Child Protection Policy. Policy Number 6 Version 2 Policy Date April 2009 Review Date April Child Protection Policy April 09 Version 2

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1 Child Protection Policy Policy Number 6 Policy Date April 2009 Review Date April 2010 Child Protection Policy April 09

2 Child Protection Policy Rationale All children have the right to: - Love, understanding and care Be safe at home, at school and in the community Protection from all forms of abuse. Because of their day-to-day contact with individual children, teachers and other staff in the education service are particularly well placed to observe outward signs of abuse, changes in behaviour or failure to develop. Purpose To inform all staff who have contact with pupils of the following: - Signs and signals of child abuse The procedure to follow when child abuse is suspected. Definition Child abuse is defined by the concept of "significant harm". (Children's Act 1989) "harm" is ill treatment or the impairment of health or development. "ill treatment" includes sexual abuse and forms of ill treatment which are not physical. "health" means physical or mental health. "development means physical, intellectual, emotional or behavioural development. There are four main categories of abuse: Neglect: Physical: Sexual: Emotional: The persistent or severe neglect of a child or the failure to protect a child from exposure to any kind of danger, including cold or starvation, or extreme failure to carry out important aspects of care, resulting in the significant impairment of the child s health or development, including non-organic failure to thrive (see Appendix 1 for indicators). Actual or likely physical injury to a child, or failure to prevent physical injury (or suffering) to a child, including deliberate poisoning, suffocation and Munchausen s syndrome by proxy (see Appendix 2 for indicators). Actual or likely exploitation of a child. The child may be dependent and/ or developmentally immature (see Appendix 3 for indicators). Actual or likely severe adverse effect on the emotional and behavioural development of a child caused by persistent or severe emotional ill treatment or rejection. (See appendix 4 for indicators). Child Protection Policy April 09

3 Designated Teacher The Headteacher is the designated teacher, Child Protection Officer, responsible for coordinating action within the School and liaison with other agencies. In her absence the Deputy Headteacher will take on this role. The appointment of a designated teacher with specific responsibility for child protection does not diminish the role of all members of staff in being alert to signs of abuse and being aware of the procedures to be followed, including those in cases where an accusation is made against a member of the school s staff. Any concerns a member of staff may have about a child in their care should be discussed with the Child Protection Officer. General Principles All staff, both teaching and support, are responsible for reporting immediately to the Child Protection Officer all cases of suspected child abuse. In the absence of the designated teacher the matter should be reported to the Deputy Headteacher. The welfare of the child takes precedence over all other issues. If child abuse is suspected it must be reported regardless of any fears there might be of creating a difficult situation with the child's parents/carers. It is important to respect a child's right to confidentiality so that only the people who need to know are given details of any abuse of that child. Procedure In all cases where abuse is suspected or a sustainable allegation is made, teachers and other members of staff should report the information to the Child Protection Officer. The Role of the Child Protection Officer After a member of staff reports a case of suspected abuse or a sustainable allegation the Child Protection Officer will decide on the appropriate action to be taken: Emergency Situation Telephone Social Services and ask for the duty officer, stating that it is a Child Protection issue. The Child Protection Officer will record date, time and name of duty officer. Call Police if Social Services cannot respond urgently. Non-Emergency Situation Record and file all relevant notes, including Teacher s Notes. If the Child Protection Officer is unsure of whether to act or not she may telephone the Child Protection Team Leaders at Social Services and ask if the child is known to them and seek advice. If a member of staff has reported a case that involves a child already on the Child Protection Plan the Child Protection Officer should refer the case to, or discuss it with, the investigating agencies. If the Child Protection Officer is unsure about whether a case should formally be referred, he can seek advice from the local Social Services Department or the LA s child protection coordinator. Child Protection Policy April 09

4 Records Child Protection records are kept locked in the Headteacher s office and are exempt from the disclosure provisions of the Data Protection Act. Distribution of Information The School should be notified by Social Services when a child on the Child Protection Plan starts school or if a pupil s name has been placed on the Plan. It is the responsibility of the Child Protection Officer to ensure that class teachers are aware of the names of children on the Child Protection Plan in their care and to pass this information on to the child s next school should that be necessary. Staff Guidelines for Cases of Suspected Abuse 1. Listen to the child. 2. Reassure. 3. Do not promise confidentiality. 4. Make a written record dated and signed. Try to record the exact words used by the child, and by yourself, plus the context. 5. Seek advice/pass information on to the Child Protection Officer. It is the responsibility of the Child Protection Officer to decide whether to refer the matter to Social services and for Social Services to investigate under Child Protection procedures if appropriate. 6. Continue to monitor and record all developments. Guidance to Staff on listening and responding to the child DO... Be accessible and receptive Listen carefully and ask open question to clarify (e.g. who, what, how) Take it seriously (e.g. "This is very serious"; "I'm sad that it has happened to you") Reassure the child they are right to tell (e.g. "I'm glad you told me"; "That was the right thing to do") Reassure the child it was not their fault Prepare them for the fact that you must involve others, such as Social Services Explain that you cannot personally protect them - but will support them in telling the right people Report all suspicions or disclosures immediately Make careful records of what was said - using the child's own words and including questions you asked - keep your hand-written notes which should be dated and signed DO NOT... Jump to conclusions Try to force the child to disclose - let the child talk, ask only the questions you need to know to clarify immediate safety. The child should not be repeatedly interviewed and the Police/Social Services interview will form the basis of evidence needed to protect the child Speculate or accuse anybody Ask any leading questions whatsoever, e.g. "Was it daddy/mummy", or any questions requiring a YES/NO answer Child Protection Policy April 09

5 Make promises you cannot keep - it is important to remember that the child has chosen you, as a trusted adult, as a person to confide in. She or he will expect your support REMEMBER: It is the role of the Police and Social Services to investigate. Dealing with Parents The School recognises that this can be a sensitive and difficult issue. Where possible, we will respect parents and children s needs for privacy and confidentiality. We recognise that this can be a traumatic time for the non-abusing parent and would endeavour to give him or her privacy and support. If, following the Child Protection Officer s reporting of an incident, the parents of the child concerned come to school to challenge our action, we will where possible soothe and calm parents, pointing out that we have a legal responsibility to inform the relevant agencies and that the case is now out of our hands. Should the parents become aggressive either verbally or physically, we would ask them to leave and suggest that they make a more appropriate appointment. Support At school we recognise that children who need help often choose to confide in someone at school with whom they feel comfortable. If a member of staff is approached they will endeavour to find an appropriate place for a personal conversation. The child will be treated with sensitivity and understanding. If a teacher is dealing with a distressed child, arrangements will be made to cover the class. Through the curriculum we will endeavour to equip children with the skills they may need to help them stay safe. As part of our Personal, Social and Health Education lessons we will address issues such as: Who do we trust? What is a good secret? What is a bad secret? Whom should I tell? Child Protection Policy April 09

6 Appendix 1 Designated Person: Deputy Designated Person: Nominated Governor: Nicola Berry, Headteacher Deputy headteacher Lisa Marratt Social services duty office: South West Child Protection Procedures website: INDICATORS OF ABUSE Part of the nature of abuse is its secrecy and children live under threats not to disclose. There may be no outward signs at all but a combination of factors building up a picture of a child at risk. The consequence of this highlights the importance of monitoring and communicating effectively our concerns and observations. POSSIBLE SIGNS OF NEGLECT Constant hunger Poor personal hygiene Constant tiredness Poor state of clothing Emaciation Frequent lateness or non-attendance at school Untreated medical problems Destructive tendencies Low self-esteem Neurotic behaviour (e.g. rocking, hair twisting, thumb sucking). No social relationships Compulsive stealing Scavenging for food or clothes. Child Protection Policy April 09

7 Appendix 2 POSSIBLE SIGNS OF PHYSICAL ABUSE Unexplained injuries or burns, particularly if they are recurrent Improbable excuses given to explain injuries Refusal to discuss injuries Untreated injuries Admission of punishment that seems excessive Fear of parents being contacted Bald patches Withdrawal from physical contact Arms and legs kept covered in hot weather Fear of returning home Fear of medical help Self-destructive tendencies Aggression towards others Chronic running away. Child Protection Policy April 09

8 Appendix 3 POSSIBLE SIGNS OF SEXUAL ABUSE Children under the age of 5: Become insecure and cling to the parent in a fearful manner Show extreme fear of a particular person Cry hysterically at times Have some physical signs in the genital or anal area Regress to a much younger behavioural pattern Behave in a way that is sexually inappropriate to their age, being obsessed with sexual matters Become withdrawn, stop eating, have chronic nightmares, begin bed wetting when previously dry Stare blankly; seem unhappy, confused, sad Play out sexual acts in too knowledgeable a way with dolls or other children Stop enjoying activities with other children, such as stories or games Seem to be bothered or worried but won t tell why, as if keeping a secret Change from being happy and active to being withdrawn and fearful Repeat obscene words or phrases said by abuser Say repeatedly that they are bad, wicked or dirty Become aggressive and hurtful Act in a sexually inappropriate way towards adults. Children over the age of 5: Hint at secrets they cannot tell Say that a friend has a problem Ask you if you will keep a secret if they tell you something Begin lying, stealing, blatantly cheating in the hope of being caught Have unexplained sources of money Have terrifying dreams Start wetting themselves Exhibit unexplained changes in behaviour, such as becoming aggressive or withdrawn Stop enjoying activities they liked previously, such as sport, art, scouts or guides, gym club etc. Be reluctant to undress for PE Become fearful or refuse to see certain adults for no apparent reason Act in a way that is sexually inappropriate for their age Draw sexually explicit pictures of some act of abuse Seem to keep secret something that is worrying them Have urinary infections, bleeding or soreness in the genital or anal areas Have soreness or bleeding in the throat Have chronic ailments, such as stomach ache or headaches Take over the parental role at home; seem old beyond their years (if a victim of incest) Become severely depressed, even attempt suicide Have poor self-image, self mutilate Child Protection Policy April 09

9 Continually run away Regress to younger behaviour, such as thumb sucking, surrounding themselves with previously discarded cuddly toys Show discomfort when walking Say that they are no good, dirty, rotten Be wary, watchful Repeat obscene words or phrases, which may have been said during the abuse Attempt to sexually abuse another child Talk or write about sexual matters Find excuses not to go home or to a friend s house after school (places where abuse may be happening) Act in a sexually inappropriate way towards adults. Child Protection Policy April 09

10 Appendix 4 POSSIBLE SIGNS OF EMOTIONAL ABUSE Physical, mental and emotional development lags Admission of punishment that appears excessive Over-reaction to mistakes Inappropriate emotional responses to painful situations Neurotic behaviour (rocking; hair twisting; thumb sucking) Self-mutilation Fear of parents being contacted Extremes of passivity or aggression Drug/solvent abuse Chronic running away Compulsive stealing Scavenging for food or clothes. Child Protection Policy April 09