Safeguarding and child protection policy

Transcription

1 Safeguarding and child protection policy Akrotiri School fully recognises the responsibility it has under section 175 of the Education Act 2002 to have arrangements in place to safeguard and promote the welfare of children. Through their day-to-day contact with pupils and direct work with families, staff at the school have a crucial role to play in noticing indicators of possible abuse or neglect and referring them to SSAFA, and Senior Educational Social Worker, Pupil and Family Services (Designated SCE Safeguarding Manager Hazel Russell). This policy sets out how the school discharges its statutory responsibilities relating to safeguarding and promoting the welfare of children who are pupils at the school in accordance with Keeping Children Safe in Education April 2014 and Working Together to Safeguard Children March 2013 There are four main elements to our policy: 1.0 PREVENTION through the teaching and pastoral support offered to pupils and the creation and maintenance of a whole school protective ethos. 2.0 PROCEDURES for identifying and reporting cases, or suspected cases, of abuse. 3.0 SUPPORT TO PUPILS who may have been abused. 4.0 PREVENTING UNSUITABLE PEOPLE WORKING WITH CHILDREN Our policy applies to all staff, paid and unpaid, working in the school including School Governance Committee, Learning Support Assistants, Secretaries as well as teachers can be the first point of disclosure for a child. Concerned parents/carers may also contact the school and School Governance Committee. 1.0 PREVENTION 1.1 We recognise that high self-esteem, confidence, supportive friends and good lines of communication with a trusted adult help to protect children. 1.2 The school will therefore: Establish and maintain an ethos where children feel secure and are encouraged to talk, 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 in the curriculum activities and opportunities for PSHE which equip children with the skills they need to stay safe from abuse and information about who to turn to for help; Include in the curriculum material which will help children develop realistic attitudes to the responsibilities of adult life, particularly with regard to child care and parenting skills.

2 2.0 PROCEDURES 2.1 We will follow the procedures set out in British Forces Cyprus Child Protection Policy- which should be used in conjunction with the school s Child Protection Procedures. 2.2 The Designated Senior Member of Staff for Child Protection is Miss Janet Coates 2.3 (Assistant Headteacher Inclusion) Contact Details (school) Mrs Vicky Evans, the Headteacher deputises for Miss Coates in her absence Contact Details (school) The School Governance Responsible Person is Squadron Leader Senescall Akrotiri School will: Ensure it has a designated senior member of staff, (Janet Coates) who has undertaken the level 2 and level 3 Safeguarding Children Training course run by Local Safeguarding Children s Board Service Ensures this training is updated every two years in accordance with government guidance; Recognises the importance of the role of the designated senior person and ensures she has the time and training to undertake her duties; Ensures there are contingency arrangements should the designated senior member of staff not be available; (Mrs Evans, then Mrs Ball are the point of contact as appropriate) Ensure that the designated senior member of staff will take advice from SSAFA Senior Social Worker British Forces Cyprus and /or SCE Safeguarding Manager when managing complex cases. Emergency out of hours SSAFA Social Work Services are available by telephoning CJPU Ensure each adult in school has signed in and is identifiable by wearing a visitor sticker or a volunteer sticker. Any persons not wearing a sticker will be challenged by members of staff The Role of school Governance Committee members and School Staff Akrotiri School will: Ensure every member of staff and every governance committee member know: Janet Coates is the designated senior person and understands her role; how to pass on and record concerns about a pupil; that they have an individual responsibility for referring child protection concerns using the proper channels and within the timescales set out in the BFC Child Protection Policy where the school Safeguarding and Child Protection Policy and SCE and British Forces Cyprus Procedures are located provide training for all staff from the point of their induction, and updated every three years at a minimum, so that they know: their personal responsibility, the local procedures, the need to be vigilant in identifying cases of abuse how to support and respond to a child who tells of abuse

3 2.3.3 Ensure that all staff, paid and unpaid, recognise their duty and feel able to raise concerns about poor or unsafe practice in regard to children and that such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed whistle-blowing policies. 2.4 Liaison with Other Agencies Akrotiri Primary School will: Work to develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance and written reports at child protection conferences and core groups Notify the Central Referral Team SSAFA (Akrotiri Social Worker Helen Burns), Senior Educational Social Worker (Jackie Raymonds) if: it should have to exclude a pupil who is subject to a child protection plan (whether fixed term or permanently); there is an unexplained absence of a pupil who is subject to a child protection plan of more than two days duration from school (or one day following a weekend); or as agreed as part of any child protection plan or core group plan. 2.5 Record Keeping Akrotiri Primary School will: Keep clear detailed written records of concerns about children in accordance with SCE Guidance for Record Keeping 2008 even where there is no need to refer the matter to the Safeguarding Manager immediately; Ensure all records are kept secure and in locked locations; Ensure all relevant child protection records are sent to the receiving school or establishment when a pupil moves schools in accordance with Guidance for Recording Keeping 2008 procedures. 2.6 Confidentiality and information sharing Staff will ensure confidentiality protocols are adhered to and information is shared appropriately. If in any doubt about confidentiality, staff will seek advice from a senior manager, Senior Educational Social Worker or SSAFA Social Worker if required The Head teacher or Designated Person will disclose any information about a pupil to other members of staff on a need to know basis only All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children All staff must be clear with children that they cannot promise to keep secrets. 2.7 Communication with Parents/Carers Akrotiri School will: Undertake appropriate discussion with parents prior to involvement of another agency unless the circumstances preclude this action. (Further guidance on this can be found in British Forces Child Protection Policy) Ensure that parents/carers have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school brochure and on school website.

4 3.0 Supporting the Pupil at Risk Categories of Abuse Neglect Persistent or severe neglect, or the failure to protect a child from exposure to any kind of danger resulting in the significant impairment of the child s health, development or achievement. Physical Injury Actual or likely injury to a child or a failure to prevent injury or suffering to a child. Sexual Abuse Actual or likely sexual exploitation of a child. Emotional Abuse Actual or severe adverse effect on the emotional and behavioural development of a child caused by severe or persistent ill treatment or rejection - making a child feel unwanted, ugly, worthless, guilty, unloved. 3.1 We recognise that children who are abused or witness violence may find it difficult to develop a sense of self worth and to view the world as benevolent and meaningful. They may feel helplessness, humiliation and some sense of self-blame. 3.2 This school may be the only stable, secure and predictable element in the lives of children at risk. Nevertheless, when at school their behaviour may be challenging and defiant or they may be withdrawn. 3.3 We recognise that some children actually adopt abusive behaviours and that these children must be referred on for appropriate support and intervention. 3.4 The school will endeavour to support the pupil through: 1 Cross-curricular opportunities to encourage self-esteem and self-motivation 2 The school ethos that actively promotes a positive, supportive and secure environment and values people. 3 All staff will agree on a consistent approach to supporting positive behaviour management, which focuses on the behaviour of the child but does not damage the pupil's sense of self worth. The school will ensure that the pupil knows that some behaviour is unacceptable but s/he is valued and not to be blamed for any abuse which has occurred; 4 Liaison with other agencies which support the pupil such as SSAFA Social Work Services, Child and Adolescent Mental Health Services and SCE Pupil and Family Services. 5 A commitment to develop productive and supportive relationships with parents; 6 Recognition that children living in a home environment where there is domestic violence, drug or alcohol abuse are vulnerable and in need of support and protection; 7 Vigilantly monitoring children s welfare, keeping records and notifying the Senior Educational Social Worker and SSAFA Social Work Services as soon as there is a recurrence of a concern. 3.5 When a pupil who is subject to a child protection plan leaves, information will be transferred to the new school immediately. SSAFA Social Work Services will also be informed. We will follow the procedures for children that Missing from Education. 3.6 Drug Use and Child Protection

5 3.6.1 The discovery that a young person is using illegal drugs or reported evidence of their drug use is not necessarily sufficient in itself to initiate child protection proceedings but the school will consider such action in the following situations: When there is evidence or reasonable cause: to believe the young person s drug misuse may cause him or her to be vulnerable to other abuse such as sexual abuse; to believe the pupil s drug related behaviour is a result of abusing or endangering pressure or incentives from others, particularly adults; Where the misuse is suspected of being prompted by serious parent/ carer drug misuse Children of Drug Using Parents/Carers Further enquiries and or further action will be taken when the school receives reliable information about drug and alcohol abuse by a child s parents/carers in the following circumstances; the parental misuse is regarded as problematic (i.e. multiple drug use including injection); a chaotic and unpredictable home environment exists which can be attributed to drug or alcohol misuse; children are not being provided with acceptable or consistent levels of social and health care; children are exposed to criminal behaviour Domestic Violence/ Abuse Through the provision of level 1 and level 2 Safeguarding training all school staff are aware that children and young people living in a situation of domestic abuse are a particularly vulnerable group Child Sexual Exploitation (CSE) and Female Genital Mutilation (FGM) The school will ensure that all staff are vigilant to child sexual exploitation which can include: situations, contexts and relationships where young people can receive something (for example; food, accommodation, drugs, alcohol, money gifts and in some cases simple affection) as a result in engaging in sexual activities. Female Genital Mutilation usually occurs within communities that practice FGM. 4.0 Preventing Unsuitable People from Working with Children 4.1 The school will operate safe recruitment practices including ensuring appropriate CRB and reference checks are undertaken according to the DfES (now DCSF) document Safeguarding Children and Safer Recruitment in Education (2007). (Mrs Vicky Evans and Miss Janet Coates have completed Safer Recruitment training) 4.2 The school will consult with the AEO BFC (Doug Munro) and the Safeguarding Manager (Hazel Russell) in the event of an allegation being made against a member of staff and adhere to the relevant procedures set out in Allegations against Staff Guidance, SCE The school will ensure that any disciplinary proceedings against staff relating to child protection matters are concluded in full even when the member of staff is no longer employed at the school and that notification of any concerns is made to the relevant authorities and professional bodies and included in references where applicable. 4.4 The school will ensure that all staff, paid and unpaid, are aware of the need for maintaining appropriate and professional boundaries in their relationships with pupils and parents/carers as advised within SCE Guidance for Safer Working Practices for Adults who Work with Children and Young People 2007.

6 4.5 The school will ensure that staff and volunteers are aware that sexual relationships with pupils aged under 18 are unlawful and could result in legal proceedings taken against them under the Sexual Offences Act 2003 (Abuse of trust). Staff will also be made aware as part of Induction about how to report inappropriate sexualized behaviours to the Head Teacher or Designated Senior Person to follow up with the Senior Educational Social Worker and SSAFA Social Work Services. All staff who work within a school have a duty of care to model appropriate social behaviours and to ensure that the professional role of trust is not abused Anti-Bullying 9 10 Our policy on anti-bullying is set out in a separate document and is reviewed annually. We expect staff to acknowledge that to allow or condone bullying constitutes a lack of duty of care and may lead to consideration under child protection procedures. SCE requires a termly return, including nil returns, for racist incidents Racist Incidents The school records racist incidents and we acknowledge that repeated racist incidents or a single serious incident may lead to consideration under child protection procedures. SCE requires a termly return, including nil returns, for racist incidents Health and Safety The Headteacher s SHEF statement reflects the SOS SHEF policy and SCE SHEF manual and is reviewed annually. It reflects the consideration we give to the protection of our children both within the school environment and when away from the school when undertaking school trips and visits E-Safety 23 Our policy on E-safety is set out in a separate document and is reviewed annually Children with Statements of Special Educational Needs We recognise that, statistically, children with behavioural difficulties and disabilities are most vulnerable to abuse. School staff who deal with children with complex and multiple disabilities and/or emotional and behavioural problems should be particularly sensitive to signs of abuse. The school has pupils with emotional and behavioural difficulties or challenging behaviours. The school will support staff to decide appropriate strategies that will reduce anxiety for the individual child and raise self esteem as part of an overall behaviour support plan agreed with parents. School now has three trained emotional learning support assistants (ELSAs). The school may have pupils who have communication difficulties and we are aware that they are vulnerable to abuse because they are unable to express themselves to others. Instead such children will often exhibit changes in behaviours or signs and symptoms of abuse recognised by staff with a good knowledge of the child. Where necessary, the school will consult with the Speech and Language team to provide additional training to staff in the use of other communication systems. Supervision by senior managers will be vigilant to create a protective ethos around the child. We promote high standards of practice, including ensuring that children know how to raise concerns, and have access to a range of adults with whom they can communicate 6.0 School Governance Committee Child Protection and Safeguarding responsibilities.

7 6.1 The School Governance Committee (SGC) recognises its responsibilities with regard to child protection and to safeguarding and promoting the welfare of children. It will: designate a member for Safeguarding who will monitor the school s child protection policy and practice and champion child protection issues; Our Designated SGC member is Squadron Leader Senescall ensure an annual report is made to the SGC copied to the Safeguarding Manager, on safeguarding matters to include changes affecting CP policy and procedures, child protection training received, the number of incidents/cases (no names) and child protection in the curriculum; Ensure that this policy is annually reviewed, updated and copied to the Safeguarding Manager. 6.2 Extended Schools and Before and After School Activities If the SGC provides extended school facilities or before or after school activities directly under the supervision or management of school staff, the school s arrangements for child protection as written in this policy shall apply Where services or activities are provided separately by another body the SGC will seek assurance that the body concerned has appropriate policies and procedures in place for safeguarding children and child protection and there are arrangements to liaise with the school on these matters where appropriate. This policy was ratified on And will be reviewed on Signed by the Head Teacher Mrs Vicky Evans Signed by the SGC Squadron Leader Senescall Signed by the Designated Person Miss Janet Coates Appendix A What to do when you have a concern about a child 1. It is important that all details of the event/observation that have given you a cause for concern are recorded accurately and quickly this is the priority. This can be done using the form below or information can be noted down on a piece of paper and then attached to the form. It is important that all information required is recorded e.g. date/ time/ date of birth of child etc If someone else observed / heard the concern, please ask them to countersign. 2. Share your concern with the designated safeguarding senior, the headteacher or a designated named person in their absence. If appropriate they will look at various areas, and previous notes to build up a more complete picture of the child in case of referral. It is not your responsibility to investigate.

8 3. The likely next step is that you, (the teacher or the class teaching assistant) will share your concern with the parent of the child. This can be in the form of a short note in the homeschool diary or a telephone call. You need to be clear who is going to do this. The contact should be noted and any discussion / follow up action noted on the concerns form. 4. The form and notes should then be given to the safeguarding senior or headteacher who will store the information in the pupil concerns file in the headteacher s office. 5. If there are still concerns and ideally with the parents consent and knowledge, a multi agency referral will be made by the designated safeguarding senior, headteacher, deputy headteacher of Foundation Stage leader who will decide whether further action is necessary. 6. You and/or the person who has talked to the parent will be asked to contribute to the initial assessment record if this course of action is considered necessary. Most of this information will be readily available. 7. If the Pupil Welfare Social Work team decide that no action is necessary you will be informed. However an Initial action plan can be drawn up that will involve other agencies in supporting the child. 8. If it is decided that more urgent action is required, a child protection conference report is compiled. 9. The referral process goes through various stages at which there are different options. There are flowcharts that show this process.

9 Appendix B REPORTING A CONCERN/INCIDENT Child s name: Class: ADVICE: a) A child may tell an adult that s/he has been abused. When a child feels able to talk about abuse to an adult it is generally a sign of a strong and trusting relationship with that adult. If a child chooses to talk to an adult and discloses abuse it is essential to BELIEVE THE CHILD AND TAKE THE FOLLOWING ACTION: LISTEN Repeat the child s words STOP Do not ask more questions REASSURE Tell the child that s/he is not to blame BELIEVE AFFIRM Tell the child that s/he is believed I am glad that you have told me It was right to tell me You have been brave CONFIDENTIALITY Never tell a child that what they have disclosed will be kept secret. Tell the child that other people who can help must be told. (A child disclosing to an adult is usually a cry for help) EXAMINATION Never attempt an examination. If a child wants to show his/her injuries to an adult another colleague should always be present, preferably the same sex as the child. REPORT Immediately report what has been disclosed to the RESPONSIBLE PERSON. Remember to write verbatim what the child said. b) Staff should always be aware in the dealings with children that their actions might be open to misinterpretation. It is advisable that, if possible, doors of offices and rooms should be left open, if a member of staff is alone with a child. If a member of staff does not feel comfortable, another colleague should be invited to be present at any discussions with children. What happened? When it happened? To whom it happened? By whom?

10 Agreed Action Signature: Date:. Appendix C What to include in notes and reports It is impossible to say, at the time of making a child protection note, who will eventually have access to it, or when. It may be consulted months or even years after it was written. Always bear in mind that someone who is a complete stranger to you and your school may need to read your record at some stage in the future. Ideally, logs of incidents should be typed. Hand written notes should be clearly legible and written in ink. All notes and reports must contain the following: - Date of the incident - Date and time of the record being made - Name and date of birth of the child(ren) concerned - A factual account of what happened, and the location where the incident took place (include the actual words spoken by the child where possible) - A note of any other people involved e.g. as witnesses - Action taken, and any future plans e.g. monitor and review - Any other agencies informed? - Printed name of the person making the record - Job title of the person making the record - Signature (print name alongside) - The source of the information should be identified e.g. Mrs Bell, a teaching assistant, informed me that. Or I saw John in the playground at break time - Information should be factual or based on fact. Record what you saw, heard etc. and try not to be vague or woolly (e.g. Jenny was crying and rocking rather than Jenny was upset ). - Opinion is acceptable provided that you can give some justification for holding it (e.g. Sam ran and hid under the table when his mother arrived to take him home, and clung to me when I tried to get him out. He appeared to be frightened. ) - Make a note of what you have done with the information (e.g. I consulted the Headteacher, Mr Wilson, and he said he would ) - Try to avoid specialist jargon (e.g. he is at School Action Plus ) which someone from another agency would not necessarily understand.

11 Appendix D Standards for Effective Safeguarding Practice in Schools Child protection matters are receiving an increased priority in OFSTED inspections. The following standards may assist schools in evaluating their practice In best practice, schools: 1 have an ethos in which children feel secure, their viewpoints are valued, and they are encouraged to talk and are listened to; 2 provide suitable support and guidance so that pupils have a range of appropriate adults to whom they can turn if they are worried or in difficulties; 3 work with parents to build an understanding of the school s responsibility to ensure the welfare of all children and recognition that this may occasionally require children to be referred to other agencies or Locality Teams as a constructive and helpful measure; 4 are vigilant in cases of suspected child abuse, recognizing the signs and symptoms, have clear procedures whereby teachers report such cases to senior staff and are aware of local procedures so that information is effectively passed on to the relevant professionals; 5 monitor children who have been identified as at risk, keeping, in a secure place, clear records of pupils progress, maintaining sound policies on confidentiality, providing Information to other professionals, submitting reports to case conferences and attending Case conferences; 6 provide and support child protection training regularly to school staff every three years and in particular to designated teachers every two years to ensure their skills and expertise is up to date, and ensures that targeted funding for this work is used solely for this purpose; 7 contribute to an inter-agency approach to child protection by developing effective and supportive liaison with other agencies; 8 use the curriculum to raise pupils awareness and build confidence so that pupils have a range of contacts and strategies to ensure their own protection and understand the importance of protecting others, taking into account the guidance for Governors on sex and relationship education (DfES 2000); 9 provide clear policy statements for parents, staff and children and young people on this and on both positive behaviour policies and the schools approach to bullying; 10 have a clear understanding of the various types of bullying - physical, verbal, indirect, and cyber-bullying, - act promptly and firmly to combat it, making sure that pupils are aware of the school s position on this issue and who they can contact for support; 11 take particular care that pupils with SEN in mainstream and special schools, who may be especially vulnerable to abuse, are supported effectively. Particular attention should be paid to ensuring that those with communication difficulties are enabled to express themselves to a member of staff with appropriate communicative skills, e.g. Makaton or PECS; 12 have a clear policy about the handling of allegations of abuse by members of staff, ensuring that all staff are fully aware of the procedures and that they are followed

12 correctly at all times, using the guidance set out in the DfES (now DCSF) document Safeguarding Children and Safer Recruitment in Education 13 have a written whole school policy, produced, owned and regularly reviewed by school staff and which clearly outlines the school s position and positive action in respect of the aforementioned standards;

13 Appendix E Referral Flowchart Safeguarding / Child Protection & Welfare - Akrotiri School If unhappy with decision the practitioner has the right to report direct. Practitioner has concerns about a child s welfare Practitioner discusses with Responsible person (Janet Coates) and completes referral form (appendix B) Responsible person refers to assessment framework triangle (appendix D) and acts as they think appropriate. Child in immediate danger / crisis Head Teacher informed Practitioner to monitor. No further Concerns Concerns about a member of staff Head Teacher informed, unless allegation involves Head Teacher then it will be dealt with by Senior member of staff (separate investigation procedures may be necessary) SSAFA Social Worker informed and lead case from this point onwards. Social worker and manager acknowledge receipt of referral and decide on next course of action within one working day. School informed of actions. Initial assessment required Concerns about child s immediate safety EMERGENCY ACTION. Still have concerns Responsible person refers to SSAFA Social Worker following up the referral in writing within 48 hours. No further social care involvement although other action may be necessary e.g. onward referral. No further child protection action, although may need to act to ensure services provided. SCE Informed Responsible Persons Janet Coates Deputy in his absence Vicky Evans Rachel Ball

14 Appendix F - Assessment framework triangle