HOLLAND PARK SCHOOL 2015 to 2016

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1 HOLLAND PARK SCHOOL 2015 to 2016 POLICY CHILD PROTECTION AND SAFEGUARDING STATUS NON STATUTORY PRINCIPLES We aim to: prioritise the safeguarding of our students and protect them from maltreatment and that safeguarding young people is the responsibility of all adults employed in the school. protect the welfare of students and respond immediately and appropriately to any suspected issue of safeguarding through the implementation of procedures for identifying and reporting cases or suspected cases of concern; support every child s development in ways that will foster security, confidence and independence; provide a caring, safe and secure environment for students, which promotes the social, physical and moral development of the individual child; ensure that each student grows up in circumstances consistent with the provision of safe and effective care; be effective in our work with students to embed fundamental British values; educate students to show respect, courtesy and good manners to each other and the adults that they come into contact with, and a pride in themselves and the school. raise awareness of issues of child protection and safeguarding and to equip children with the knowledge and skills necessary to keep them safe; provide a systematic means of monitoring children known or thought to be at risk of harm; educate students to the extent that they are able to understand and respond to risk, for example risks associated with extremism, Female Genital Mutilation or Sexual Exploitation; ensure safe recruitment in checking suitability of staff and volunteers to work with children; ensure that all adults within the school, who have access to children, have been checked as to their suitability; ensure that all staff working in the school are aware of our safeguarding procedures and their responsibility in identifying and immediately reporting possible cases of abuse to the Director of Student Needs and Designated Safeguarding Lead and in her absence the Deputy Head with designated responsibility for the Behaviour and safety of all students; ensure that all staff, including volunteers play a full and active part in protecting our students from harm to establish a safe environment in which students can learn and develop; continually assess all staff employed by the school to identify and address any issues that may have arisen since employment; develop a structured procedure within the school to be followed by all members of the school community in cases of child protection and/or safeguarding; implement procedures for identifying and reporting concerns; emphasise the need for good levels of effective communication between all members of staff; follow the legislative framework set out in the national guidance Working Together to Safeguard Children March 2015, the London Child Protection Procedures September 2015, the Department for Education s Statutory Guidance, Keeping Children Safe in Education July 2015, what to do if you are worried a child is being abused 2015; information sharing 2015; United Nations Convention on the Rights of the Child and the Children Act 1989 and the Counter Terrorism and Security Act develop and promote effective working relationships with other agencies, including Social Care, Prevent, Channel Programme and the Police.

2 PUBLISHED Website Pre admission documentation Student/Parent Planners On Request This policy is overseen by ROSS WILSON DEPUTY HEAD PRACTICE 1. INTRODUCTION In line with the Government s vision for all services for children and young people the Governors and all school staff recognise that children have a fundamental right to learn in a safe environment and to be protected from harm. Young people are less likely to learn effectively and go on to lead positive and independent lives if they are not kept safe and healthy. This school is therefore committed to providing an environment which is safe and where the welfare of each child is of paramount importance. This will include a commitment to ensuring that all students feel confident that any concerns that they may have will be listened to and acted upon. To this end, the Governors and school staff will be committed to ensuring that all members of the school community are aware of school responsibilities and procedures in this area. This will include communicating policies and procedures effectively with parents/carers, ensuring that all staff and relevant members of Governing Body attend appropriate training and working effectively with other professionals on behalf of children in need or enquiring into allegations of child abuse. 2. GUIDING PRINCIPLES FOR INTERVENTION TO PROTECT CHILDREN: The school will ensure that the principles identified below, many of which derive from the Children Act 1989, are followed by all staff. All children have a right to be kept safe and protected from abuse; child abuse can occur in all cultures, religions and social classes; staff must be sensitive to a family s cultural and social background; children must have the opportunity to express their views and be heard; if there is a conflict of interests between the child and parent, the interests of the child must be paramount; the responsibility to initiate agreed procedures rests with the individual who identifies the concern, the first stage of the procedure is to notify the Designated Safeguard Lead immediately; all staff must endeavour to work in partnership with those who hold parental responsibility for a child; information in the context of a safeguarding or child protection enquiry must be treated as CONFIDENTIAL and only shared with those who need to know; all staff should have access to appropriate and regular training; school managers must allow staff sufficient time to carry out their duties in relation to safeguarding and child protection. 2

3 3. PROCEDURE 3.1 Our school procedures for safeguarding children will be in line with national guidance. We will ensure that we have a designated member of staff who undertakes training at a minimum of every two years. 3.2 The Designated Safeguarding Lead for the school is: Mrs Diane Donaldson, Director of Student Needs and in her absence, Mr Ross Wilson, Deputy Head (students) 3.3 Safeguarding and child protection guidance can be found in the Staff Planner. In addition Keeping Children Safe in Education: for schools and colleges ( ), has been disseminated to all staff, with accompanying school based guidance. All members of staff need to develop their understanding of the signs and indicators matters pertaining to safeguarding and/or child protection. 3.4 We recognise that school staff are well placed to observe the outward signs of abuse and we seek to provide an environment where students are encouraged to talk and are listened to. We ensure that all staff understand their responsibilities in being alert to the signs of where a child may be at risk of harm and their responsibility for referring any concerns to the Designated Safeguarding Lead immediately. 3.5 The school will ensure that all members of staff know how to respond to a child who discloses abuse and understand the school s procedures of how such disclosures are reported. 3.6 The school will ensure that all parents and carers are made aware of the responsibilities of staff members with regard to child protection procedures, by setting out its obligations in the Parent Planner and through this policy which is published on the school s website. 3.7 We ensure that students are aware that there are adults in the school whom they can approach if they are worried. 3.8 We ensure that written records of concerns about children are kept securely, separate from the main student file. 3.9 The Director of Student Needs will ensure that Social Care are informed immediately if there is an unexplained absence of a student who is the subject of a Child Protection Plan Our procedures will be regularly reviewed and updated taking account of any national changes in practice. 3

4 3.11 All new members of staff will be given appropriate induction and a copy of Keeping Children Safe in Education: for schools and colleges ( ), which is accompanied by school based guidance We ensure that every member of staff, including temporary staff, supply staff, volunteers and members of the governing body know the name of the Designated Safeguarding Lead and their role. 4. WHEN A MEMBER OF STAFF IS AWARE OF OR SUSPECTS A SAFEGUARDING CONCERN, HE OR SHE MUST: 4.1 Treat all concerns seriously and not delay in reporting them to the Designated Safeguarding Lead. 4.2 Until proven otherwise, ALWAYS believe what a student may disclose about abuse but NEVER promise to keep it a secret or confidential. 4.3 Do not ask questions of the student about their disclosure, this will be managed by the Designated Safeguard Lead. 4.4 Reassure the student that they have done the right thing by talking to you. 4.5 Do not seek medical advice unless the child is obviously injured and requires immediate treatment. 4.6 Treat all information in confidence and only disclose it to the Designated Safeguard Lead. 5. RESPONSIBILITIES OF THE HEAD/DESIGNATED LEAD: The Governing Body will ensure that the school has identified a Designated Senior Teacher and Designated Safeguarding Lead. The Associate Head, Deputy Head, Designated Senior Teacher and Designated Safeguarding Lead undertake the following responsibilities: Adhere to national guidelines, Tri Borough and school procedures with regard to referring a child if there are concerns that he or she may be at risk. Keep written records of concerns about a child even if there is no need to make an immediate referral. Ensure that such records are kept confidentially and securely and are separate from student records. Ensure that an indication of further record keeping is marked on the students records. Ensure that any student who is currently the subject of a Child Protection Plan who is absent without explanation is immediately reported to Social Care. 4

5 Ensure that all staff are familiar with school and Local Authority procedures and guidelines for identifying and reporting concerns relating to a child who may be at risk, including allegations of abuse against staff; Ensure all staff receive training in the above, including staff who are temporary or start midyear; Be responsible for co ordinating action and liaising with school staff and support services over safeguarding and child protection issues; Be aware of all children within the school who are the subject of a Child Protection Plan or who are Looked After Children and ensure the child s social worker is informed if such children are subject of an exclusion from the school; Ensure the school is represented at child protection case conferences and that written reports are provided as required; Follow as appropriate recommendations made by Local Safeguarding Children Board (LSCB); Be aware of new legislation, guidance, policy and procedures in the area of safeguarding and child protection; Support and advise staff on safeguarding and child protection issues generally; Disseminate relevant information between agencies to the appropriate staff e.g. relevant teachers and support staff. Maintain accurate and secure child protection records and send on to new schools (where relevant). 6. RESPONSIBILITIES OF SCHOOL STAFF All school staff have a responsibility to identify and report safeguarding concerns to the Designated Safeguarding Leads. All school staff are expected to provide a safe and caring environment in which children can develop the confidence to voice ideas, feelings and opinions. Children should be treated with respect within a framework of agreed and understood behaviour. All school staff are expected to: be able to identify signs and symptoms of a child who may be at risk; report concerns to the Designated Safeguarding Leads; be aware of the relevant school procedures and guidelines; monitor and report as required on the welfare, attendance and progress of all students; respond appropriately to disclosures from children and young people and report immediately to the Designated Safeguarding Lead. 5

6 All staff are expected to inform the Designated Safeguard Lead if they are aware of any Private Fostering arrangements. A private fostering arrangement is essentially one that is made privately (that is to say without the involvement of a local authority) for the care of a child under the age of 16 (under 18, if disabled) by someone other than a parent or close relative with the intention that it should last for 28 days or more. 7. SUPPORTING CHILDREN We recognise that a child who may be at risk of harm may find it difficult to develop and maintain a sense of self worth. In these circumstances a child may feel helpless and humiliated with feelings of self blame. We recognise that the school may provide the only stability in the lives of children who are at the risk of harm. We accept that research shows that the behaviour of a child in these circumstances may range from that which is perceived to be normal to aggressive and withdrawn. We will include opportunities in the PSCHE curriculum for children to develop skills required to safeguard themselves. We will endeavour to support students through: the content of the curriculum; the school s ethos which promotes fundamental British values: respect, courtesy and good manners towards others and pride in themselves and the school: a positive, supportive, safe and secure environment; the school s behaviour policy which is aimed at supporting vulnerable students in the school; liaison with other agencies that support students such as Social Care, Prevent and Channel Programme and the Child and Adult Mental Health Service (CAHMS); ensuring that, where a student on a Child Protection Plan leaves, their information is transferred to the new school immediately and the relevant network, for example Social Care are informed. 8. CONFIDENTIALITY We recognise that all matters pertaining to child protection are confidential. The Designated Safeguard Leads will disclose information about a student to other members of staff, where appropriate. All staff must be aware that they have a professional responsibility to share information with the Designated Safeguarding Lead. The Governing Body accepts that safeguarding and child protection raises issues of confidentiality, which should be clearly understood by all staff. 6

7 9. SUPPORTING STAFF The Governing Body recognise the importance of child protection training for the Designated Teachers and for all other school staff who have contact with children. The designated Governor for safeguarding and child protection will have specific training in their role, available from the Local Authority. The Governing Body expect the Associate Head and Senior Designated Teachers to ensure that all school staff, including support and ancillary staff, receive training in safeguarding and child protection and that new staff are made aware of school policy, procedures and guidelines when they join the school and receive regular training thereafter in line with best practice. The Designated Safeguarding Lead is expected to ensure that all staff receive regular support in respect of safeguarding and know which senior member of staff to refer to for advice in their absence. The Governing Body recognises its own responsibilities to ensure the school has sufficient resources to effectively deliver its safeguarding responsibilities to the highest standard and to request information as part of the Head Teacher s report regarding the safeguarding practice of the school so any identified gaps are remedied in a timely manner. We recognise that members of staff who have become involved with a child who has suffered harm, or appears to be likely to suffer harm may find the situation stressful and upsetting. We will support such staff by providing an opportunity to talk through their anxieties with the Designated Safeguarding Lead and to seek further support as appropriate. 10. ALLEGATIONS AGAINST STAFF The School Board recognise that because of their daily contact with children in a variety of situations, including the caring role, teachers and other school staff are vulnerable to accusations of abuse. The school has a specific and discrete policy to manage allegations against staff and this is the reference point for all situations and incidents. We understand that a student may make an allegation against a member of staff. If such an allegation is made, the member of staff receiving the allegation will immediately inform the Associate Head. The Associate Head on all such occasions will discuss the content of the allegation with the Safeguard Designated Lead and the Designated Officer. If the allegation made to a member of staff concerns the Head, the Associate Head will immediately inform the Chair of Governors who will consult with the Designated Officer. The school will follow the London Child Protection Procedures to address allegations against staff, a copy of which is available in school. 7

8 11. STAFF CONTACT WITH STUDENTS As adults in positions of trust and in order to minimise the risk of accusations being made against staff as a result of their daily contact with students, all school staff will adhere to the school s expectations regarding professional conduct and should familiarise themselves with the school s policy regarding restraint and reasonable force. 12. CURRICULUM The Governing Body believe that the school curriculum is important when safeguarding children. They will aim to ensure that curriculum development meets the following objectives (these are often met through the PSCHE and citizenship curriculum): developing student self esteem; developing communication skills; informing about all aspects of risk; developing strategies for self protection; developing a sense of the boundaries between appropriate and inappropriate behaviour in adults; developing non abusive behaviour between students. 12. CHILDREN WITH SPECIAL EDUCATIONAL NEEDS The Governing Body recognise that children with special educational needs may be especially vulnerable to abuse and 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. The Senior Designated Teacher(s) will work with the Special Educational Needs Co ordinator to identify students with particular communication needs and to ensure clear guidance is available for staff in relation to their responsibilities when working with children with intimate care needs. 8

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