Ravensdale Primary School

The welfare of the child is paramount (Children Act, 1989) Ravensdale Primary School Working together to be the best we possibly can! Safeguarding and Child Protection Policy POLICY DATE: June 2014 Approved by governors June 2014. Page 1 of 46

The welfare of the child is paramount (Children Act, 1989) Ravensdale Primary School Working together to be the best we possibly can! Safeguarding and Child Protection Policy 2014 KEY CONTACTS FOR CHILD PROTECTION/SAFEGUARDING WITHIN THE SCHOOL DESIGNATED CHILD PROTECTION PERSON: Jo Stanley (Deputy headteacher) jo.stanley@ravensdale.coventry.sch.uk Contact number: 024 76444966 DEPUTY DESIGNATED CHILD PROTECTION PERSONS: 1. Donna Ellison (Deputy headteacher) donna.ellison@ravensdale.coventry.sch.uk Contact number: 024 76 444 966 2. Rob Matthews (Headteacher) rob.matthews@ravensdale.coventry.sch.uk Contact number: 024 76444966 NOMINATED GOVERNOR FOR CHILD PROTECTION: Bill Day Contact number: 02476 444966 NOMINATED WHISTLEBLOWING GOVERNOR(S): Lynn Knight and Kay White KEY CONTACTS WITHIN THE LOCAL AUTHORITY The Coventry Safeguarding Children Board is able to provide advice and consultancy. Local Authority Designated Officer (LADO) Liz Egginton CONTACT NUMBER: 024 7683 3443 or 024 7683 4831 E-MAIL: www.coventrylscb.org.uk or elizabeth.egginton@coventry.gov.uk REFERRAL TO SOCIAL CARE SERVICES Where the school has URGENT and IMMEDIATE concerns for the safety and welfare of a child or young person during office hours telephone : 024 7678 8555 Referral and Assessment (RAS) To make URGENT referrals OUT OF OFFICE HOURS telephone : 024 7683 2222 For all NON URGENT referrals and enquiries telephone: 024 7678 8555 Page 2 of 46

Related Policies within Safeguarding The welfare of the child is paramount (Children Act, 1989) Policies Safeguarding Checklist Safeguarding Flowchart Poster Looked After Children Policy (LAC) Attendance Policy and related parent leaflet Behaviour & Discipline Anti Bullying Equalities Policy including: Disability Equality Gender Equality Racial Equality Accessibility Community Cohesion Equal Opportunity Health & Safety Intimate Care Drugs Photographic Images (Guidance) E-Safety Policy and related documents Policy for Management of Allegations against Staff Staff Responsibility and Accountability Policy and related Whistle Blowing Policy from LA The Use of Reasonable Force DfE Guidance Safer Recruitment Medicine Policy Missing Child Guidance Educational Visits By whom Head/Governors Within Policy Head/Governors Head/Governors Head/Governors Head/Governors Head/Governors and Equality sub committee Head/Governors Head/Governors Head/Governors Head/Governors Head/Governors Head/Governors Head/Governors Head/Governors Head/Governors Head/Senco/Governors Coventry Safeguarding Board Head/Governors Staff training and details of course title and training provider Whole school Designated Senior person Deputy Designated Persons 1 x staff meeting September 2013 - Bill Hedges LA Advisor Safeguarding children in Education May 2012 (JE) Safeguarding Board Safeguarding Children with Disabilities October 2012 (LA) Safer Recruitment May 2013 (Safeguarding Board) Safeguarding children in Education May 2012 (CH) Safeguarding Children with Disabilities October 2012 (JE/DE) Safer Recruitment May 2013 (Safeguarding Board) CH (Deputy) and Business Manager Rosemary Andrews Page 3 of 46

INTRODUCTION Ravensdale Primary School recognises the responsibility it has under Section 175 of the Education Act 2002 to have arrangements in place to safeguard and promote the welfare of children. Ravensdale adopts the definition of safeguarding using the Children s Act 2004 and DfE guidance document Working Together to Safeguard Children 2013. This can be summarised as: o protecting children and young people from maltreatment o preventing impairment of children and young people s health or development o ensuring that children and young people are growing up in circumstances consistent with the provision of safe and effective care o undertaking that role so as to enable those children and young people to have optimum life chances and to enter adulthood successfully. Staff in school are committed to the development and maintenance of polices which promote and safeguard the welfare of all children, undertaking this with particular sensitivity to needs arising from pupils gender, race, culture, religion, language and disability. Safeguarding is the duty of all members of staff. We recognise that through their day-to-day contact with pupils and direct work with families, staff at the school have a crucial role to play in noticing indicators of possible abuse or neglect and referring them to the appropriate agency. Safeguarding awareness will be addressed through the curriculum as appropriate to ensure all pupils understand what is meant by safeguarding and how they can be safer. This Policy sets out how the school s Governing Body discharges its statutory responsibilities relating to safeguarding and promoting the welfare of children who are pupils at the school. There are four main elements to our Policy: o PREVENTION through the teaching and pastoral support offered to pupils and the creation and maintenance of a whole school protective ethos (see Section 1.0). o PROCEDURES for identifying and reporting cases, or suspected cases, of abuse (see Section 2.0). o SUPPORT TO PUPILS who may have been abused (see Section 3.0). o PREVENTING UNSUITABLE PEOPLE WORKING WITH CHILDREN Our Policy applies to all staff and volunteers working in the school (education support services). Teaching assistants, mid-day supervisors, secretaries as well as teachers can be the first point of disclosure for a child. Concerned parents may also contact school Governors (see Section 4.0). The Child Protection Policy and related Safeguarding policies should be read in conjunction with: Working Together to Safeguard Children (HM Government 2013) Coventry Safeguarding Children Board Inter-Agency Procedures Page 4 of 46

GOVERNOR STATEMENT The appropriate safeguarding of children is an essential element of the work of the governing body. It is a pre-requisite to the effective development and well being of the children who attend Ravensdale Primary School, and should be seen as an underlying principle in all that we do. The policy and procedures within this folder reflect this commitment. Policies however are not enough and governors are also committed to: - Regular review of all practice, - Appropriate induction and supervision, - Regular and appropriate training, - The designated Governor for Safeguarding and Child Protection will undertake governor safeguarding training at least once every 3 years. - Sustaining the professional ethos which is open and supportive of staff, which puts children s safety and protection at its core. - Ensuring that Parents are aware of the school s commitment to this work. SCHOOL COMMITMENT Ravensdale Primary School is committed to safeguarding and promoting the welfare of all of its pupils. Each pupil s welfare is of paramount importance. We recognise that some children may be especially vulnerable to abuse. We recognise that children who are abused or neglected may find it difficult to develop a sense of self worth and to view the world in a positive way. Whilst at school, their behaviour may be challenging. We recognise that some children who have experienced abuse may harm others. We will always take a considered and sensitive approach in order that we can support all of our pupils. We aim to: establish a safe environment in which children can learn and develop; ensure we practise safer recruitment in checking the suitability of staff and volunteers to work with children; raise awareness of child protection issues and equip pupils with the skills needed to keep them safe; develop and then implement procedures for identifying and reporting cases, or suspected cases, of abuse; support pupils who have been abused in accordance with his/her agreed child protection plan; ensure all staff are trained, know what their responsibilities are and are alert to the signs of abuse and refer any concerns to the designated senior person responsible for child protection; follow the procedures set out by Safeguarding Children Board and take account of guidance issued by the DfE ALL STAFF MUST READ THIS DOCUMENT AND BE AWARE OF THE ADVICE IT OFFERS. Page 5 of 46

1. PREVENTION 1.1 We recognise that high self-esteem, confidence, supportive friends and good lines of communication with a trusted adult help to protect children. The school will therefore: 1.1.1 Establish and maintain an ethos where children feel secure and are encouraged to talk, and are listened to; 1.1.2 Ensure children know that there are adults in the school whom they can approach if they are worried or in difficulty; 1.1.3 Include in the curriculum activities and opportunities for PSHE which equip children with the skills they need to stay safe from abuse and information about who to turn for help; 1.1.4 Include in the curriculum material that will help children develop realistic attitudes to the responsibilities of adult life, particularly with regard to childcare and parenting skills. 2. PROCEDURES 2.1 We will follow the procedures set out in the Coventry Local Safeguarding Children Board Safeguarding Inter-Agency Procedures In addition, staff and managers in our school/education support service must have regard to the guidance issued in Safeguarding Children and Safer Recruitment in Education January 2007. [The Government booklet What to do if you are worried a Child is being Abused (version available via teachernet) provides practical guidance and advice to supplement local procedure.] 2.2 The Designated Senior Member of Staff for Child Protection The school will: 2.2.1 Ensure it has a designated senior member of staff (member of the leadership team) who has undertaken as a minimum, the Level 2 child protection training course, accredited by the Local Safeguarding Children Board (please see p.2 for designated staff and governor details). [Note: The school has nominated more than one member of staff to carry out this role.] 2.2.2 Ensure this training is updated every two years in accordance with Government guidance; 2.2.3 Recognise the importance of the role of the designated teacher and ensure s/he has the time and training to undertake her/his duties; 2.2.4 Ensure there are contingency arrangements should the designated member of staff not be available; 2.2.5 Ensure that the designated member of staff will take advice from a child protection specialist when managing complex cases (e.g. Education Safeguarding Children Manager). 2.2.6 Ensure that the designated member of staff is responsible for coordinating action where it is suspected that a child is in need, has been harmed, or is at risk of significant harm. 2.2.7 Ensure they are familiar with Local Safeguarding Children Board procedures and DfE guidance (Ref. 2.1). 2.2.8 Ensure child protection records are maintained. Page 6 of 46

2.2.9 Arrangements for EYFS The designated members of staff for Child Protection should include an EYFS practitioner. Staff working within the EYFS should undertake paediatric first aid training as consistent with the guidance set out in the Practical Guidance for the Early Years Foundation Stage. EYFS requires that Ofsted must be informed of any allegations of serious harm or abuse by any person looking after children at the School (whether the allegation relates to harm or abuse committed on the premises or elsewhere), or any other abuse which is alleged to have taken place on the premises, and of the action taken in respect of these allegations. Ofsted must be informed of the allegations as soon as is reasonably practicable, but at the latest within 14 working days of the allegations being made. 2.3 The Role of School Staff The safety and well being of children is paramount. Abuse in whatever form constitutes serious harm to the child. Suspicion, belief or evidence of abuse of a child, currently, or in the past, must be passed on to the person with the authority to investigate and evaluate the information. As professionals who work with children staff should be able to recognise, and know how to act upon, indicators that a child s welfare or safety may be at risk. The school will therefore: 2.3.1 Ensure every member of staff knows: the name of the designated person(s) and her/his role; that they have an individual responsibility for referring child protection concerns using the proper channels (school/education support service procedure Appendix 1) and within the timescales set out in the Inter-Agency procedures. where the Inter-Agency procedures and school/education support service Child Protection procedures are located. 2.3.2 Ensure that: o All pupils in our school are aware of a number of staff who they can talk to. The school is committed to ensuring that pupils are aware of behaviour towards them that is not acceptable and how they can keep themselves safe. o All pupils know that we have a senior member of staff with responsibility for child protection and know who this is. o We inform pupils of whom they might talk to, both in and out of school, their right to be listened to and heard and what steps can be taken to protect them from harm. P.S.H.E. materials we use to help pupils learn how to keep safe are available and training is provided for new staff. o Encourage pupils to use a pupil worry box and class teachers to read and respond to worries accordingly School s arrangements for consulting with and listening to pupils are School Council/peer mediation sessions. We make pupils aware of these arrangements by School Council Agenda/Minutes and information through Assembly. Page 7 of 46

2.3.3 The school s senior member of staff with designated responsibility for child protection undertakes basic child protection training and training in inter-agency working, and refresher training at 2 yearly intervals. The Head Teacher provides training for all staff from the point of their induction, and updated every two years (minimum half day/3 hours), so that they know: their personal responsibility; the local procedures; the need to be vigilant in identifying cases of abuse; how to support and to respond to a child who tells of abuse. (Whole Staff Training September 2013) 2.3.4 Ensure that all staff and volunteers recognise their duty and feel able to raise concerns about poor or unsafe practice in regard to children and that such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed policies. 2.3.5 All staff (including temporary staff and volunteers) are provided with the school s child protection policy and informed of the school s child protection arrangements on induction. 2.3.6 Failure to comply with these guidelines may lead to disciplinary procedures which the school would have no option but to initiate. All staff have a duty to protect themselves from such criticism by following the policy guidelines and reporting concerns immediately using the agreed concerns form. 2.4 Liaison with Other Agencies Our school recognises that it is essential to establish positive and effective working relationships with other agencies who are partners in safeguarding children. School has a relationship with the LA, Social Care and Police in promoting a safe and supportive environment. There is a joint responsibility on all these agencies to share information to ensure the safeguarding of all children. The school will therefore: 2.4.1 Work to develop effective links with relevant agencies and cooperate as required with their enquiries regarding child protection matters including attendance and written reports at initial case conferences, core groups and child protection review conferences. 2.4.2 Notify the local Children s Team (Social Care) if: it should have to exclude a pupil with a Child Protection Plan (whether fixed term or permanently); there is an unexplained absence of a pupil with a Child Protection Plan of more than two days duration from school (or one day following a weekend); or as agreed as part of any child protection or core group plan. they are concerned about the welfare of any child with a Child Protection Plan. 2.5 Record Keeping The school will: 2.5.1 Keep clear detailed written records of concerns about children (noting the date, event and action taken), even where there is no need to refer the matter to Social Care immediately; 2.5.2 Keep records in a folder in chronological order (model recording folder available from Coventry Safeguarding Board); 2.5.3 Ensure all records are kept secure and in locked locations; Page 8 of 46

2.5.4 Ensure all relevant child protection records are sent to the receiving school or establishment when a pupil moves school (Lockable cupboard in School Office) 2.5.5 The completed forms/records will be kept for the duration of the child s school career and where a child changes school the forms/records will be forwarded to the Link teacher at the receiving school. The school will retain a receipt for the records signed by the receiving school. 2.6 Confidentiality and Information Sharing 2.6.1 Staff will ensure confidentiality protocols are adhered to and information is shared appropriately. If in any doubt about confidentiality, staff will seek advice from a senior manager or outside agency as required (e.g. L.A. Safeguarding Officer). 2.6.2 The Head Teacher or designated person will disclose any information about a pupil to other members of staff on a need to know basis only. 2.6.3 All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children. 2.6.4 All staff must be aware that they cannot promise a child/parent to keep secrets. 2.6.5 The information contained will be regarded as confidential. Any request for access to the information by non Coventry Safeguarding Children Board Agencies (eg solicitor, investigating agent) will be referred to the Head teacher/ Child Protection Designated senior Person who is advised to seek legal advice before acting. 2.6.6 Any person (employed, contracted, a volunteer or a student) who is considered unsuitable to work with children, will be reported - within a month of leaving the School - to the Independent Safeguarding Authority (ISA). [ISA commended operation on 20/1/09 and referrals are made to PO Box 181 Darlington DL1 9FA (tel: 0300 123 1111)] 2.7 Communication with Parents The school shares a purpose with parents to educate and keep children safe from harm and to have their welfare promoted. We are committed to working with parents positively, openly and honestly. We ensure that all parents are treated with respect, dignity and courtesy. We respect parents rights to privacy and confidentiality and will not share sensitive information unless we have permission or it is necessary to do so in order to protect a child. We are committed to ensure the welfare and safety of all children in school. The school will in most circumstances, endeavour to discuss all concerns with parents about their children. However, there may be exceptional circumstances when the school will discuss concerns with Social Care and/or the Police without parental knowledge (in accordance with Child Protection procedures). The school will, of course, always aim to maintain a positive relationship with all parents. We make parents aware of our policy through the website and school prospectus. The school will therefore: 2.7.1 Undertake appropriate discussion with parents prior to involvement of another agency unless the circumstances preclude this. (Further guidance on this can be Page 9 of 46

found in the Coventry Safeguarding Children Board Inter-Agency Child Protection Procedures). 2.7.2 Ensure that parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school prospectus. (See Appendix 13) 2.7.3 The Governing Body makes this policy available to parents, carers and children through the school website. A hard copy is always available on request. 3. SUPPORTING THE PUPIL AT RISK 3.1 We recognise that children who are abused or witness violence may find it difficult to develop a sense of self worth and to view the world as benevolent and meaningful. They may feel helplessness, humiliation and some sense of selfblame. 3.2 This school may be the only stable, secure and predictable element of the lives of children at risk. Nevertheless, when at school their behaviour may be challenging and defiant or they may be withdrawn. 3.3 We recognise that some children actually adopt abusive behaviours and that these children must be referred on for appropriate support and intervention. These children are likely to have considerable needs themselves and may pose a significant risk of harm to other children. Evidence suggests that children who abuse others may have suffered considerable disruption in their lives, been exposed to violence within the family, may have witnessed or been subject to physical or sexual abuse, have problems in their educational development, and may have committed other offences. Such children and young people are likely to be children in need, and some will in addition be suffering or be at risk of significant harm, and may themselves be in need of protection. Children and young people who abuse others should be held responsible for their abusive behaviour, whilst being identified and responded to in a way which meets their needs as well as protecting others. 3.4 The school will endeavour to support the pupil through: 3.4.1 The content of the curriculum to encourage self-esteem and self-motivation. 3.4.2 The school ethos which (i) promotes a positive, supportive and secure environment, (ii) gives pupils a sense of being valued; 3.4.3 The school s behaviour policy is aimed at supporting vulnerable pupils in the school. All staff will agree on a consistent approach, which focuses on the behaviour of the offence committed by the child but does not damage the pupil s sense of self worth. The school will ensure that the pupil knows that some behaviour is unacceptable but s/he is valued and not to be blamed for any abuse which has occurred; 3.4.4 Liaison with other agencies which support the pupil such as Social Care, Child and Adolescent Mental Health Services, the Educational Psychology Service and the Learning and Behaviour Support Service; 3.4.5 A commitment to develop productive and supportive relationships with parents whenever it is in a pupil s best interest to do so; 3.4.6 Recognition that children living in a home environment where there is a domestic violence, drug or alcohol abuse are vulnerable and in need of support and protection; Page 10 of 46

3.4.7 Vigilantly monitoring children s welfare, keeping records and notifying Social Care as soon as there is a recurrence of a concern. 3.5 When a pupil with a Child Protection Plan leaves, information will be transferred to the new school immediately. The Child Independent Reviewing Manager will also be informed. We will follow the procedures for children that are Missing Children. 3.6 Drug Use and Child Protection 3.6.1 The discovery that a young person is using illegal drugs or reported evidence of their drug use is not necessarily sufficient in itself to initiate child protection proceedings but the school will consider such action in the following situations: When there is evidence or reasonable cause: to believe the young person s drug misuse may cause him or her to be vulnerable to other abuse such as sexual abuse; to believe the pupil s drug related behaviour is a result of abusing or endangering pressure or incentives from others, particularly adults; where the misuse is suspected of being prompted by serious parent/carer drug misuse. 3.6.2 Children of Drug Using Parents Further enquiries and/or further action will be taken when the school receives reliable information about drug and alcohol abuse by a child s parents/carers in the following circumstances: the parental misuse is regarded as problematic (i.e. multiple drug use including injection); a chaotic and unpredictable home environment exists which can be attributed to drug or alcohol misuse; children are not being provided with acceptable or consistent levels of social and health care; children are exposed to criminal behaviour. 4. PREVENTING UNSUITABLE PEOPLE FROM WORKING WITH CHILDREN 4.1 The school will operate safer recruitment practices including ensuring appropriate DBS and reference checks are undertaken according to the DfE document Safeguarding Children and Safer Recruitment in Education, January 2007. 4.2 The school will consult with the L.A. Safeguarding Officer in the event of an allegation being made against a member of staff and adhere to the relevant procedures set out in Safeguarding Children and Safer Recruitment in Education, the Allegations Against Staff Procedure and the school s Personnel Manual. 4.3 The school will ensure that any disciplinary proceedings against staff relating to child protection matters are concluded in full even when the member of staff is no longer employed at the school and that notification of any concerns is made to the relevant authorities and professional bodies and included in references where applicable. Page 11 of 46

4.4 The school will ensure that all staff and volunteers are aware of the need for maintaining appropriate and professional boundaries in their relationships with pupils and parents as advised by the Local Authority s Code of Conduct, Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings March 2009 4.5 The school will ensure that staff and volunteers are aware that sexual relationships with pupils aged under 18 are unlawful and could result in legal proceedings taken against them under the Sexual Offences Act 2003 (Abuse of position of trust). 5. Governing Body Child Protection responsibilities 5.1 The Governing Body fully recognises its responsibilities with regard to child protection and to safeguarding and promoting the welfare of children. Appendix 5. 5.2 It will: 5.2.1 nominate a Governor for child protection who will oversee the School s Child Protection Policy and practice and efficiency with which the related duties have been discharged and champion child protection issues; (Bill Day- Chair of Govs) 5.2.2 nominate a member of the governing body (usually the chair) to be responsible for liaising with the Local authority designated officer (LADO) in the event of allegations of abuse being made against the head teacher. 5.2.3 ensure an annual report is made to the Governing Body, and copied to the Education Child Protection Service, on child protection matters to include changes affecting Child Protection policy and procedures, child protection training received, the number of incidents/cases (no names) and child protection in the curriculum; 5.2.4 ensure that this policy is annually reviewed, updated and copied to the Education Child Protection Service and that any deficiencies or weaknesses in child protection arrangements are remedied without delay. 5.2.5 Safeguarding Children and Safer Recruitment in Education (DfES, 2006) provides the following statutory guidance : Whether the governing body acts collectively or an individual member takes the lead, it is helpful if all members of governing bodies undertake training about child protection to ensure they have the knowledge and information needed to perform their functions and understand their responsibilities. 6. OTHER RELATED POLICIES 6.1 Use of reasonable force We follow the DfE Guidance, The Use of Reasonable Force 2013 We acknowledge that staff must only ever use physical intervention as a last resort, and that at all times it must be the minimum force necessary to prevent injury to themselves, another person or property. 6.2 Bullying Our Policy on bullying is set out in a separate document and is reviewed annually by the Governing Body. We acknowledge that to allow or condone bullying may lead to consideration under child protection procedures. Page 12 of 46

6.3 Racist Incidents Our Policy on racist incidents is set out in a separate document and is reviewed annually by the Governing Body. We acknowledge that repeated racist incidents or a single serious incident may lead to consideration under child protection procedures. 6.4 Health and Safety Our Health and Safety Policy, set out in a separate document, is reviewed annually by the Governing Body. It reflects the consideration we give to the protection of our children both within the school environment and when away from the school when undertaking school trips and visits. 6.5 Female Genital Mutilation (FGM) We follow the procedures laid out by Coventry Safeguarding Children Board. 6.6 Children with Statements of Special Educational Needs We recognise that statistically children with behaviour difficulties and disabilities are most vulnerable to abuse. School staff that deal with children with profound and multiple disabilities, ASD, SHD, cerebral palsy, sensory impairment and/or emotional and behavioural problems are particularly sensitive to signs of abuse. 6.7 Curriculum Using key documentation such as Working Together to Safeguard Children 2013 and the non-statutory framework for Personal, Social and Health Education (PSHE) pupils are provided with the opportunity to learn about keeping safe; and who to ask for help if their safety is threatened. As part of developing a healthy, safer lifestyle pupils should be taught, for example: to recognise and manage risks in different situations and then decide how to behave responsibly; to judge what kind of physical contact is acceptable and unacceptable; to recognise when pressure from others (including people they know) threatens their personal safety and well-being and develop effective ways of resisting pressure; including knowing when and where to get help; Ideally the curriculum would also be used to address the subject of developing safe and healthy relationships and an awareness of the impact of domestic abuse. 6.8 E-Safety Our e-safety policy is set out in a separate document and is reviewed regularly by the governing body. It reflects that e-safety is not an ICT issue it is a safeguarding issue and that we need to balance keeping children safe with allowing them the freedom to explore new technologies. Through our policy we intend limiting the risks that young people are subject to. Because it is a rapidly developing and moving issue the governors will review this policy on a regular basis. 6.9 Allegations against Staff (including Whistleblowing Policy) All staff are required to report to the Head any concern or allegations about behaviour of colleagues or practices which are likely to put pupils at risk of abuse or other serious harm. The designated person should also be contacted as they will have received the highest level of training. If the allegation is made against the Head or the Head is absent the allegation/concern should be passed to the Chair of Governors. No retribution will be taken against the reporter. The governing Page 13 of 46

body has adopted the Local Authority document on allegations against staff including whistleblowing policy. In addition, the School follows the procedure laid out in the Coventry Safeguarding Children Board Inter-Agency Procedures (white/turquoise folder). 6.10 Attendance We recognise that full attendance at School is important to the well-being of all our pupils and enables them to access the opportunities made available to them from our School. Attendance is monitored closely and we work closely with the Children and Families First team when the patterns of absence are of concern. Our attendance policy is set out in a separate document and is reviewed regularly by the governing body. Ravensdale Primary currently employs an Educational Welfare Officer (Helen MacDonald) to monitor attendance and liaise with families. 6.11 Staff Conduct The governing body has adopted the Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings March 2009. The practice guidance provides clear advice on appropriate and safe behaviours for all adults working with children in paid and unpaid capacities in all settings and all contexts. 6.12 Behaviour Management Our behaviour policy is set out in a separate document and is reviewed regularly by the governing body. This policy is transparent to staff, parents and pupils. 6.13 Record Keeping (Data Collection Sheet) Our school will endeavour to keep up to date and accurate information in order to keep children safe and provide appropriate care for them the school requires accurate and up to date information regarding: names and contact details of persons with whom the child normally lives names and contact details of all persons with parental responsibility (if different from above) emergency contact details (if different from above) details of any persons authorised to collect the child from school (if different from above) any relevant court orders in place including those which affect any person s access to the child (e.g. Residence Order, Contact Order, Care Order, Injunctions etc.) if the child is or has been on the Child Protection Register or subject to a care plan name and contact detail of G.P. any other factors which may impact on the safety and welfare of the child The school will collate, store and agree access to this information on SIMS.Net. 6.14 Children Missing from Education The school follows the Children Missing from Education procedure provided by Coventry Safeguarding Children Board. 6.15 Extended Schools and Before and After School Activities Page 14 of 46

6.15.1 If the Governing Body provides extended school facilities or before or after school activities directly under the supervision or management of school staff, the school s arrangements for child protection as written in this Policy shall apply. 6.15.2 Where services or activities are provided separately by another body the Governing Body will seek assurance that the body concerned has appropriate policies and procedures in place for safeguarding children and child protection and there are arrangements to liaise with the school on these matters where appropriate. Signed Head Teacher Chair of Governors February 2014 February 2014 Page 15 of 46

Index of Appendices Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Appendix 8 Appendix 9 Indicators of abuse Providing a safe and supportive environment Identifying children and young people who may be suffering significant harm guidance Taking action to ensure that children are safe at school and at home Staff Safeguarding Poster Record of Concern proforma Record of Contacts/Actions proforma Allegations regarding person(s) working in or on behalf of school (including volunteers) Flowchart of Allegation of Abuse against a member of staff at school Appendix 10 Referal Guidance-Reasons why some people may not report abuse Appendix 11 Contact Details Children's Teams Appendix 12 Safeguarding overview of terms Appendix 13 Multi-agency referral form (6 pages) Appendix 14 Suggested wording for information on Child Protection to be included in School Prospectus Appendix 15 Standards for Effective Child Protection Practice in Schools Page 16 of 46

Appendix 1 INDICATORS OF ABUSE The following lists are neither definitive nor exhaustive. The information should be used in context with a range of other information related to a child s circumstances. Physical abuse physical observations bruising on trunk bruising on face, upper arms, shoulders consistent with gripping finger tip bruising/finger marks burns and scalds especially cigarette burns or burning from excessive exposure to heat human bite marks fractures, especially spiral swelling and a lack of normal use of limbs any serious injury with no/conflicting/inconsistent explanations untreated injuries Physical abuse behavioural observations unusually fearful with adults unnaturally compliant to parents/carers refusal to discuss injuries/fear of medical help withdrawal from physical contact aggression towards others wearing cover-up clothing any behaviours that you would not expect to see in a child at their age or stage of development Neglect physical observations poor personal hygiene poor state of clothing poor growth pattern emaciation, pot belly, short stature poor skin and hair tones untreated medical problems non-organic failure to thrive Neglect behavioural observations constant hunger constant tiredness frequent lateness or non-attendance at School arriving early at/leaving late from School low self-esteem neurotic behaviour no social relationships running away compulsive stealing or scavenging destructive tendencies Sexual abuse behavioural observations sexual knowledge inappropriate for age sexualised behaviour in young children Page 17 of 46

sexually provocative behaviour/promiscuity hinting at sexual activity and secrets they cannot tell inexplicable falling off in school performance sudden changes in personality lack of concentration, restlessness, aimlessness socially withdrawn overly compliant aggressive behaviour poor trust in significant adults regressive behaviour, onset of wetting (day or night) onset of insecure, clinging behaviour arriving early at/leaving late from School, erratic School attendance running away substance/alcohol misuse suicide attempts, self-mutilation, self-disgust in adolescents: eating disorders, hysteria attacks severe sleep disturbance low self-esteem, self-image Sexual abuse observations specific to sexual exploitation changes in peer group unexplained wealth/goods drug habit without any obvious way of sustaining it those who return from being missing but look well cared for repeatedly associating with unknown men who are outside the family s contact (including by mobile phone, e-mail, post) dressing in an unexplained manner mixing with others you suspect are being sexually exploited reports that children have been seen in places to be used for prostitution having keys for a property without any plausible explanation Emotional abuse potential causes from community from carers witnessing domestic violence racism bullying from being subject to one of the other forms of abuse Emotional abuse - indicators inappropriate emotional responses to painful situations neurotic behaviour (hair twisting, thumb sucking, rocking) fear of new situations self-mutilation fear of parents being contacted extremes of passivity or aggression drug/solvent abuse running away being the scapegoat in the family coldness/hostility Page 18 of 46

Appendix 2 PROVIDING A SAFE AND SUPPORTIVE ENVIRONMENT 1. Safer Recruitment and Selection The school pays full regard to current DfE guidance Safeguarding Children and Safer Recruitment in Education Jan 2007. We ensure that all appropriate measures are applied in relation to everyone who works in the school who is likely to be perceived by the children as a safe and trustworthy adult including e.g. volunteers and staff employed by contractors. Safer recruitment practice includes scrutinising applicants, verifying identity and academic or vocational qualifications, obtaining professional references, checking previous employment history and ensuring that a candidate has the health and physical capacity for the job. It also includes undertaking interviews and, where appropriate, undertaking List 99 and Disclosure and Barring Service (DBS) checks. In line with statutory changes, underpinned by regulations, the following will apply: a DBS disclosure is obtained for all new appointments to our school s workforce through staffing personnel and payroll this school is committed to keep an up to date single central record detailing a range of checks carried out on our staff all new appointments to our school workforce who have lived outside the UK will be subject to additional checks as appropriate our school ensures that supply staff have undergone the necessary checks and will be made aware of this policy identity checks must be carried out on all appointments to our school workforce before the appointment is made, in partnership with the LA At least one member of every appointments panel will have gained accreditation through Safer Recruitment training (statutory requirement). The school will ensure that there are always sufficient numbers of suitably trained staff or governors in post. For a list of safer recruitment trained members of staff, please contact the office. Page 19 of 46

Appendix 3 IDENTIFYING CHILDREN AND YOUNG PEOPLE WHO MAY BE SUFFERING SIGNIFICANT HARM Teachers and other adults in school are well placed to observe any physical, emotional or behavioural signs which indicate that a child may be suffering significant harm. The relationships between staff, pupils, parents and the public which foster respect, confidence and trust can lead to disclosures of abuse, and/or school staff being alerted to concerns. Definitions As in the Children Acts 1989 and 2004, a child is anyone who has not yet reached his/her 18 th birthday. Harm means ill-treatment or impairment of health and development, including, for example, impairment suffered from seeing or hearing the ill-treatment of another; Development means physical, intellectual, emotional, social or behavioural development; Health includes physical and mental health; Ill-treatment includes sexual abuse and other forms of illtreatment which are not physical. Abuse and Neglect are forms of maltreatment. Somebody may abuse or neglect a child by inflicting harm or 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. They may be abused by an adult or adults or another child or children. Physical Abuse 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. Sexual Abuse 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, buggery 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. Emotional Abuse 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 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 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. Page 20 of 46

Neglect 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 and clothing, 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 caretakers) ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child s basic emotional needs. Page 21 of 46

Appendix 4 TAKING ACTION TO ENSURE THAT CHILDREN ARE SAFE AT SCHOOL AND AT HOME It is not the responsibility of the school staff to investigate welfare concerns or determine the truth of any disclosure or allegation. All staff, however, have a duty to recognise concerns and maintain an open mind. Accordingly all concerns regarding the welfare of pupils will be recorded and discussed with the designated senior person with responsibility for child protection (or another senior member of staff in the absence of the designated person) prior to any discussion with parents. 1. Staff must immediately report: any suspicion that a child is injured, marked, or bruised in a way which is not readily attributable to the normal knocks or scrapes received in play, including those reportedly caused by siblings any explanation given which appears inconsistent or suspicious any behaviours which give rise to suspicions that a child may have suffered harm (e.g. worrying drawings or play) any concerns that a child may be suffering from inadequate care, ill treatment, or emotional maltreatment any concerns that a child is presenting signs or symptoms of abuse or neglect any significant changes in a child s presentation, including non-attendance any hint or disclosure of abuse from any person any concerns regarding person(s) who may pose a risk to children (e.g. living in a household with children present) 2. Responding to Disclosure Disclosures or information may be received from pupils, parents or other members of the public. School recognises that those who disclose such information may do so with difficulty, having chosen carefully to whom they will speak. Accordingly all staff will handle disclosures with sensitivity. Such information cannot remain confidential and staff will immediately communicate what they have been told to the designated person and make a contemporaneous record. Principles Staff will not investigate but will, wherever possible, elicit enough information to pass on to the designated person in order that s/he can make an informed decision of what to do next. Page 22 of 46

Staff will: listen to and take seriously any disclosure or information that a child may be at risk of harm try to ensure that the person disclosing does not have to speak to another member of school staff clarify the information try to keep questions to a minimum and of an open nature e.g. Can you tell me what happened? rather than Did x hit you? try not to show signs of shock, horror or disbelief not express feelings or judgements regarding any person alleged to have harmed the child explain sensitively to the person that they have a responsibility to refer the information to the senior designated person reassure and support the person as far as possible explain that only those who need to know will be told explain what will happen next and that the person will be involved as appropriate 3. Action by the Designated Senior Person (or other senior person in their absence) Following any information raising concern, the senior designated person will consider: any urgent medical needs of the child making an enquiry to find out if the child is subject to a Child Protection Plan discussing the matter with other agencies involved with the family consulting with appropriate persons e.g. Safeguarding Officer, Social Care the child s wishes Then decide: wherever possible, to talk to parents, unless to do so may place a child at risk of significant harm, impede any police investigation and/or place the member of staff or others at risk whether to make a child protection referral to social care because a child is suffering or is likely to suffer significant harm and if this needs to be undertaken immediately Page 23 of 46

OR not to make a referral at this stage if further monitoring is necessary if it would be appropriate to undertake an assessment (e.g. CAF) and/or make a referral for other services All information and actions taken, including the reasons for any decisions made, will be fully documented. All referrals to social care will be accompanied by a standard referral form. Education is a referrer, not an investigative agency for child protection matters. An incident may eventually end up as a court case and children s evidence can all too easily be compromised by leading questions or repeated recital. 4. Action following a child protection referral The designated senior person or other appropriate member of staff will: make regular contact with the Social worker involved to stay informed wherever possible, contribute to the Strategy Discussion provide a report for, attend and contribute to any subsequent Child Protection Conference if the child or children are placed on the Child Protection Register, contribute to the Child Protection Plan and attend Core Group Meetings and Review Child Protection Conferences where possible, share all reports with parents prior to meetings where in disagreement with a decision made e.g. not to apply Child Protection Procedures or not to convene a Child Protection Conference, discuss this with the Safeguarding Officer for Learning or the Manager of the Child Protection and Review Unit where a child on the child protection register moves from the school or goes missing, immediately inform the key worker in Social Care and liaise with new school where possible 5. Recording and monitoring Accurate records will be made as soon as practicable and will clearly distinguish between observation, fact, opinion and hypothesis. All records will be signed and dated, any information given will be recorded verbatim where possible and a note made of the location and description of any injuries seen. All C.P. documents will be retained in a Concerns file, separate from the child s main file. This will be locked away and will only be accessible to the headteacher and senior designated person. These records will be copied and transferred to any school or setting the child moves to, clearly marked Child Protection, Confidential, for attention of Designated Person Child Protection. If the child goes missing from education or is removed from roll to Page 24 of 46