HIGHDOWN SCHOOL AND SIXTH FORM CENTRE

Transcription

1 HIGHDOWN SCHOOL AND SIXTH FORM CENTRE SAFEGUARDING POLICY Title: Version: Author: Committee responsible: Governor link: Date approved: April 2016 Review date: April 2017 Safeguarding Policy 2.1 Amended in the light of statutory changes September 2016 Miss M Neal, Assistant Headteacher Teaching & Learning Committee Mrs C Lamsdale

2 HIGHDOWN SCHOOL & SIXTH FORM CENTRE SAFEGUARDING POLICY INTRODUCTION is committed to safeguarding and promoting the welfare of children and young people and expects all staff, teaching and non-teaching (including temporary and supply staff), governors and volunteers to share this commitment. takes seriously its responsibility under section 175 of the Education Act 2002 and existing documentation including Keeping Children Safe in Education 2016 relating to child protection to safeguard and promote the welfare of children; and to work together with other agencies to ensure there are adequate arrangements within our school to identify, assess and support those students who are suffering harm. AIMS The aim of this policy is to: Safeguard and promote our students welfare, safety and health by fostering an honest, caring and supportive environment. Provide an environment in which children and young people feel safe, secure, valued and respected, and feel confident knowing how to approach adults if they are in difficulties, believing they will be effectively listened to. To raise the awareness of all staff of the need to safeguard students, and of their responsibilities in identifying and reporting possible cases of abuse. To provide a systematic means of monitoring students known or thought to be at risk of harm, and ensure we, the school, contribute to assessments of need and support packages for those students. To develop a structured procedure within the school which will be followed by all members of staff in cases of suspected abuse. To promote understanding and build relationships with other agencies in order to develop multi agency working and information sharing. To practise safe recruitment of all staff ensuring all new staff and volunteers working with students will be subject to the relevant and up to date Prohibition and DBS checks. To integrate child protection issues into the curriculum to enable students to develop personal awareness, security, Esafety, confidence, self-esteem and independence. To protect students from radicalisation and ensure staff are aware of the dangers. POLICY OBJECTIVES The school will: Appoint a designated teacher for Safeguarding from the Leadership Team, who will be trained and supported in the task of overseeing all safeguarding matters within the school. The designated teacher for Safeguarding is Assistant Headteacher, Miss Neal and in her absence Inclusion Manager, Ms Hunter. Should both be absent the matter should then be referred to the Headteacher, Ms Cave.

3 Arrange training for all staff in safeguarding awareness that will include what to do if they are worried about a student and how to respond. Set up a good, accurate and confidential record-keeping system to monitor all students about whom concerns have been expressed, whether or not these concerns lead to a safeguarding referral. Ensure that all staff, and all volunteers who have substantial contact with students, have undergone relevant checks at appropriate level. Develop effective links with other agencies, such as Social Services, police and health and contribute to inter-agency enquiries safeguarding conferences and other related groups as appropriate. Make parents/carers aware of the school s responsibilities in safeguarding. Fulfil any special responsibilities or tasks required in the care of students on a child protection plan. Take steps to ensure the safety of all members of the school community from the presence of visitors on the site. Ensure that information regarding safeguarding will only be shared with appropriate parties. The School Manager will maintain a Single Central Register (SCR) of all people who are employed by the school. The Governing Body will undertake appropriate training to ensure that they are clear about their statutory safeguarding duties. The school also has policies in related areas that might be useful to read in conjunction with this one. They are: Equal opportunities Bullying Special Educational Needs Sex and Relationships

4 FORMS THAT ABUSE CAN TAKE 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, including female genital mutilation (FGM) and so-called honour-based violence. 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 and could lead to Child Sexual Exploitation. 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. PEER ON PEER ABUSE Staff should recognise that children are capable of abusing their peers. Peer on peer abuse can manifest itself in many ways such as bullying or inappropriate sexual behaviour. Staff must remember that this is abuse and should never be passed off as banter or part of growing up. CHILDREN WITH SEN AND DISABILITY All staff must recognise the additional safeguarding challenges this group can present. Changes in behaviour, mood and injury should not just be attributed to the child s impairment but should be investigated

5 SEND students may not necessarily show outward signs, therefore additional vigilance is required Staff must have awareness of communication barriers and difficulties and the SENCO will advise how to overcome these. IF A MEMBER OF STAFF HAS CONCERNS ABOUT A PARTICULAR STUDENT OR IF A CHILD HAS DISCLOSED THEY ARE BEING ABUSED TO A MEMBER OF STAFF THEY SHOULD GO STRAIGHT TO THE DESIGNATED SAFEGUARDING LEAD (MISS NEAL) OR, IN HER ABSENCE, THE INCLUSION MANAGER (MS HUNTER) OR THE HEADTEACHER (MS CAVE). If, at any point, there is a risk of immediate serious harm to a child, and the persons named above are not available, a referral should be made to children s social care immediately. Anybody can make a referral. RADICALISATION Students should know and understand what safe and acceptable behaviour is in the context of extremism and radicalisation. We will ensure that all our staff are equipped to recognise extremism and are skilled and confident enough to challenge it. Through work in PSHCE and assemblies we will ensure that pupils are informed about the dangers of extremism and radicalisation, and that they know who they should talk to if they have any concerns. Where there are concerns staff will be expected to report any issues to the DSL. DATA PROTECTION 1. The DSL is responsible for keeping the confidential files of students on the Child Protection register and for keeping the list of students up-to-date. Information should be obtained from primary schools on the transfer of students into the school. 2. The need for confidentiality and the dissemination of information on a need to know basis should be recognised. Members of staff should not discuss information concerning a student in any public place but should respect the privacy of the child and his/her family. PARENTS/GUARDIANS The Designated Person making a referral will consult Social Services as to whether it is appropriate to inform parents/guardians that a referral has been made, as this may prejudice the investigation by Social Care or the police REVIEW OF POLICY The Safeguarding Policy will be reviewed annually by the DSL in conjunction with the Leadership Team and will be overseen by the Governors Teaching and Learning Committee.