HERTFORD REGIONAL COLLEGE SAFEGUARDING CHILDREN & VULNERABLE ADULTS POLICY

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1 HERTFORD REGIONAL COLLEGE SAFEGUARDING CHILDREN & VULNERABLE ADULTS POLICY

2 SAFEGUARDING CHILDREN AND VULNERABLE ADULTS POLICY 1. Scope and Purpose of Policy Hertford Regional College is committed to safeguarding all staff, students and visitors, and there are policies and procedures in place to achieve this. This policy sets out how we will actively promote the safeguarding of children* and vulnerable adults**. The aims of the Policy are: Establish and maintain an environment where students feel safe, are encouraged to talk, and are listened to when they have a worry or concern. Ensure students know whom they can approach if they are worried. To provide protection for the children or vulnerable adults at Hertford Regional College To provide staff and volunteers with training and guidance on the procedures they should adopt in the event that they suspect a student may be experiencing, or be at risk of harm. In order to protect children and vulnerable adults from harm, abuse or neglect the College will act in accordance with the following legislation and guidance: o The Children and Families Act 2014 o Keeping Children Safe in Education Act 2014 o The Care Standards Act 2000 o The Education Act 2011 o The Education and Training Foundation Professional Standards for Teachers and Trainers in Education and Training England, published April 2014 o Safeguarding Children and Safer Recruitment in Education 2007 (Guidance document) o Safeguarding Vulnerable Groups Act 2006 o Vetting and Barring Scheme o Dealing with Allegations of Abuse Against Teachers and Other Staff (DfE 2011) o Working Together to Safeguard Children (DfE 2013) The Policy applies to the Board of the Corporation, all staff, volunteers, agency staff, students, contractors, subcontractors and anyone working on behalf of the College. Safeguarding Children and Safer Recruitment in Education (DfES 2006) also states: All parents need to understand that schools and FE colleges have a duty to safeguard and promote the welfare of children who are their pupils or students, that this responsibility necessitates a child protection policy and procedures, and that a school or FE college may need to share information and work in partnership with other agencies when there are concerns about a child s welfare.

3 2. Statement of Policy The College recognises that: The welfare, needs and wishes of children or vulnerable adults are paramount All students have the right to equal protection from all types of harm, abuse or neglect Working in partnership with students and other agencies is essential in promoting a safe learning environment. We will seek to safeguard children or vulnerable adults by: Valuing them, listening to them and respecting them Actively promoting safeguarding through procedures, a code of conduct, regular training and information for staff and volunteers Recruiting staff safely Sharing information about concerns with agencies that need it, and involving students and their parents/carers appropriately. In particular we will ensure that: A Safeguarding Policy and Procedure are in place and reviewed annually Safe recruitment procedures are in place A DSP is appointed who is a member of the senior leadership team Staff and volunteers attend relevant safeguarding children training Students are aware of their responsibilities towards creating a safe environment and how they can report concerns Arrangements for the Safe management of allegations against staff are in place. We will ensure that child protection type concerns or allegations against adults working in the school are referred to the LADO for advice, and that any member of staff found not suitable to work with children will be notified to the Disclosure and Barring Service (DBS) for consideration for barring, following resignation, dismissal, or when we cease to use their service as a result of a substantiated allegation, in the case of a volunteer. Deficiencies or weaknesses in safeguarding arrangements are remedied without delay Close working relationships with external agencies are in place, in particular for groups of users with additional vulnerabilities eg Looked After Children All parents/carers are made aware of the responsibilities of staff members with regard to child protection procedures through publication of the College s Safeguarding Policy, and in our Guide to Safeguarding for Parents leaflet Our guidelines to access to college premises ensure all staff and visitors to the site are aware of our safeguarding procedures

4 The names of the Designated Senior Persons for Safeguarding and the Safeguarding Officers are clearly displayed on all colłege sites with a statement explaining how they can be contacted All new members of staff will be given a copy of our safeguarding statement, and child protection policy, with the DCPOs names clearly displayed, as part of their induction into the College. 4. Responsibilities of all staff Safeguarding incidents could happen anywhere and all staff should be alert to any concerns that are raised. The method of contact with the safeguarding team is to and to complete the referral form which will be automatically sent. Further details on the safeguarding team and the referral method are in the Safeguarding Procedure. In addition, any member of staff may raise concerns directly with Children s Social Care services, as detailed in the Keeping Children Safe in Education Information for Staff 10 page guide published by the DfE and available at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/354151/keepi ng_children_safe_in_education_information_for_staff.pdf Should any member of staff have safeguarding concerns about the behaviour of staff in the college, these should be raised directly with the DSP (Director of Academic Quality and Development), or any member of SLT. In addition to the mandatory three yearly safeguarding training all staff should read Keeping Children Safe in Education Information for Staff, and will be required to confirm to the Professional Development Manager, either via the link on staffnet or directly that they have done so. Appendix B gives guidance on types of abuse 5. The Role of the Governing Body The Governing Body has overall responsibility for ensuring that there are sufficient measures in place to safeguard the children in their establishment.. In particular the Governing Body must ensure: A nominated governor for child protection is appointed to take lead responsibility The safeguarding policy is published on the staff intranet and on the website A member of the Governing Body (usually the Chair) is nominated to be responsible in the event of an allegation of abuse being made against the Principal or Designated Post Holders They receive an annual report on the management of safeguarding

5 3. Consultation The following have been consulted about this policy: Senior Leadership Team Safeguarding Advisory Group Academic Management Group 4. Equal opportunities impact statement: Hertford Regional College will eliminate any conditions, procedures and individual behaviour that can lead to discrimination and victimisation. Date of document establishment and initial approval June 2011 Version number 5.0 Approving body Designated owner Linked policies and procedures Board of Corporation Director of Academic Quality and Development Safeguarding Procedure Health and Safety Policy Confidentiality Policy Single Equality Scheme Student Disciplinary Policy and Procedure Maintaining Professional Relationships Procedure Statement of procedures for dealing with allegations of abuse against staff Date of last review February 2015 Date of next review February 2016 Appendix A *A child is legally defined as anyone under the age of 18 **No Secrets (2000) defines vulnerability as any person of 18 or over who is or may be in need of community care services by reason of mental or other disability, age or illness and who is, or may be, unable to take care of himself or herself against significant harm or serious exploitation.

6 The Association of Directors of Adult Services safeguarding guidance further defines a vulnerable adult as someone who is unable to retain independence, well being and choice and to access their human right to live a life that is free from abuse and neglect. Quotes taken from Appendix B Types of abuse and neglect Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults or another child or children. Physical abuse: a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child. Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or making fun of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone. Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. Neglect: the persistent failure to meet a child s basic physical and/or psychological needs, likely to result in the serious impairment of the child s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child s basic emotional needs.

7 Further information on Child Sexual Exploitation and Female Genital Mutilation Child sexual exploitation (CSE) involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities. Sexual exploitation can take many forms ranging from the seemingly consensual relationship where sex is exchanged for affection or gifts, to serious organised crime by gangs and groups. What marks out exploitation is an imbalance of power in the relationship. The perpetrator always holds some kind of power over the victim which increases as the exploitative relationship develops. Sexual exploitation involves varying degrees of coercion, intimidation or enticement, including unwanted pressure from peers to have sex, sexual bullying including cyberbullying and grooming. However, it also important to recognise that some young people who are being sexually exploited do not exhibit any external signs of this abuse. Female Genital Mutilation (FGM): professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM. There is a range of potential indicators that a child or young person may be at risk of FGM, which individually may not indicate risk but if there are two or more indicators present this could signal a risk to the child or young person. Victims of FGM are likely to come from a community that is known to practise FGM. Professionals should note that girls at risk of FGM may not yet be aware of the practice or that it may be conducted on them, so sensitivity should always be shown when approaching the subject. Staff with concerns should contact the safeguarding team via the usual channels. Details in Appendix B are taken from Keeping Children Safe in Education Information for Staff 10 page guide published by the DfE and available at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/354151/keeping_childr en_safe_in_education_information_for_staff.pdf

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