Safeguarding Policy and Guidance

Transcription

1 WEST DERBY SCHOOL Safeguarding Policy and Guidance Approved on: 25 March 2015 Next review date: 31 March 2016 Signed: (Headteacher) Signed: K Callant (For and on behalf of Governing Body) West Derby School is a charitable company limited by guarantee, registered in England and Wales. Company number Registered office: 364 West Derby Road Liverpool L13 7HQ

2 School Child Protection Policy and Guidance This policy provides guidance to all adults working within the school whether paid or voluntary or directly employed by the school. Child Protection Statement: Our school is committed to safeguarding children and promoting children s welfare and expects all staff, governors, volunteers and visitors to share this commitment and maintain a vigilant and safe environment. Everyone has a responsibility to act without delay to protect children by reporting anything that might suggest a child is being abused or neglected. It is our willingness to work safely and challenge inappropriate behaviours that underpins this commitment. The school seeks to work in partnership with families and other agencies to improve the outcomes for children who are vulnerable or in need. This policy will be reviewed annually by the full governing body. Contents date: 31 March 2016 Page Definition of Safeguarding/Child Protection 2 Aims 2 Key Principles 2 Key Legislation 3 Informing parents and others of our safeguarding practices 5 Safeguarding Framework 5 Roles and Responsibilities 6 Making and Managing Referrals 9 Training 9 Additional guidance for staff and volunteers 11 E-safety, data protection and the use of digital photographic equipment 13 Monitoring attendance 13 Record keeping and the transferring of child protection records 14 Line Management 14 Disclosure and Barring Service 14 Appendices 17 1 P a g e

3 Definition of Safeguarding A child includes anyone under the age of 18. Child protection: Where a child is suffering significant harm, or is likely to do so, action should be taken to protect that child. Safeguarding Children: Action should also be taken to promote the welfare of a child in need of additional support, even if they are not suffering harm or are at immediate risk. Protecting children and young people from maltreatment and harm. Preventing impairment of children and young people s health or development. Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care. Taking action to enable all children to have the best outcomes. (Keeping Children Safe in Education (DfE 2014) ) Aims To ensure responsibilities and procedures are fully understood and that all staff, governors and volunteers can recognise signs and indicators of abuse or neglect and respond to them appropriately, following Local Safeguarding Children s Board (LSCB) and Local Authority (LA) child protection guidelines. To ensure the school s practice meets local and national recommendations and promotes the safeguarding of all children. The appendices provide key advice and guidance. Key Principles The child s needs and welfare are paramount. All children have a right to be protected from abuse and neglect and have their welfare safeguarded. Children will be listened to and their views and wishes will inform any assessment and provision for them. Staff will always act in the interests of the child in order to protect them. The school recognises that scrutiny, challenge and supervision are key to safeguarding children. The school is committed to working with other agencies to provide early help for children before they become at risk of harm or require a child in need statutory assessment. Early Help means providing support as soon as a problem emerges, at any point in a child s life, from the foundation years through to the teenage years. (DfE 2014) All staff have equal responsibility to report their concerns about a child or the behaviour of any adult without delay to the Designated Safeguarding Officer. 2 P a g e

4 Whilst the Designated Safeguarding Officer will normally make referrals to Children s Services, any staff member can refer their concerns to children s social care directly (Liverpool Careline ). Everyone has responsibility to escalate their concerns and press for reconsideration if they believe a child s needs remain unmet or if the child is failing to thrive and in need or if the child is at risk of harm. Concerns about a child should always lead to help for a child at some point. (DfE 2014) The school understands its responsibility to request a statutory assessment lead by a social worker for any child in need, as defined under the Children Act 1989, who is unlikely to achieve or maintain a satisfactory level of health or development, or their health and development will be significantly impaired, without the provision of services. Keeping Children Safe in Education (DfE 2014) reminds us that all staff should maintain an attitude of it could happen here where safeguarding is concerned. The school works in partnership with other agencies to promote the welfare of children and protect them from harm, including the need to share information about a child in order to safeguard them. Fears about sharing information cannot be allowed to stand in the way of the need to promote the welfare and protect the safety of children. Working Together to Safeguard Children (DfE 2103) The school works with other agencies to ensure any actions that are part of a multi-agency coordinated plan are completed in a timely way. The school follows the Local Authority and Liverpool Children s Safeguarding Board s procedures and provides them with information as required. ( Staff, children and families will need support following child protection processes being followed. Children have a right to learn ways to keep themselves safe from harm and exploitation. Key Legislation Schools and colleges must have regard for the DfE statutory guidance Keeping Children Safe in Education (DfE 2014). This child protection policy should be read alongside this statutory guidance and all staff must read part 1 of this guidance. Local authorities have a duty to make enquiries under section 47 of the Children Act 1989 if they have reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm, to enable them to decide whether they should take any action to safeguard and promote the child's welfare. There may be a need for immediate protection whilst the assessment is carried out. 3 P a g e

5 A child in need is defined under the Children Act 1989 as a child who is unlikely to achieve or maintain a satisfactory level of health or development, or their health and development will be significantly impaired, without the provision of services; or a child who is disabled. A social worker will lead and co-ordinate any assessment under section 17 of the Children Act Section 175 of the Education Act 2002 places a duty on local authorities (in relation to their education functions, and governing bodies of maintained schools and further education institutions, which include sixth-form colleges) to exercise their functions with a view to safeguarding and promoting the welfare of children who are pupils at a school, or who are students under 18 years of age attending further education institutions. The same duty applies to independent schools (which include Academies and free schools) by virtue of regulations made under section 157 of the same Act. Working Together to Safeguard Children (DfE 2013) provides additional guidance and clearly states: Protecting children from harm and promoting their welfare depends upon a shared responsibility and effective joint working between different agencies. In addition, Working Together also reinforces the need to take action to provide Early Help before child protection is required: Providing early help is more effective in promoting the welfare of children than reacting later. Early Help means providing support as soon as a problem emerges, at any point in a child s life, from the foundation years through to the teenage years. The school therefore understands its responsibility to engage with other professionals in Early Help Assessments when a child s needs according to the Liverpool Children s Safeguarding Board Level of Needs framework sit below the requirement for a statutory assessment. The Teaching Standards (DfE 2012) also requires all teachers to uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, including: treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher s professional position having regard for the need to safeguard pupils well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others In addition, the Sexual Offences Act 2003 makes it clear that all members of staff are in a position of trust and would therefore be committing a criminal offence to have a sexual relationship with a young person below the age of 18, even if that pupil is over the age of 4 P a g e

6 consent. In addition it would be a breach of trust to have a relationship with any school student over the age of 18. The school also takes into consideration the Ofsted guidance to inspectors, Inspecting Safeguarding which is continually updated. Informing parents and others of our safeguarding practices: A copy of this policy is available to parents via the school website. The following statement is also provided on our website for parents so that they are aware of the school s responsibilities: West Derby School is committed to safeguarding and promoting the welfare of young people; we expect all pupils, staff, volunteers and visitors to share this commitment The school ensures children learn in a safe, caring and enriching environment. Children are taught how to keep themselves safe, to develop positive and healthy relationships, how to avoid situations where they might be at risk including by being exploited. The school also has a statutory responsibility to share any concerns it might have about a child in need of protection with other agencies and in particular police, health and children s services. Schools are not able to investigate concerns but have a legal duty to refer them. In most instances the school will be able to inform the parents/carer of its need to make a referral. However, sometimes the school is advised by children s services or police that the parent/carer cannot be informed whilst they investigate the matter. We understand the anxiety parents/carers understandably feel when they are not told about any concerns from the outset. The school follows legislation that aims to act in the interests of the child. The school will always seek to work in partnership with parents and other agencies to ensure the best possible outcomes for the child and family. Safeguarding Framework: In addition to this child protection policy the school has procedures or policies in relation to: accessibility plan attendance alternative and off-site provision behaviour (including anti-bullying and cyber bullying) code of conduct for staff, governors, and volunteers (guidance on safer working practices) (including guidance for visitors) Children in Care (Looked After Children) 5 P a g e

7 Clubs, trips, educational visits and extended school activities data protection disability objectives (single equality policy) equal opportunities emergency planning fire evacuation first aid health education (including drug and substance misuse) network and internet use risk assessments recruitment and selection managing allegations against staff school and site security special educational needs and disabilities supporting children with medical conditions taking and using photographs whistle-blowing Roles and Responsibilities The Headteacher is Mrs Graham. The Chair of Governors is Mrs Callant. The Designated Child Protection Coordinator is Mrs Lorder. The Deputy Child Protection Coordinators are Mrs Graham and Mrs Hennessey. Additional named Safeguarding Officer is Mrs Weightman The Nominated School Governor for Child Protection is Mr Cavanagh. The Chair of Governors deals with any allegations against the Headteacher 6 P a g e

8 The Governing body ensures that: The school meets the statutory responsibilities set out in Keeping Children Safe in Education DfE 2014 and Working Together to Safeguard Children DfE The school has a strategy for providing early help together with other agencies and supporting children and families by carrying out early help assessments, drawing upon the LSCB s Levels of Need Framework. The Child Protection Policy is reviewed annually and available to parents, via the school s website. All adults working within the school are aware of the school s code of conduct and this guidance is in keeping with the DCSF Guidance for Safer Working Practices for Adults Working with Children (2009) The school s practice is reviewed in line with Local Authority guidance, Liverpool Children s Safeguarding Board priorities and any actions identified in the Local Authority 175 Audit are completed. The Designated Child Protection Coordinator and deputies are members of the Leadership Team and they have attended appropriate training which is updated at least every two years. (Liverpool School Improvement Services provide yearly briefings and training new to the role of Designated Child Protection Coordinator.) The school has procedures in keeping with the LSCB for dealing with any allegations made against any adult working within the school. There is an additional nominated governor to liaise with the Designated Safeguarding Officer and champion child protection/safeguarding on behalf of the safeguarding body. The school follows safer recruitment procedures, including the statutory preemployment checks on all staff working with young people. The school s single central record is reviewed on a monthly basis; the Governing Body has delegated this task to the Headteacher. The school itself is a safe environment where the views of children and families are listened to and where children are taught about safeguarding and how to keep themselves safe, including on the internet or when using new technology. Any complaints about services lead to improvements in practice. It scrutinises the impact of the school s training strategy so that all staff, including temporary staff and volunteers, are aware of the school s child protection procedures. All staff must have child protection training which is regularly updated. There is effective analysis of safeguarding data including bullying, attendance, exclusions, behaviour logs and the progress and participation of vulnerable students. 7 P a g e

9 All safeguarding practices are quality assured by the leadership team, including the auditing of safeguarding records and the supervision of the Designated Safeguarding Officer and other members of the safeguarding team. Governing bodies are accountable for ensuring the school has effective policies and procedures in place in line with local and national guidance, and for monitoring the school s compliance with them. Neither the Governing Body nor individual governors have a role in dealing with individual child protection cases or the right to know the detail of cases (except when exercising their disciplinary functions in respect of allegations against a member of staff or investigating a complaint brought to their attention). The Headteacher will ensure that: 1. The Single Central Record is maintained and up-to-date and the safer recruitment practices set out in Keeping Children Safe 2014 are followed, including preemployment checks. At least one member of every recruitment panel has attended safer recruitment training. 2. Job descriptions and person specifications for all roles make specific reference to child protection and safeguarding. 3. There is a listening culture within the school where both staff and children are able to raise concerns about poor or unsafe practices. 4. Referrals are made to the Disclosure and Barring Service and / or the National College of School Leadership as appropriate. 5. They liaise with the Local Authority Designated Officer where an allegation is made against a member of staff. 6. The Designated Safeguarding Officer has a job description in keeping with the requirements of Keeping Children Safe in Education 2014 and that sufficient time, training and support are allocated to this role, including the appointment of colleagues able to deputise for the Designated Safeguarding Officer. 7. The curriculum provides opportunities to help students stay safe. 8. They quality assure the school s child protection practices including the auditing of safeguarding records and the supervision of the Designated Safeguarding Officer and other members of the safeguarding team to ensure that actions and decisions are reviewed appropriately ((Guidance: appendices p34-35) 9. A named governor meets termly with the Designated Child Protection Coordinator and reports to the full governing body (Template: appendices p34). 10. The whole staff and the governing body receive regular training at least every three years. Induction is in place for all new staff. 11. Outcomes for all vulnerable groups of students are monitored including: incidents of bullying attendance exclusions attainment and progress 8 P a g e

10 10. Priorities and actions follow the Local Authority 175 audit. Training The Designated Child Protection Coordinator: 1. Attends appropriate training including refresher training and briefings. 2. Arranges whole school training and induction for new staff. 3. Supports the development and monitoring of the whole school policy and practice. 4. Maintains oversight of the work of other members of the child protection team. 5. Ensures the outcomes for vulnerable students are monitored. 6. Works in partnership with other agencies by contributing to the assessment, provision and monitoring of young people. This includes overseeing the preparation for and attendance at Child Protection and Child in Need meetings. 7. Ensures that the relevant member of staff attends all initial case conferences. In our school, it is important that staff: 1. Recognise signs and symptoms of abuse. 2. Respond appropriately by sharing their concerns, without delay, with the Designated Child Protection Coordinator. 3. Understand their responsibility to escalate their concerns if a child remains at risk or their needs are not met. 4. Report any allegations against staff to the Headteacher, or in the case of the Headteacher, concerns should be reported to the chair of governors. 5. Support the development and delivery of a curriculum that promotes safe messages to children and young people. 6. Follow our code of conduct, including the dress code. There is national guidance regarding conduct (Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings, DFE 2009) which has formally been adopted by the school. Keeping Children Safe in Education DfE 2014 sets out the broad areas of responsibility for the Designated Child Protection Coordinator: Managing referrals Refer all cases of suspected abuse to the local authority children s social care and 9 P a g e

11 The local authority designated officer (LADO) for child protection concerns (all cases which concern a staff member); Disclosure and Barring Service (cases where a person is dismissed or left due to risk/harm to a child); and/or Police (cases where a crime may have been committed). Liaise with the head teacher or principal to inform him or her of issues especially ongoing enquiries under section 47 of the Children Act 1989 and police investigations Act as a source of support, advice and expertise to staff on matters of safety and safeguarding and when deciding whether to make a referral by liaising with relevant agencies Training The designated Child Protection Coordinator receives appropriate training carried out every two years in order to: Understand the assessment process for providing early help and intervention, for example through locally agreed common and shared assessment processes such as early help assessments Have a working knowledge of how local authorities conduct a child protection case conference and a child protection review conference and be able to attend and contribute to these effectively when required to do so Ensure each member of staff has access to and understands the school s or college s child protection policy and procedures, especially new and part time staff Be alert to the specific needs of children in need, those with special educational needs and young carers Be able to keep detailed, accurate, secure written records of concerns and referrals Obtain access to resources and attend any relevant or refresher training courses Encourage a culture of listening to children and taking account of their wishes and feelings, among all staff, in any measures the school or college may put in place to protect them Raising Awareness The designated Child Protection Coordinator ensures the school s policies are known and used appropriately: Ensure the school or college s child protection policy is reviewed annually and the procedures and implementation are updated and reviewed regularly, and work with governing bodies or proprietors regarding this Ensure the child protection policy is available publicly and parents are aware of the fact that referrals about suspected abuse or neglect may be made and the role of the school or college in this 10 P a g e

12 Link with the local LSCB to make sure staff are aware of training opportunities and the latest local policies on safeguarding When children leave the school or college, ensure their child protection file is copied for any new school or college as soon as possible but transferred separately from the main pupil file According to Local Guidance it is expected that the Head Teacher will be the case manager for any allegations against staff and make referrals to the Disclosure and Barring Service or National College of School Leadership. In addition to the role outlined in Keeping Children Safe the Designated Child Protection Coordinator also ensures that: Children s Services is notified if a child subject to a Child Protection Plan is absent for more than two days without explanation and the social worker is informed when a child subject to a Child Protection Plan or a Child in Need Plan moves to a new setting. A training log is kept of all child protection training include the names of those attending. All staff must have regular training. Child protection records are kept securely and separately from the child s normal file The school attends and contributes to Child Protection Case Conferences and Child in Need Meetings, ensuring actions are completed in a timely manner. The school escalates its concerns with other agencies when a child s needs are not being met All staff read part 1 of the DfE (2014) guidance Keeping Children Safe in Education All staff and volunteers should: Contribute to ensuring students learn in a safe environment. Read part 1 of the DfE (2014) guidance Keeping Children Safe in Education Engage in training which enables them to identify children who may need additional help or who are suffering or likely to suffer significant harm. Report any concerns about a child s welfare without delay to the Designated Child Protection Coordinator Report any concerns without delay about the behaviour of an adult towards a child to the Head Teacher, Designated Child Protection Coordinator, Chair of Governors or Local Authority Designated Officer for Allegations against Staff ( ). Follow the school s policies including this child protection policy and the school s code of conduct for adults and the DCSF Guidance for Safer Working Practices for Adults Working with Children (2009) 11 P a g e

13 Understand their responsibility to escalate their concerns and press for reconsideration if a child remains at risk or their needs are not met. This includes the understanding that any member of staff can make a referral to Children s Services (Liverpool Care Line ) Understand that some children, including those with Special Educational Needs or Looked After, may be more vulnerable to abuse. Procedures for reporting Child Protection or Child Welfare Concerns: 1. All concerns should be reported without delay directly to the Designated Child Protection Coordinator, Designated Child Protection Deputies, Head Teacher or any member of the School Leadership Team. This should be followed by a written account of the concerns completed on the school s Child Protection Internal Referral/Recording Form. 2. Consideration will need to be given to immediately protecting the child and contacting the police or other emergency services. 3. The Designated Child Protection Coordinator will follow the LSCB and Local Authority Procedures by making a referral to Children s Services (Keeping Safe in Education reminds us that any adult can refer their concerns to Children s Services directly). This should be followed up with a written referral to Children s Services. 4. Concerns about a child should always lead to help for a child. The school may need to escalate its concerns with Children s Services to ensure a referral is accepted or work with other agencies to ensure an Early Help Assessment is completed. Additional Child Protection Guidance provided to all adults working with young people which will include: Part 1 of Keeping Children Safe in Education (DfE 2014) The School s Code of Conduct for staff and volunteers DCSF Guidance for Safer Working Practices for Adults Working with Children (2009) A flowchart summarising the child protection procedures Definitions of abuse or neglect and possible indicators Identified groups of children more vulnerable to abuse Specific guidance related to Child Sexual Exploitation, Neglect and e-safety Dealing with allegations against staff and volunteers procedures Whistleblowing procedures E-safety, data protection and the use of digital photographic equipment 12 P a g e

14 The school s Network and Internet Acceptable Use policy clearly outlines the way in which the school uses technology and the measures in place to ensure safe and responsible use. Monitoring attendance A child missing from an education setting is a potential indicator of abuse or neglect. Local Authority guidance procedures will be followed for dealing with a child who is missing from education, particularly on repeated occasions. It is important to monitor the welfare of those children with attendance concerns, particularly those with chronic poor attendance or persistent absentees. Schools should also scrutinise the attendance of off-site provision. Similarly the attendance of children who are vulnerable or with known welfare and safeguarding concerns such as children who have a CP Plan, a Child In Need, are CLA and/or SEN should be monitored on a weekly basis. Social care should be informed immediately when there are unexplained absences or attendance concerns. It is important that the school s attendance team, including the EWO, school nurse and Safer Schools Officer, are aware of any safeguarding concerns. It is critical that when a child is not attending school their welfare is confirmed and best practice would be for an appropriate professional to visit the home and speak to the child away from their parents/carers, particularly if there are any safeguarding concerns. Local Authority guidance should always be followed when a child is deemed missing from education. In addition if a parent withdraws their child from school and chooses to educate them at home the school should always copy safeguarding records to the Local Authority Principal Officer for Attendance: Alison Cain at alison.cain@liverpool.gov.uk. Complaints Complaints about safeguarding should follow the school s complaints policy. The school and Local Authority also have whistle blowing procedures. The attached appendices have been shared with all staff and governors and are part of the school s induction processes: What is abuse? Categories of child abuse: Physical abuse, Sexual abuse, Emotional abuse and Neglect Possible signs of abuse The following concerns should always be considered as they are identified themes following investigations in to abuse What to do during a disclosure Things to say to a child during a disclosure 13 P a g e

15 Recording the Disclosure School Record Keeping Form Safeguarding Referrals: School Procedures Flowchart E-safety Extremism Record keeping and the transferring of child protection records All child welfare records (child protection, child in need, multi-agency referral, EHAT) are kept separately, outside the child s ordinary educational records, and locked in a secure cabinet with restricted access. The records are passed individually and securely to the child s new school/referral unit or FE College and a copy retained until the child is 25 years old. Line Management There is oversight of the work of the Designated Child Protection Coordinator, who then line manages the child protection team. Decisions are reviewed and actions taken and outcomes on a sample of cases. A statement describing the process of line management is included in the appendices. Disclosure and Barring Service Any employee or volunteer in a regulated activity must have an enhanced DBS check and be checked against the barred list. This must be undertaken before they commence employment. A new definition of regulated activity The new definition for regulated activity for children, which applies to school, comprises only unsupervised activities: teach, train, instruct, care for or supervise children, or provide advice/ guidance on wellbeing or drive a vehicle only for children. An activity becomes a regulated activity requiring an enhanced DBS certificate and the additional barred list check when it is unsupervised or involves regular close contact with young people. This would typically consist of more than three days in a month. However all adults involved in supervising children as part of a school overnight activity are automatically in a regulated activity. Any person who accompanies a school trip must have an enhanced DBS check. Contractors Tradesmen or building contractors are no longer considered to be in a regulated activity as their contact with children would be occasional or temporary in nature. However, the school s own regular cleaning and maintenance/caretaking staff, whether employed directly or through a third party will continue to be in regulated activities and will continue to need to have an enhanced DBS and a barred list check. We may, however, require an enhanced DBS check for contractors who are on site for a long period of time. 14 P a g e

16 Governors The Protection of Freedoms Act 2012 has removed the requirement for governors to have an enhanced DBS check simply because of their office. Any governor in a regulated activity must have an enhanced DBS check and be checked against the barred list. It is the school s policy to conduct an enhanced DBS check without a barred list check on all governors, however. Volunteers The Protection of Freedoms Act 2012 has made it clear that volunteers who are supervised to a statutory level are not in regulated activities and therefore an enhanced DBS and barred list check are not required. The supervision should be reasonable in all circumstances, consistent over time and be undertaken by someone who is in a regulated activity. The School will undertake additional barred list checks when it is felt that it cannot supervise someone adequately. Three yearly DBS checks There has never been a statutory requirement for a rolling programme of three-yearly checks for staff who have unbroken service (that is, no break of three months or more, not including maternity leave). Since 2009 it has been the Local Authority s position to recommend three yearly repeat DBS checks for anyone in a regulated activity. This went beyond statutory requirements but was considered good practice albeit not by Ofsted. This is no longer required. From June 2013 the Disclosure and Barring Service has enabled schools to check online if someone s status has changed and they have become barred. This increased the portability of DBS checks for individuals who are registered with this service. Having checked online if there are changes to the certificate the school needs to apply for a new updated DBS which the employee would be required to present. However we are led to believe at this point that existing CRB checks will not be part of the online service. In summary, there is no requirement to renew DBS checks on a three yearly basis. The online Disclosure and Barring Service provides greater portability of DBS checks and enables schools to check if someone s status has changed, providing they are registered with this service. Visitors Visiting staff including supply teachers, educational psychologists, social workers, police, trainee teachers, nurses, Ofsted inspectors, sports coaches, LA peripatetic teachers, SENISS teachers, Careers Advisors and Educational Welfare Officers will have had an enhanced DBS and barred list check undertaken by their own employer. It is therefore not necessary for schools to repeat the process and we are only required to see appropriate photo ID. Ofsted recommends written confirmation is provided to demonstrate appropriate checks have been undertaken for visiting staff that have regular unsupervised contact with young people. Visiting staff should present their identification detailing their name, work address and DBS number. Visitors who do not have unsupervised access do not require enhanced DBS and barred list checks. Visiting staff who are in posts that are subjected to enhanced DBS and barred list checks can have unsupervised contact with children. 15 P a g e

17 The exemplar Code of Conduct which has been recommended to schools in place of the Local Authority Screening document will be used by this school. Part-time staff and moving between schools Ofsted have provided additional advice: Part-time staff may use the same DBS check for two or more posts as long as they are at a similar level and the school/college have satisfied themselves about their veracity and appropriateness. This level of portability is currently available to employers at their own risk. If an employee has been DBS checked, there is no statutory requirement that another DBS check is carried out before taking up a job in a different school or even in a different local authority, provided they have continuous service and the check is at the correct level for the new post. Safer Recruitment Practices At least one member of every appointment panel will have undertaken safer recruitment training. This is provided by Governor Services for School Leaders and Governors and lasts for up to 5 years. The school will ensure that all stages of their recruitment practices, including the interview itself, reflect the statutory guidance: Keeping Children Safe in Education (DfE 2014). Regarding Committing a Criminal Offence; The school is aware that it remains a criminal offence for a school to: 1. take on an individual in a regulated activity whom they know to be barred from such an activity; 2. not refer to the DBS details of anyone permanently removed from a regulated activity (or leaves while under investigation) for allegedly causing harm or posing a risk of harm. 16 P a g e

18 Appendices Guidance and templates Page Quality assuring safeguarding practices 18 All record keeping evidence 19 Safeguarding in the Curriculum 19 Guidance and key principles emerging from Serious Case Review 20 What is abuse? 21 Categories of child abuse 21 Definitions of abuse 22 Possible signs of abuse 23 What to do during a disclosure 23 Safeguarding Referrals: School Procedures Flowchart 25 Escalating concerns 28 School Child Protection internal referral/recording form 29 Summary Chronology for the outside of each child s file 30 Termly safeguarding report to Governors 31 School safeguarding records auditing tool 32 Allegations against staff flowchart 34 Key Contacts 35 Key Websites 36 Levels of need 37 Key DfE, Local Authority and LSCB Guidance 46 Code of Conduct P a g e

19 Quality assuring safeguarding practices There is child protection training in place for all staff, the Designated Child Protection Coordinator (DSCO) and governors. Yearly LA safeguarding briefings are attended by the Designated Child Protection Coordinator. The Local Authority 175 audit is signed by the head, DSCO, chair of governors and safeguarding governor with key strengths and actions identified to all governors. There is effective line management oversight/supervision of the DSCO and safeguarding team. Unauthorised attendances and persistent absentees are analysed carefully. There are TAS/TAC meetings where the safeguarding team, the EWO and other relevant staff meet to review decisions and actions in respect of a child. The audit record keeping form is used to identify good practice and areas for improvement. The safeguarding governor meets termly with the DSCO to complete the reporting to governors template highlights developments in practice. The school presents to governors its data analysis and information for students with safeguarding concerns and what implications there are for practice. 18 P a g e

20 All Record Keeping evidences: a chronology summarising submissions to the child s file; attendance of colleagues at key meetings (case conferences, core groups); that the targets in Child Protection Plans are being addressed at school level; that there is tracking of attendance, attainment and progress data together with the young person s engagement in clubs and activities; the sharing of information with other key agencies promoting partnership working; that young people, parents and carers views have been sought and appropriately addressed; all key communications, discussions, decisions and actions related to the young person. Safeguarding in the curriculum Children not only have the right to be protected from all forms of abuse and exploitation but also have the right to learn ways of staying safe and avoiding dangers. The curriculum ensures that children know that they have a right to feel and to be safe and that they should tell an adult if something is worrying them. Characteristics of a safer school that promotes a safe ethos and culture The names of the child protection co-ordinators are known to all members of the school community. The school prospectus provides the names of the child protection co-ordinators and describes the school's commitment to safeguarding students. A copy of the school's safeguarding policy and a summary version is readily available to parents/carers. All staff are aware of their responsibility to report immediately any safeguarding concerns. The school has a professional code of conduct, giving guidance to all staff and volunteers. The school has a whistleblowing policy and has procedures for staff escalating safeguarding concerns. 19 P a g e

21 The school ensures that all extended school activities adhere to its policies and practice including risk assessing activities. The school curriculum delivers safe messages to students. The school has an environment where children feel secure, are encouraged to talk, and are listened to. The school ensures that children know that there are adults in the school they can approach if they are worried. Guidance and key principles emerging from serious case reviews The following have been identified by Ofsted (2010) following a review of the lessons learnt from Serious Case Reviews: The voice of the child should always be heard Information sharing is key to protecting and safeguarding children Procedures should be followed Actions take place, so avoiding assumptions that others are aware and dealing with the problem Challenge, supervision and scrutiny are valued Records are up to date and accurate The failure of all professionals to see the situation from the child s perspective and experience; to listen to what they said, to observe how they were and to take serious account of their views in supporting their needs is probably the single most consistent failure in safeguarding work with children. Ofsted 2009 There are five main messages with regard to the voice of the child (Ofsted 2011). In too many cases: 1. The child was not seen frequently enough by the professionals involved, or was not asked about their views and feelings. 2. Agencies did not listen to adults who tried to speak on behalf of the child and who had important information to contribute. 3. Parents and carers prevented professionals from seeing and listening to the child. 4. Practitioners focused too much on the needs of the parents, especially on vulnerable parents, and overlooked the implications for the child. 20 P a g e

22 5. Agencies did not interpret their findings well enough to protect the child. The following concerns should be shared with all agencies working with the child as they are identified themes following investigations into abuse: a history of concerns and other agency involvement (mental health, drug, alcohol, domestic violence); parent or carers ambivalence towards the child; missing medical appointments; unwilling to agree to an assessment of the child s needs; poor engagement with services; increasing hostility or aggression when challenged; non compliance with issues raised; the family preventing agencies speaking to the child alone; the presence of unknown males in the household; concerns raised about siblings at other schools; the child is self harming or attempting suicide; What is abuse? Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting, by those known to them or, more rarely, by a stranger, for example via the internet. They may be abused by an adult or adults, or another child or children. Categories of child abuse: Physical abuse Sexual abuse Emotional abuse Neglect 21 P a g e

23 Physical abuse: This 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: This is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the child s developmental capability, as well as over protection and limitation of exploration and learning, or preventing the child from participating in normal social interaction. It may involve seeing or hearing the ill treatment of another. It may involve serious bullying, 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, though it may occur alone. Neglect: This is 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. Ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child s basic emotional needs. Sexual abuse This involves forcing or enticing a child or young person to take part in sexual activities, including prostitution, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative (e.g. rape or oral sex) or non penetrative acts. They may include non-contact activities, such as involving children in looking at, or in the production of, sexual online images, watching sexual activities, or encouraging children to behave in sexually inappropriate ways. 22 P a g e

24 Possible signs of abuse are when a child asks if you will keep a secret; talks about a friend who has a problem ; has unexplained or untreated injuries; is severely bruised or injured; talks of being in pain or discomfort; is unwilling to change in front of other children for P.E; is always covering arms and legs even in hot weather; fears medical help or parents being contacted; is left in unsafe situations or with untreated medical conditions; is apparently afraid of parents or carers and is unwilling to go home; is fearful of particular adults; continually running away; has sudden behavioural changes including becoming aggressive, irritable, lethargic or withdrawn; self-harms or feels suicidal; sudden changes in weight or eating disorders; poor self-esteem; poor social relationships; punctuality or attendance issues including unexplained attendances; frequently unclean, hungry or inadequately dressed; constantly put down, insulted, sworn at or humiliated; displays sexual behaviour seemingly inappropriate for their age including abusing others; artwork, play or writing displays sexual themes; takes on a parental role within the home; unexplained amounts of money; terrifying dreams; soiling or wetting themselves; urinary infections; soreness or bleeding in genital or anal areas or in the throat; drug or alcohol misuse. What to do during a disclosure: stay calm listen to the child take the allegation seriously use the child s language and write down what the child tells you Examples of things to say to a child during a disclosure: It s not your fault I m glad you told me 23 P a g e

25 I am sorry this happened to you I am going to help you Do not: promise to keep a secret express shock or embarrassment question the truth of what is being said ask leading questions take photographs ask the child to write or sign a statement express anger towards another abuser Recording the Disclosure Record your concerns on the school s form Always record in the child s words no matter how distressing e.g. The child told me Differentiate between fact, opinion, interpretation, observation and allegation. Be accurate e.g. He showed me a burn mark on his right forearm. He told me his mother did this with a cigarette Opinions should be clearly stated e.g. I thought this might be because In my opinion Note down any witnesses or anyone who might corroborate your record Record the date, time and add your signature to the record. Give the form to the child protection coordinator or senior member of staff 24 P a g e

26 Flow chart for making referrals to Children s Services 1. Concern: Allegation received, Disclosure from a child, Suspicion based on injury or behaviour or a build up of concerns. Act, do not delay! Does the child need emergency hospital treatment or immediate police protection? Ring 999 or (Merseyside Police) 2. Respond: Share your concerns and written notes with the Designated Safeguarding Lead who will lead the next steps in this flowchart. The DSL should use the Responding to Needs Guidance and Levels of Need Framework to inform their decision to refer. If in doubt ring CARELINE and consult. Remember anyone can make a referral. Record: Differentiate between fact, opinion, interpretation, observation and/or allegation. Record any witnesses. Use the child s own words. Put the date, time and your name and signature on the record. Remember our role is to record and refer and not to investigate. 3. Seek Advice and Consult with CARELINE on who may accept a Child Protection or Child in Need Referral (Section 47 and Section Act). They may advise that the child s needs should be met by an Early Help Assessment (previously CAF) and this should be then undertaken by the school or another lead professional. Ask CARELINE if they are accepting a referral from you or they are recoding that you have contacted them and simply shared information. Agree with CARELINE if the child s parents/ carers should be contacted and who will contact them. Remember contact with the parents/carers must NOT put the child at further risk of harm or jeopardise a police investigation. If you do not agree agreement with CARELINE s decision not to accept a Child Protection Referral (S47) or to begin a Single Statutory Assessment for a Child in Need as Defined by the 1989 Act (S17) follow the agreed escalation procedures: a. Ask to speak to a social worker b. Ask to speak to a team leader. c. Contact Careline Service Manager: tel and follow up your concerns in writing, matching your concerns to the LSCB Levels of Need Framework. You should always receive an explanation as to why a referral is not being accepted. d. Seek Advice from the Senior School Improvement Officer for Safeguarding e. Contact the Divisional Manager f. Contact the Assistant Director and then Director of Children s Services 25 P a g e

27 4. Follow up your telephone referral in writing without delay: Complete a multi agency and FAX it to CARELINE or by (carelinechildrensservices@liverpool.gcsx.gov.uk) Always follow up the fax by telephone to ensure it has been received. Again match your concerns to the Levels of Need Framework. Alert other schools and agencies known to the family, as appropriate, and include information from them to support your referral. Ring North office /6027 or Edge Hill South office /8298 if you are unsure as to the outcome of a Social Services investigation/assessment following a child protection or child in need referral. (If in doubt ring Careline again) Ensure key colleagues are aware of the situation e.g. Form Teacher, Head of Year and/or Learning Mentor, School Nurse, EWO. It is good practice for the named Designated Safeguarding Lead to at least attend the initial case conference along with another member of the safeguarding team, who may attend subsequent meetings. 5. Monitoring, record keeping and the sharing of key information: All child protection records should be held separately and securely with limited access and not as part of the child s normal school records. Ensure the student has a Learning Mentor or other key worker. All record keeping should evidence: a chronology summarising submissions to the child protection file and events attendance of colleagues at key meetings (case conferences, core groups, Team Around the Family/Child or Early Help Assessment) that the targets in Child Protection Plans are being addressed by all agencies there is tracking of attendance, progress data together with the young person s engagement in clubs and activities the sharing of information with other key agencies promoting partnership working that young people, parents and carers views have been sought and appropriately addressed with a focus on the child s need and all key communications, discussions, decisions and actions related to the child How parents have been challenged and supported appropriately Decisions to share or not to share information How agencies have been challenged It is important for children to receive the right help at the right time to address risks and prevent issues escalating. Research and Serious Case Reviews have repeatedly shown the dangers of failing to take effective action. Poor practice includes: failing to act on and refer the early signs of abuse and neglect, poor record keeping, failing to listen to the views of the child, failing to re-assess concerns when situations do not improve, sharing information too slowly and a lack of challenge to those who appear not to be taking action. DfE P a g e

28 Summary Child Protection Flowchart A member of staff has concerns about a young person s welfare. This may be because the child has disclosed abuse towards them or the member of staff is concerned. by physical or behavioural changes in the child which may indicate abuse or neglect. The member of staff should record their concerns in writing, describing exactly what the child has said and/or what they have. observed. They should sign and date their concerns and discuss them immediately with the school s child protection coordinator or a senior member of staff. Allegations or concerns about an adult working within the school should be shared with the headteacher. or in the case of the headteacher they should be reported to the Chair of Governors. The child protection coordinator will draw upon Liverpool Safeguarding Childrens Board Thresholds Guidance and ring Careline to share the school s concerns. This may lead the school to make a written referral. The child protection coordinator will agree with Careline how the parent/carers will be informed, if that is appropriate. 27 P a g e

29 Escalating concerns The Designated Child Protection Coordinator and the Headteacher are aware of their responsibilities to escalate their concerns with Children Services when a child s needs are not being met or they remain at significant risk of harm. The LSCB Thresholds Guidance provides clear criteria. All those representing the school at child protection plan and child in need plan meetings should ensure that they are aware that the safeguarding of the child is a shared responsibility and as such they should expect to challenge the effectiveness of the multi agency support to the child. The Designated Child Protection Coordinator or their deputy will be expected to attend the initial Child Protection Conference. In situations where the Child Protection Coordinator does not believe a referral to Social Services is appropriate and this decision is questioned by a member of staff the followings escalation processes should always be followed: 1. The Child Protection Coordinator (CPC) and the member of staff should meet and the CPC should explain why they feel a referral to social services is not appropriate based upon LSCB thresholds. If there is still no agreement: 2. The CPC, member of staff and Headteacher should meet to review the child's needs against the LSCB thresholds. If there is still no agreement: 3. Social services (Careline) are contacted and the information shared. The process for escalating concerns with Careline is described on the Referral Flowchart. However where concerns need escalating where a child has a known social worker the process is to speak and put your concerns in writing to a) the Team Leader, b) the Service Manager, c) the Divisional Manager, d) the Assistant Director and finally the Director of Children s Services. It would be appropriate to contact the Senior School Improvement Officer (Phil Cooper) to discuss your concerns and need to escalate. 28 P a g e

30 Name of Student: Staff Name (printed): Date: Time: Description of event: (include names and contact details of those spoken to, differentiate between facts and opinions, consider student s views and the parents /carers views. Remember the child s needs are paramount) Agreed actions and anticipated outcomes: (Record all discussions, key communications and decisions made) Signed: Dated: This form is used to record safeguarding and welfare concerns and communications about the young person. It should be passed to Designated Safeguarding Officer/CPC and filed securely. The school s child protection procedures should always be followed. 29 P a g e

31 Student s Name: Date Summary of file entry Staff Name (printed) Ref 30 P a g e

32 Termly Safeguarding Report to Governors: Number of new Child Protection referrals made Number of new Child In Need referrals made Number of new Early Help Assessment Tools raised (EHATs) (previously Common Assessment Framework) Total number of students subject to child protection plans Total number of students subject to child needs plans Total number of students subject to EHATs Total number of students subject to EHATs that the school is the lead professional Number and circumstances of allegations against staff reported to LADO Number of Children in Care (LAC) Number of bullying incidents categories e.g. cyberbullying, homophobic, physical etc (reference gender, ethnicity and year group) Number of racist incidents Number of exclusions (reference SEN, gender, ethnicity and year group) Number of children taken off roll relating to safeguarding issues or complaints How many Operation Encompass notifications has the school had? How many have led to EHATs being raised? How many have led to a referral to Children s Services for statutory services? 31 P a g e

33 Tick Audit Criteria Comments/Actions to be taken 1. Are records up to date? Do records have a chronology summarising all entries on to the file enabling the file to be quickly reviewed? 2. Are documents/notes/statements added to the file signed and dated by the member of staff? 3. Do notes on the file show clear differentiation between facts and opinions? 4. Is there evidence that the student s and parent/carer s views have been considered as part of the assessment and provision of needs? 5. Is there evidence of information sharing with other agencies including the recording of the reasons for sharing/not sharing? (The schools attended by other siblings should be contacted.) 6. Is there evidence of effective identification and management of risk of harm? 7. Do records provide evidence of timely and appropriate actions and decision making? 8. Is there evidence of interagency partnership working (records of discussions, information sharing, contributions to assessments, monitoring of agreed actions, dissenting views)? 9. Is there evidence of attendance at appropriate meeting together with the minutes of those meetings (strategy meetings, case conferences, core group meetings, risk assessments)? 32 P a g e

34 10. Are the contact details for all agencies involved clearly accessible? 11. Is there appropriate reference to issues of equality e.g. race, culture, heritage? 12. Is there evidence of the file being reviewed with actions followed up (including appropriate challenge) leading to improved outcomes for the young person? 13. Is management supervision of the records evidenced on the file? Follow up Team Around the Child (TAC) meetings; reviewing outcomes By either conversation, confirmation or notes of meeting Signed Position Date This form should be used to supervise/audit safeguarding records (e.g. child protection, child in need, EHAT/CAF, referrals) that are kept securely and separately from other records Copies of all records should be retained until the child is 25. The file should be passed securely and discussed with a new school, FE college or Local Authority Officers (Children Missing from Education, Children Educated at Home and young people in Alternative Provision). 33 P a g e

35 Allegations against staff flowchart The Local Authority Designated Officer for managing allegations against staff is Phil Cooper who will provide advice to Headteachers or chairs of governors. Allegation Behaved in a way that has harmed, or may have harmed a child Possibly committed a criminal offence against, or related to, a child; or Allegation reported to senior manager named in employers procedures Senior manager considers alleged behaviour Contacts LADO NFA Behaved towards a child or children in a way that indicates s/he would pose a risk of harm if they work regularly or closely with children with children Police investigation Discussion with LADO and decision re course of action Strategy meeting Assessment by Social Care Employers Action (including disciplinary action) LADO tracks progress, monitors outcomes and reports to the LSCB and DCSF 34 P a g e

36 Key Contacts: Careline (referrals to social services): Senior School Improvement Officer, Safeguarding and Inclusion (General safeguarding and child protection guidance and school training) Phil Cooper LADO /8122 LSCB Training Officer Alan McCarthy /0510 EHAT Coordinator Pauline Ashton Or, if secure transmission of data is required Careline Service Manager Mike Evans E-Safety Lead Officer Paul Bradshaw Child Sexual Exploitation (CSE) Nikki Owens P a g e

37 Key Websites: Teacher Prohibition Orders Guidance and Hearing Outcomes Teacher Status Check (information for employers) Disclosure and Barring Service (DBS) checks, update service and DBS referrals DfE Safeguarding Liverpool Safeguarding Board (LSCB) Ofsted FAQ NSPCC Barnardos Advice on statutory guidance to schools DfE Safeguarding Guidance DfE Guidance to schools Sponsor a Child 36 P a g e

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