff must have a safeguarding induction following appointment, which includes the school s Code of Conduct (sometimes called staff behaviour policy) and be clear about the schools Whistleblowing Policy and how and when to apply it. Within all schools, (maintained, non-maintained, faith, independent, academies, alternative provision academies and pupil referral units and free schools), safeguarding/child protection policies should incorporate reference and relevant links, amongst others, to the following: Safer Recruitment of staff and volunteers Duties under the Counter Terrorism and Security Act 2015 School and Pupil Health, Medical Needs and Safety Missing children Sexual Exploitation Female Genital Mutilation Mental Health and Behaviour Emotional Literacy (across the curriculum) Anti-bullying strategies On-line safety/acceptable user policies for staff and students Use of Force Restrictive Physical Intervention Policy Substance misuse policies Confidential Reporting/Whistleblowing Any specific local issues (also see links in Keeping Children Safe in Education) Safeguarding (through PHSE and other curriculum subjects) should support pupils to develop their own awareness and ability to look after themselves and others through: o being aware of safety issues o behaving safely o recognising and avoiding risk situations o making safe choices o dealing with unsafe situations o recognising potential sexual exploitation o reporting concerns about themselves or their peers.

3 Responsibilities Partner agencies within the LSCB will support schools by: providing advice and supporting links with other agencies ensuring arrangements are in place across schools ensuring schools awareness of safeguarding issues providing access to training and guidance providing advice for policies and procedure involvement in allegations against staff and volunteers via the role of the Designated Officer for Allegations (previously known as LADO) safeguarding pupils without a school place ensure arrangements are in place to prevent unsuitable people working with children. The website for the Somerset Local Safeguarding Children Board can be found at Governors will need to ensure: A member of the governing body is nominated to liaise with the local authority and/or partner agencies on issues of child protection and usually the Chair in the event of allegations of abuse made against the head teacher. If a head teacher is also the sole proprietor, allegations should be reported directly to the local authority via Somerset Direct ( ) The staff code of conduct (also called staff behaviour policy), the Whistleblowing Policy and an effective Child Protection Policy is provided to all staff, including temporary staff and volunteers, on induction. They should ensure that all other safeguarding policies and procedures are in place and applied (e.g. safer recruitment, and procedures for dealing with allegations against staff and volunteers etc.), and monitor their effectiveness. See Safeguarding Scrutiny A senior member of the school's leadership team is appointed as the Designated Safeguarding Lead (DSL), a Deputy DSL is appointed to cover any absences of the DSL and Governors monitor that their duties (as outlined in Working Together 2015) are carried out effectively All staff have completed the required safeguarding training relevant to their roles and kept up to date thereafter That the child protection policy is in accordance with current statutory guidance, refers to Somerset LSCB procedures, is made publically available and is updated annually That all related safeguarding policies and procedures are reviewed regularly and information is provided to the LSCB about them and how these duties have been discharged. The following provides a helpful format: Annual Report to Governing Body on Safeguarding Children Where the school provides or hosts external activities, assurances are sought to ensure appropriate policies and procedures are in place That assurances are similarly sought for pupils in work placements. The Headteacher will need to ensure: That policies and procedures are fully implemented and complied with (see Somerset LSCB Safeguarding Scrutiny

4 Resources are available for the DSL and others to fulfil their safeguarding duties (including attending strategy discussions, inter-agency meetings, child protection conferences and contributing to assessments) All staff/volunteers know how and when to raise safeguarding concerns and that these are addressed quickly and effectively. The Designated Safeguarding Lead will be responsible for: Managing referrals: refer all suspected abuse to Children s Social Care refer to Disclosure and Barring Service as necessary refer to the Police in an emergency and/or (where a crime may have been committed) liaise with Head teacher on CP issues. provide support, advice and expertise to staff on matters of safeguarding. Training: ensure their own training is in place and has been kept updated every two years and obtain access to resources and other relevant training (see LSCB training programme understand the multi-agency threshold criteria to determine the appropriate onward referral route as necessary i.e. o understand the shared early help referral process (see getset) and thresholds for providing early help o when and how to refer to Children s Social Care o have a working knowledge of the Signs of Safety model of how initial child protection conferences and review conferences are conducted, provide reports, attend and contribute effectively when required to do so ensure each member of staff understands and applies the child protection policies and procedures especially new staff/part time staff be alert to the specific needs of vulnerable children keep detailed, accurate and secure written records of concerns and referrals and ensure that child protection records are transferred securely when the child/young person moves school. ensure all staff, receive child protection training and this training is refreshed every three years. The DSL should ensure this 3 yearly update by using the LSCB cascade training pack (updated annually), or other training accredited by the LSCB encourage a culture of listening to children and processes to support this. Good practice for Record Keeping Guidance, including the cause for concern reporting template, and model child protection policy are available on the LSCB website Safeguarding in Education page. Reviewed August 2015

5 SAFEGUARDING/CHILD PROTECTION ROLES AND RESPONSIBILITIES Our Governing Body is there to ensure that: Safeguarding arrangements take into account all Government and Local Safeguarding Board inter-agency guidance are effective, annually reviewed applied and effective. a staff behaviour policy (Code of Conduct)is provided to all staff and volunteers identify and remedy any weaknesses in safeguarding practice have a Nominated Child Protection Governor(s) has a senior person who is the Designated Safeguarding Lead for the school ensure that every interview panel has a trained safeguarding person interviewing have procedures to deal with allegations against staff (Whistleblowing Policy) Our Chair of Governors is... who can be contacted on... Our Nominated Safeguarding Governor is who can be contacted on... This role means that they: liaise with the school and Governing Body about safeguarding issues and ensure policies are effective. liaise with the Chair of Governors/ Childrens Social Care/partner agencies if there is an allegation against the Designated Safeguarding Lead (DSL)or Head (the Chair will take responsibility if concerns relate to the Head) supports the Designated Safeguarding Lead in fulfilling their role and ensures their training is up to date ensure that the DSL has the time and resources to take part in inter-agency meetings and/or supports others to do so supports the DSL in ensuring that all staff and volunteers have had a safeguarding induction and subsequent in-house training every 3 years Our Head Teacher is.. This role means that they will (amongst other things): Ensure that all safeguarding policies are applied by all staff and volunteers and effective Help the DSL undertake all their safeguarding duties Help all staff, students and volunteers to raise safeguarding issues Ensure that issues raised are dealt with quickly and efficiently Ensure that accurate, written safeguarding record are kept securely That all staff are aware of and work to the child protection policy requirements, the Staff Code of Conduct Policy, Keeping Children Safe in Education (July 2015) and Working Together (2015) Ensure that all staff are aware of the process by which they can report concerning behaviour by a staff member or volunteer (Whistleblowing Policy) Our Designated Safeguarding Lead is... Their job is to: make sure all staff, (newly qualified, new to the school, non-teaching and volunteers) have received a safeguarding induction which includes the Staff Code of Conduct, Whistleblowing Policy and other safeguarding policy and procedures That all staff have received the appropriate in-house safeguarding training Provide support, advice and expertise to all school staff who raise child welfare concerns Liaise with the Head on Child Protection issues Make the decision to refer to Children s Social Care or Police using the Threshold Guidance. Keeps accurate, factual and secure records which are transferred when a child moves school Keep their own training up to date Liaise with parents/carers regarding safeguarding concerns. Everybody Else Our role is to: ENCOURAGE A CULTURE OF SHARING CONCERNS BE PERSONALLY ALERT TO POSSIBLE SIGNS OF ABUSE DISCUSS YOUR CONCERNS WITH THE DESIGNATED SAFEGUARDING LEAD WITHOUT DELAY KEEP NOTES OF THE DATES AND TIMES OF RELEVANT INCIDENTS/CONCERNS BUT ABOVE ALL REMEMBER DOING NOTHING IS NOT AN OPTION!

6 Leaflet to accompany Flowchart: Safeguarding/Child Protection Roles and Responsibilities August 2015

7 Governing Bodies: Every school has a Governing Body whose job it is to scrutinise the policies and procedures to make sure they are effective and efficient. There is a Chair Person who co-ordinates the work of the Board and ensures the welfare and safeguarding of all children is a key aspect of their work. The Chair Person is also responsible for investigating complaints or allegations that are made about a Head. Every year the Governing Body has to ensure all safeguarding policies have been updated, agreed and confirm this via an annual report which is then returned to Somerset s Local Safeguarding Children Board at County Hall. Governing Bodies usually appoint one (or sometimes two) governors to support safeguarding policies and procedures within a school. They are known as the Nominated (Child Protection) Governor. They have close links with the Head, liaise with the Governing Body and help to make sure the school applies the necessary policies and practices to keep students safe. They do not have a role in dealing with individual cases or concerns but need to ensure the effectiveness of safeguarding in the school. Within School: Your Head makes sure that the child protection policies and practices, the Code of Conduct for staff that has been agreed with the Governors, are applied by all staff members. They also make sure that the school has a Designated Safeguarding Lead, (from the senior leadership team) and that all students, members of staff and volunteers know that this is the person to talk to if they have concerns about the welfare of a child. They help to promote an open environment within the school where staff can share safeguarding concerns and work together with other agencies as necessary, to help resolve the matter. Your Designated Safeguarding Lead has a central role in terms of safeguarding within your school; they link closely with the Head. They must have completed specialist training in terms of recognising possible child abuse or welfare concerns and then know what to do next which includes referring to other agencies. They must have this training updated every two years. They act as advisers to other school staff who may have welfare concerns and have a responsibility to ensure that safeguarding induction is given to all staff/volunteers when they first start at the school; they are responsible for ensuring current child protection training is provided to all school staff (and updated every 3 years). They help to ensure that all staff apply the staff Code of Conduct and the school s safeguarding policy and procedures. Your Designated Safeguarding Lead will link with Children s Social Care and/or the Police where necessary and has a duty to keep accurate confidential records which may be shared with other agencies and transferred as appropriate. The Designated Safeguarding Lead will link closely with the Nominated Governor to ensure child protection policies and practices are reviewed and updated regularly.

8 YOU! Sadly we continue to hear about tragic cases where a child has been hurt, killed, bullied to the extent they take their own life, sexually exploited or mutilated. In almost every case it was found that someone somewhere did not take the personal responsibility to alert the relevant agencies; where they did, subsequent `serious case reviews have found communication within or between these agencies was inadequate. We all have an individual and personal responsibility to look after the well-being of children, wherever we are at home, at school, in the neighbourhood or the community generally. Most children are lucky to have loving and supportive networks around them, but we need to be alert to the fact that this is not the case for all children. If you have concerns about a child in school, talk to your Designated Safeguarding Lead. If you have concerns about a child in the community, then talk to Children s Social Care or the Police. By doing so, you may have taken the first step to protecting a vulnerable child. Don t think what if I am wrong think what if I am right?

9 Extended school Activities/Work experience Refer to Keeping Children Safe in Education July 2015 Schools need to be clear about safeguarding procedures in relation to extended school activities. Some extended activities could be incorporated within the school s safeguarding and child protection policy if run by existing school staff. Alternatively the provider of the extended school service could have a bespoke child protection policy, in which case the provider s policy and DBS checks will need to be assured. This is the responsibility of the school to ensure adherence to safeguarding principles. Emotional Impact of Child Protection The on-going impact of dealing with safeguarding issues can be emotionally challenging for Designated Safeguarding Leads. There are Safeguarding Support Groups for Designated Leads across the county which provide peer, LSCB and Children s Social Care support. Contact Tony Waller for details: TWaller@somerset.gov.uk Safeguarding advice is available for schools, but all urgent situations should not be delayed and should be referred to Somerset Direct/First Response ( ). The impact of a serious case of child abuse on school staff should not be underestimated. It can be highly stressful and emotionally draining for the whole school community. Help, (on either an individual or group basis) to deal with the trauma of a specific child protection case or the death of a member of the school community, is available through the Education Psychology Service. This forms part of their Critical Incident response process.

10 Resources For all the latest safeguarding model policies, procedures, guidance and template forms relating to schools, please go to the Safeguarding in Education page of the LSCB website. South West Grid for Learning E-Safety Model Policy Professionals Online Safety Helpline: What to do if you are worried a child is being abused HM Government Working Together to Safeguard Children (2015) South West Child Protection Procedures Safer Recruitment: Keeping Children Safe in Education (July 2015) Part 3 contains the current statutory guidance in relation to safer recruitment. Managing Allegations LSCB Multi-Agency Training Opportunities Domestic Abuse Information Children Affected by Domestic Abuse Sexually Harmful Behaviour Risk Assessment Somerset Education Support Services Private Fostering