Gracefield School Policy Document Gracefield Preparatory School Safeguarding and Child Protection Policy 1. 2. 3. 4. 5. 6. 7. 8. 9. INTRODUCTION AIMS KEY PRINCIPLES EXPECTATIONS COMMITMENT ROLES AND RESPONSIBILITIES SAFE SCHOOLS, SAFE STAFF OUR ROLE IN THE PREVENTION OF ABUSE SAFEGUARDING PUPILS WHO ARE VULNERABLE TO EXTREMISM 10.SAFEGUARDING PUPILS WHO ARE VULNERABLE TO EXPLOITATION, FORCED MARRIAGE, FEMALE GENITAL MUTILATION, OR TRAFFICKING 11. PROFESSIONAL CONFIDENTIALITY 12. INVOLVING PARENTS / CARERS 13. RECORDS AND MONITORING 14. TRANSFER OF CHILD PROTECTION FILES 15. CHILDREN WITH ADDITIONAL NEEDS 16. DEALING WITH INSTANCES OF SUSPECTED ABUSE 17. RESPONDING TO AN ALLEGATION ABOUT A MEMBER OF STAFF 18. WHISTLEBLOWING Appendix 1 – NEGLECT Appendix 2 – SAFEGUARDING VUNERABLE GROUPS Appendix 3 - INITIAL CONCERNS FORM Appendix 4 - DEALING WITH A DISCLOSURE OF ABUSE Appendix 5 - ALLEGATIONS ABOUT A MEMBER OF STAFF OR VOLUNTEER Appendix 6 - SUMMARY OF SAFEGUARDING INFORMATION FOR STUDENTS, VISITORS AND VOLUNTEERS Child Protection Policy Gracefield School Policy Document 1. INTRODUCTION Safeguarding and promoting the welfare of children is defined as: protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes. Gracefield Preparatory School is committed to safeguarding and promoting the welfare of every pupil by fostering an honest, open, caring and supportive climate. The pupil’s safety and wellbeing is of paramount importance in all aspects of the school’s work. We believe that: All children have the right to be protected from harm; Children need to be safe and to feel safe in school; Children need support which matches their individual needs, including those who may have experienced abuse; All children have the right to speak freely and voice their values and beliefs; All children must be encouraged to respect each other’s values and support each other; All children have the right to be supported to meet their emotional, and social needs as well as their educational needs – a happy healthy sociable child will achieve better educationally; Schools can and do contribute to the prevention of abuse, victimisation, bullying, exploitation, extreme behaviours, discriminatory views and risk taking behaviours; and All staff and visitors have an important role to play in safeguarding children and protecting them from abuse. Gracefield Preparatory School will fulfil their local and national responsibilities as laid out in the following documents:- Working Together to Safeguard Children (DfE 2013) Keeping Children Safe in Education: Statutory guidance for schools and colleges (DfE April 2014) The Procedures of Bristol Safeguarding Children Board The Childcare Act 2006 The Children Act 1989 The Education Act 2002 s175 / s157 Mental Health and Behaviour in Schools: Departmental Advice (DfE 2014) Child Protection Policy Gracefield School Policy Document 2. AIMS This policy will contribute to safeguarding our pupils and promoting their welfare by: • Clarifying standards of behaviour for staff and pupils; • Contributing to the establishment of a safe, resilient and robust ethos in the school, built on mutual respect, and shared values • Introducing appropriate work within the curriculum; • Encouraging pupils and parents to participate; • Alerting staff to the signs and indicators that all might not be well; • Developing staff awareness of the causes of abuse; • Developing staff’s awareness of the risks and vulnerabilities their pupils face; • Addressing concerns at the earliest possible stage; and • Reducing the potential risks pupils face of being exposed to violence, extremism, exploitation, or victimisation This policy will contribute to supporting our pupils by: • Identifying and protecting the most vulnerable • Identifying individual needs where possible; and • Designing plans to meet those needs. This policy will contribute to the protection of our pupils by: • Including appropriate work within the curriculum; • Implementing child protection policies and procedures; and • Working in partnership with pupils, parents and agencies. 3. KEY PRINCIPLES Gracefield Preparatory School recognises its legal and moral duty to promote the wellbeing of children, and protect them from harm, and respond to child abuse concerns when they arise. We believe that every child and young person has at all times and in all situations a right to feel safe and protected from any situation or practice that results in a child being physically or psychologically damaged. We recognise that we have a primary responsibility for the care, welfare and safety of the pupils in our charge, and we will carry out this duty through our teaching and learning, extracurricular activities, pastoral care and extended school activities. In order to achieve this, all members of staff (including volunteers) in this school, in whatever capacity, will at all times act proactively in child welfare matters especially where there is a possibility that a child may be at risk of significant harm. The school seeks to adopt an open and accepting attitude towards children as part of their responsibility for pastoral care. The school hopes that parents and children will feel free to talk about any concerns and will see school as a safe place if there are any difficulties at home. Child Protection Policy Gracefield School Policy Document 4. EXPECTATIONS Children’s worries and fears will be taken seriously if they seek help from a member of staff. However, staff must not promise secrecy if concerns are such that referral must be made to the appropriate agencies in order to safeguard the child’s welfare. In our school, if there are suspicions that a child’s physical, sexual or emotional wellbeing is being, or is likely to be, harmed, or that they are being neglected, appropriate action will be taken in accordance with the Child Protection procedures issued by Bristol Safeguarding Children Board. As a consequence, we • Expect all staff to be familiar with his policy • assert that teachers and other members of staff (including volunteers) in the school are an integral part of the child safeguarding process; • accept totally that safeguarding children is required and is an appropriate function for all members of staff in the school, and wholly compatible with their primary pedagogic responsibilities. • recognise that safeguarding children in this school is a responsibility for all staff, including volunteers; • will ensure through training and supervision that all staff and volunteers in the school are alert to the possibility that a child is at risk of suffering harm, and know how to report concerns or suspicions; • will designate a senior member of staff with knowledge and skills in recognising and acting on child protection concerns. He or she will act as a source of expertise and advice, and is responsible for coordinating action within the school and liaising with other agencies; (Designated Safeguarding Lead) • ensure (through the Designated Safeguarding Lead) that all staff with designated responsibility for child protection will receive appropriate training to the minimum standard set out by the Bristol Safeguarding Children Board (BSCB) • will share our concerns with others who need to know, and assist in any referral process; • will ensure that all members of staff and volunteers who have a suspicion or concern that a child may be suffering, or may be at risk of suffering significant harm, refer such concerns to the Designated Safeguarding Lead, who will refer on in accordance with the procedures issued by Bristol Safeguarding Children Board. • safeguard the welfare of children whilst in the school, through positive measures Child Protection Policy Gracefield School Policy Document to address bullying, especially where this is aggravated by sexual or racial factors, disability or special educational needs, cyber bullying or Internet technologies • will ensure that all staff are aware of the Child Protection Procedures established by Bristol Safeguarding Children Board and, where appropriate, the Local Authority, and act on any guidance or advice given by them; • Be subject to Safer Recruitment processes and checks, whether they are new staff, supply staff, contractors, volunteers etc. • will act swiftly and make appropriate referrals to the Local Authority Designated Officer where an allegation is made that a member of staff has committed an offence against a child, harmed a child, or acted in a way that calls into question their suitability for working with children. 5. COMMITMENT We recognise that high self-esteem, confidence, supportive friends and clear lines of communication with a trusted adult helps all children, and especially those at risk of, or suffering from, abuse. Gracefield Preparatory School will therefore: (a) Establish and maintain an ethos where children feel secure and are encouraged to talk, and are listened to. (b) Ensure that children know that there are adults in the school who they can approach if they are worried or are in difficulty. (c) Include in the curriculum, activities and opportunities for PSHE/Citizenship which equip children with the skills they need to stay safe from harm. (d) Help children develop realistic attitudes to the responsibilities of adult life, particularly with regard to childcare, parenting. (e) Ensure that wherever possible every effort will be made to establish effective working relationships with parents and colleagues from other agencies. 6. ROLES AND RESPONSIBILITIES All adults working with or on behalf of children have a responsibility to safeguard and promote the welfare of children. There are, however, key people within schools who have specific responsibilities. The Designated Safeguarding Lead for safeguarding and child protection in this school is: Mrs Tara Horton. In her absence, these matters will be dealt with by the Deputy Designated Safeguarding Lead: Mrs Elizabeth Morgan. Child Protection Policy Gracefield School Policy Document The designated person is key to ensuring that proper procedures and policies are in place and are followed with regard to child safeguarding issues. They will also act as a dedicated resource available for other staff and volunteers when they may have child protection concerns to discuss. During induction, all members of staff (including volunteers) will be made aware of who this person is and what their role is. The Designated Safeguarding Lead is the first port of call for any adult with a concern. All concerns should be brought to the attention of the Designated Safeguarding Lead as soon as possible after the concern has been noted. The DSL is then responsible for taking appropriate action such as consulting with parents, children or other agencies such as social services. The Designated Safeguarding Lead is responsible for referring cases of suspected abuse or allegations to the relevant investigating agencies according to the procedures established by the BSCB, but is not responsible for dealing with allegations made against members of staff, which will be dealt with by the headteacher. Allegations against the Headteacher should be reported to the Designated Safeguarding Lead. The Designated Safeguarding Lead will also ensure that the school is represented at Child Protection Conferences and that the required reports are written and available within the appropriate timescales. 7. SAFE SCHOOLS, SAFE STAFF SAFER RECRUITMENT AND SELECTION The school pays full regard to ‘Keeping Children Safe in Education’ (DfES 2014). Safer recruitment practice includes scrutinising applicants, verifying identity and academic or vocational qualifications, obtaining professional and character 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 undertaking appropriate checks through the Disclosure and Barring Service (DBS). All recruitment materials will include reference to the school’s commitment to safeguarding and promoting the wellbeing of pupils. All senior management have undertaken Safer Recruitment training. One of the senior management team will be involved in all staff / volunteer recruitment processes and sit on the recruitment panel. DISQUALIFICATION BY ASSOCIATION The school will implement the Childcare (Disqualification) Regulations 2009 by ensuring that staff who are disqualified by association because they live in the same household as a person disqualified under the Childcare Act 2006 are not able to work in an early years setting within the school. To do this the school will follow the statutory guidance “Disqualification under the Childcare Act 2006”: https://www.gov.uk/government/uploads/system/uploads/attachmentdata/file/409361/dis qual_stat-guidance_Feb_15.pdf Child Protection Policy Gracefield School Policy Document INDIVIDUAL TUITION – INCLUDING MUSIC It is recognised that tutors are vulnerable to allegations being made against them because they often work with children alone and the activity can involve some physical contact with a child. Tutors need to be aware of the possibility of their conduct and behaviour, including physical contact, being misinterpreted by a child or taken out of context by other adults and: ensure they behave in an appropriate manner and maintain professional boundaries at all times. only use physical contact as necessary within the context of the activity, for example as a means of demonstrating technique, and only for as long as needed. make sure any physical contact cannot be misinterpreted by a child by explaining in advance what contact will be involved and why ask the child’s permission first and respect their wishes. report any incidents or issues that arise to the appropriate member of staff and make sure a record is taken. The class teacher will pass on any relevant information about children that may have a bearing on how they could react to physical contact so the tutor can adapt their practice accordingly. The school will make sure music tutors are aware of the school’s safeguarding and staff conduct policies prior to starting. Staff Training and Support Our school will ensure that all staff attend training relevant to their role. The Designated Safeguarding Lead teacher undertakes training in inter-agency working and refresher training at 2 yearly interval. All other staff who work with children should undertake training to equip them to carry out their responsibilities for Child Protection effectively and this should be updated at 3 yearly intervals. All staff will receive basic level one training at least once every three years. Key staff will undertake level two and level three training as set out by Bristol Safeguarding Children Board Staff are kept informed on current safeguarding or child protection issues on a need to know basis, either though staff meetings or individually as appropriate. Staff with safeguarding concerns or queries can speak to the Designated Safeguarding Lead. In her absence and when concerns are serious staff should speak to the headteacher. We recognise the stressful and traumatic nature of child protection work. We will support staff by providing an opportunity to talk through their anxieties with the Designated Safeguarding Lead and to seek further support as appropriate. All staff are able to communicate effectively in English, both orally and in writing. Child Protection Policy Gracefield School Policy Document The use of photographic images of children by schools We live in an age in which technology has vastly increased the use, and potential misuse, of photography and safety issues surrounding the use of photographic images by schools needs to be considered. There will be occasions when schools wish to take photographic images of children and young people celebrating the achievement of pupils and the school, as part of the curriculum and in extra school activities. This can enhance self esteem for children and young people, and their families and so is welcomed. However, in addition, individuals have the right to respect for private and family life and there will be families who do not wish their whereabouts to be made public. Gracefield is mindful of confidentiality issues especially in relation to children living in care or with adoptive families, and in situations involving Child Protection and Domestic Abuse. Our School obtains the active consent of parents for images in the newspaper, or on the website through a consent form and ensures that the surnames of young people are not printed with photographs which could identify individuals. Only the school cameras will be used to take photographs of the children. Images taken on the camera must be downloaded as soon as possible, ideally once a week. Photographs will be used to record a child’s progress, for internal use and external publication (when parental permission has been obtained). No member of staff will take photographs of the children on their mobile phones. It is the responsibility of all members of staff to be vigilant and report any concerns to the Headteacher. 8. OUR ROLE IN THE PREVENTION OF ABUSE Displaying helpful information including Children’s Helplines (NSPCC, ChildLine) could help to provide assurance that it’s okay to talk. Gracefield Preparatory school recognises that children who are abused or who witness violence may find it difficult to develop a sense of self-worth and to view the world in a positive way. This school may be the only stable, secure and predictable element in the lives of children at risk. Whilst at school, their behaviour may still be challenging and defiant and there may even be moves to consider suspension or exclusion from school. It is also recognised that a minority of children who have experienced abuse may in turn abuse others. This requires a considered, sensitive approach in order that the child can receive appropriate help and support. We will provide opportunities for pupils to develop skills, concepts, attitudes and knowledge that promote their safety and well-being. We will ensure that children know that there are adults in the school who they can approach if they are worried or are in difficulty. Child Protection Policy Gracefield School Policy Document The curriculum Relevant issues will be addressed through the PSHE curriculum, for example selfesteem, emotional literacy, assertiveness, power, sex and relationship education, esafety and bullying. Relevant issues will be addressed through other areas of the curriculum, for example, circle time, English, History, Drama, Art. As part of developing a healthy, safer lifestyle, pupils should be taught: to recognise and manage risks in different situations and then decide how to behave appropriately 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 develop effective ways of resisting pressure, including knowing where and when to get help to use assertiveness techniques to resist unhelpful pressure Children should feel valued, respected and able to discuss any concerns they have. Other areas of work All our policies which address issues of power and potential harm, for example bullying, equal opportunities, handling, positive behaviour, will be linked to ensure a whole school approach. Our safeguarding policy cannot be separated from the general ethos of the school, which should ensure that pupils are treated with respect and dignity, taught to treat each other with respect, feel safe, have a voice, and are listened to. 9. SAFEGUARDING PUPILS WHO ARE VULNERABLE TO EXTREMISM Since 2010, when the Government published the Prevent Strategy, there has been an awareness of the specific need to safeguard children, young people and families from violent extremism. Gracefield Preparatory School values freedom of speech and the expression of beliefs / ideology as fundamental rights underpinning our society’s values. Both pupils and teachers have the right to speak freely and voice their opinions. However, freedom comes with responsibility and free speech that is designed to manipulate the vulnerable or that leads to violence and harm of others goes against the moral principles in which freedom of speech is valued. Free speech is not an unqualified privilege; it is subject to laws and policies governing equality, human rights, community safety and community cohesion. The current threat from terrorism in the United Kingdom may include the exploitation of vulnerable people, to involve them in terrorism or in activity in support of terrorism. The normalisation of extreme views may also make children and young people vulnerable to future manipulation and exploitation. Gracefield Preparatory School is clear that this exploitation and radicalisation should be viewed as a safeguarding concern. Child Protection Policy Gracefield School Policy Document 10. SAFEGUARDING PUPILS WHO ARE VULNERABLE TO EXPLOITATION, FORCED MARRIAGE, FEMALE GENITAL MUTILATION, OR TRAFFICKING Our safeguarding policy above through the school’s values, ethos and behaviour policies provides the basic platform to ensure children and young people are given the support to respect themselves and others, stand up for themselves and protect each other. Our school keeps itself up to date on the latest advice and guidance provided to assist in addressing specific vulnerabilities and forms of exploitation. Our staff are supported to recognise warning signs and symptoms in relation to specific issues, include such issues in an age appropriate way in their curriculum, Our staff are supported to talk to families about sensitive concerns in relation to their children and to find ways to address them together wherever possible. See appendices below. 11. PROFESSIONAL CONFIDENTIALITY Confidentiality is an issue which needs to be discussed and fully understood by all those working with children, particularly in the context of child protection. The only purpose of confidentiality in this respect is to benefit the child. A teacher must never, under any circumstances, guarantee confidentiality to a child as they may not be able to keep a promise not to tell. Adults have a legal obligation to pass on concerns. Children should instead be promised that the adult will only act in their interest. The child should be advised that they may not be able to keep some things confidential but that information will only be shared with others if that will help the child, i.e. only in the child’s interests. If children then do not disclose, and there are concerns, the relevant adult must share his/her concerns with the designated teacher. Through circle time children explore issues of confidentiality. Teachers should not pass their concerns to parents or carers without first liaising with the Designated Teacher, who will usually be the person liaising with other adults. People should not be informed ad hoc but should have a bona fide reason for needing to know. Professionals can only work together to safeguard children if there is an exchange of relevant information between them. This has been recognised in principle by the courts. Any disclosure of personal information to others, [including the social service departments], must always however, have regard to both common and statute law. Normally, personal information should only be disclosed to third parties (including other agencies) with the consent of the subject of that information (Data Protection Act 1998, European Convention on Human Rights, Article 8). Wherever possible, consent should be obtained before sharing personal information with third Child Protection Policy Gracefield School Policy Document parties. In some circumstances, consent may not be possible or desirable but the safety and welfare of a child dictate that the information should be shared. The law permits the disclosure of confidential information necessary to safeguard a child or children. Disclosure should be justifiable in each case, according to the particular facts of the case, and legal advice should be sought if in doubt. 12. INVOLVING PARENTS / CARERS Any child who has a child protection file has the right to access their personal record, unless to do so would affect their health and well-being or that of another person, or would be likely to prejudice an on-going criminal investigation. Parents (i.e. those with parental responsibility in law) are entitled to see their child’s child protection file, on behalf of their child, with the same exceptions applying as to the child’s right to access. In general, we will discuss any child protection concerns with parents / carers before approaching other agencies, and will seek their consent to making a referral to another agency. Appropriate staff will approach parents / carers after consultation with the Designated Safeguarding Lead. However there may be occasions when the school will contact another agency before informing parents/carers because it considers that contacting them may increase the risk of significant harm to the child. If a referral is not made, it is in the Headteacher’s discretion as to whether to inform the parents/carers, having discussed the matter with the pupil. In the event of an allegation being made against a teacher and no referral made, the parents/guardians will invariably be informed of both the allegation and the subsequent school investigation. The policy is available to parents, and others, on the school website and, on request, from the school office. 13. RECORDS AND MONITORING Well-kept records are essential to good child protection practice. Our school is clear about the need to record any concerns held about a child or children within our school, the status of such records and when these records should be passed over to other agencies. Teachers with worries should speak to the DSL or Headteacher who will ask them either to keep a diary in the child’s confidential file or complete an Initial Concerns form. Adults should be aware that these can become official documents should the concerns be referred to Social Services. Our school has Child Protection Initial Concerns forms which must be completed, dated and timed, by any person with a concern regarding Child Protection and these must be passed to the Designated Teacher. Child Protection Policy Gracefield School Policy Document When it becomes apparent there are child protection concerns, these are recorded All child protection records are locked in a cabinet in the office. Staff can request access to a child’s individual records regarding Child Protection. Teacher-held notes may become part of school record when one serious issue occurs or the amount of small incidents become such that the child is at risk of harm. Children are monitored by having events followed up, this would include issues such as bullying in school. The DSL or Headteacher would notify the class teacher and other adults working with a child if they are being monitored. Parents may be informed if this did not place the child at further risk. Concerns are collated in the Child Protection file by the DSL The DSL, taking advice from the Local Authority if in doubt, will decide when concerns are sufficient to make a referral to Social Service and involve other agencies. Parents will be will required to provide the details of the person/s who will normally collect the child and will be informed of the need to inform the school in advance if this change, giving details of the person authorised to collect the child. Parents will also be asked to inform the school where children are subject to court orders that limit contact with a named individual. In the event that anyone who is not authorised to do so attempts to collect the child, the school will not allow the child to leave but contact the parent immediately. The school will regularly ask parents to confirm and update contact details and to nominate a family member or friend who can collect the child in the event that they are unable to do so. If a child is not collected at the end of the school day, the school will follow the procedure below: Staff to check if there is any notification of change to normal collection arrangements. Child to go to club, staff to attempt to make contact with parents. Staff to notify senior member of staff on duty. If no contact can be made with the parent by 6.15pm, the school will contact Bristol social services for further advice. Children will not be released into the care of another parent, even where they offer to take the child home. Where children are regularly uncollected or collected late, this should be discussed with the designated safeguarding lead. Child Protection Policy Gracefield School Policy Document 14. TRANSFER OF CHILD PROTECTION FILES When a pupil leaves Gracefield Preparatory School we will ensure that any child protection file we have is copied and transferred to the pupil’s new establishment. This file, which is the record of all safeguarding concerns, will be passed on in its entirety to the next educational setting. It will be transferred separately from the main pupil file. The Designated Child Protection Officer, will inform the receiving school within five days by telephone or in person that a child protection file exists. The original child protection file will be passed on either by hand or sent recorded delivery, separate from the pupil’s main school file, within these five school days. Gracefield will take care to ensure confidentiality is maintained and the transfer process is as safe as possible. If we post the records we will first copy them and retain the copies until we have confirmation in writing that the originals have arrived at the new school. We will then shred our records. Whether we pass on the child protection files by hand or post them Gracefield Preparatory School will keep written evidence of the transfer using. We will keep a duplicate copy of this form until we receive the original back from the receiving school with the details, signature and date of the receiving Designated Child Protection Officer. We will keep this signed form for six years. If a pupil is removed from the roll to be electively home educated, Gracefield Preparatory School will pass the child protection file to the local authority’s Elective Home Education (EHE) advisor and obtain a receipt as described above. If a pupil with a child protection record leaves the school without a forwarding address and no contact is received from the new school within 10 school days, the Designated Child Protection Officer should follow the Child Missing Education (CME) procedures. Gracefield Preparatory School will retain child protection records for as long as the pupil remains in school and then will transfer the records as described above 15. CHILDREN WITH ADDITIONAL NEEDS Gracefield Preparatory School recognises that while all children have a right to be safe, some children may be more vulnerable to abuse, for example those with a disability or special educational need, those living with domestic violence or drug / alcohol abusing parents, etc. When the school is considering excluding, either fixed term or permanently, a vulnerable pupil and / or a pupil who is the subject of a child protection plan or where there is an existing child protection file, we will call a multi-agency risk-assessment meeting prior to making the decision to exclude. In the event of a one-off serious incident resulting in an immediate decision to exclude, the risk assessment must be completed. Child Protection Policy Gracefield School Policy Document This policy should be considered alongside other related policies in school including: - Behaviour and Discipline Policy - Anti Bullying Policy - Special Education Needs Policy - Health and Safety Policy - Recruitment and Selection Policy - PSHE Policy - Citizenship Policy 16. DEALING WITH INSTANCES OF SUSPECTED ABUSE If any member of staff becomes concerned that a pupil is showing signs of being abused,their first step should be to report this as a matter of urgency to the Designated Safeguarding Lead, or the Headteacher. The report should, whenever possible, be in person but must be followed up in writing using the Child in Need Referral Form (Appendix 2). If the person first notified is not the Headteacher, then the matter must without fail also be reported to her as soon as possible by the member of staff who has been notified. The Headteacher may, after appropriate reflection, decide to consult other members of staff such as the pupil’s class teacher, in order to assess the situation further. If, after such consultation, the Headteacher and the DSL decide that there is cause for concern the matter should be followed up with the pupil concerned, taking all due care to follow the procedures set out below. The Headteacher may decide that the initial follow-up with the pupil would be best carried out by another member of staff e.g. class teacher, who is in a position of trust with the pupil but at all times the Headteacher must be kept fully informed of the situation. This member of staff should speak to the pupil and listen, reassure and indicate that other people’s advice or involvement will be needed if it is considered that she is at risk of significant harm. The pupil’s concern for confidentiality should be noted but the member of staff should reassure them sensitively that their safety is paramount and must not give any guarantees of absolute confidentiality. Nevertheless, the pupil should be reassured that the matter will only be disclosed to those who need to know, and that any such disclosure is for her own sake. It is important for teachers to remember that they are not responsible for investigating cases of suspected abuse – this is the role of Children and Young People Service and the police. Where a pupil’s behaviour causes significant harm to other pupils, for example through violent or sexually abusive behaviour, the incident will be treated as a child protection concern. Child Protection Policy Gracefield School Policy Document A bullying incident will be treated as a child protection concern where there is abuse by one or more students against another student where there is ‘reasonable cause to suspect that a child is suffering, or likely to suffer, significant harm’. When asking questions about indications of abuse, teachers must take great care as the way in which they talk to a pupil can affect the evidence in any subsequent criminal or civil proceedings. The same consideration applies if a pupil makes an accusation of abuse or volunteers information which amounts to an accusation. Teachers must not ask leading questions or questions which encourage the pupil to change her version of events, and nor should they impose their own assumptions. Their approach should be “Tell me what happened” rather than “Did they do X to you?” The teacher’s chief task at this stage is to listen and not to interrupt the free recall of significant events. Written notes should be recorded at the earliest opportunity to ensure accuracy in recalling events later (should this be necessary). These notes should record the date, time ,place, the people who were present and what was said by whom, including any questions asked. These notes should be factual and not opinion based. These should be given to theHeadteacher by the interviewer immediately. The records of any investigation or incident are to be kept in the file of the pupil concerned and in a central incident file held by the Headteacher. It is the responsibility of the DSL to ensure that in any child protection file is kept up to date and a chronology is maintained in every child protection file. This chronology is the brief overview of the schools’ concerns and highlights all the significant events for the child. All child protection records are kept secure and separate from other files. The pupil’s general school file is marked by a yellow sticker to indicate a child protection file exists. All staff that may need to consult a child’s school file should be aware of the symbol and speak to the DSL if they have concerns. The Headteacher or DSL designated and other staff involved may confer before the Headteacher decides about referral. If the Headteacher is unsure about whether a case should be formally referred, or has a general concern about a pupil’s health or development, she can seek advice from First Response if the pupil lives in Bristol or from the Children and Young People Service in the area which the pupil lives. There must be a referral if the pupil has requested it, or if there is concern that abuse has occurred or even in a borderline case (as the school will not make judgment but will discuss it with First Response.) The DSL or Headteacher will contact First Response or the Children and Young People Service as soon as possible, but definitely within 24 hours of a disclosure or suspicion of abuse. Child Protection Policy Gracefield School Policy Document If the Headteacher or DSL is unsure about whether a case should be formally referred, or has a general concern about a pupil’s health or development, she can seek advice form Children and Young People Service or the NSPCC and may then also refer the pupil to other agencies as appropriate. First Response Bristol 0117 9036444 Children and Young People Service Bristol 0117 90365000 NSPCC 24 hour 0808 8005000 South West Child Protection Procedures: www.swcpp.org.uk Out of Hours Emergency Duty Team: 01454 615 165 The Headteacher or DSL liaises with Children and Young People Service about further arrangements, including further interviews and contact with parents/ carers. The Headteacher or DSL ensures that only those people within the school community, who need to be aware, are informed of developments so that the child is supported appropriately. Gracefield Preparatory School complete the local authority’s Annual Safeguarding Children Audit. The Headteacher or DSL ensures that long-term follow-up and support is available for the pupil concerned. The Headteacher or DSL ensures that support is provided for any staff member who may have been caused stress through involvement in any incident. The Headteacher or DSL will be available to attend any subsequent Child Protection Planning meetings. If an allegation is made against the Headteacher the matter should be referred to the DSL. Staff are informed of this route in their introduction to Child Protection during their induction. 17. RESPONDING TO AN ALLEGATION ABOUT A MEMBER OF STAFF Keeping Children Safe in Education, Part 4 deals with allegations of abuse made against teachers. If an allegation is made against a teacher the quick resolution of that allegation must be a clear priority to the benefit of all concerned. At any stage of consideration or investigation, all unnecessary delays should be eradicated. The School does not undertake its own investigations of allegations without prior consultation with the local authority designated officer, (LADO) or in the most serious cases, the police, so as not to jeopardise statutory investigations. In borderline cases discussions with the LADO can be held informally without naming the school or individual. Child Protection Policy Gracefield School Policy Document Staff should be aware of the school’s procedures for dealing with accusations of abuse made by pupils against members of staff as outlined in this policy and emphasised by the Headteacher in her Child Protection briefings. As in other cases of allegations of abuse, those made against a member of staff must be listened to and a written record made of the conversation. The school seeks advice at the earliest opportunity from the Local Authority’s Allegation Team Managers and LADO (the Local Authority Designated Officer) Nicola Laird on 0117 9037795 Staff must report such allegations immediately to the Headteacher (or to the Deputy Headteacher if the Headteacher is the person against whom they are made). The Headteacher/Deputy Headteacher will take advice from the Local Authority and decide whether: - there is sufficient substance in the allegation to merit its referral to Children and Young People Service for investigation - the allegation was prompted by inappropriate behaviour which should be considered under the school’s disciplinary procedures rather than referral or - the allegation is apparently without foundation and requires no further action. Unless there is an objection from the Local Authority, the teacher concerned must be informed of the allegation and the likely course of action. The teacher concerned should be advised to seek advice from his/her professional association and be informed s/he has the right to be accompanied at any interview by a representative of this association, a legal advisor or by a friend. The school should also take into account both the need for the protection of the pupil and the need to keep the damaging effects of false accusations to a minimum. Unless there is suspicion that the pupil might be in acute physical danger, precipitate action should be avoided. Suspension of a teacher can have a substantial detrimental effect on his/her career and is not the only option available to the school: teachers facing allegations of abuse need to have confidence that any investigation will take place in a careful, measured way. The School will report to the Disclosure and Barring Service, (DBS) within one month of leaving School, any person (whether employed, contracted, a volunteer or student) whose services are no longer used because he or she is considered unsuitable to work with children. Ceasing to use a person’s services includes: dismissal; non-renewal of a fixed term contract; no longer engaging/refusing to engage a supply teacher provided by an employment agency; terminating the placement of a student teacher or other trainee; no longer using staff employed by contractors; no longer using volunteers, Child Protection Policy Gracefield School Policy Document resignation; and voluntary withdrawal from supply teaching, contract working, a course of initial teacher training, or volunteering. Failure to make a report constitutes an offence and the school may be removed from the Department of Education register of independent schools. Governing bodies on independent schools have a legal duty to respond to requests from the DBS for information they hold already, but they do not have to find it from other sources. Allegations found to be malicious should be removed from personnel records. Records will be kept of all other allegations but any that are not substantiated, are unfounded or malicious will not be referred to in employer references. Independent schools now have a new duty to consider making a referral to the National College for Teaching and Leadership where a teacher has been dismissed (or would have been dismissed had he/she not resigned) and a prohibition order may be appropriated. The reason such an order would be considered are: “unacceptable professional conduct”, “conduct that may bring the profession into disrepute” or a “conviction, at any time, for a relevant offence”. (There is more guidance on NCTL website). When a referral has been made to the DBS, it is not necessary for a referral also to be made to NCTL as the information is shared between the two bodies. Where dismissal does not reach the threshold for a DBS referral, separate consideration should be given to an NCTL referral. 18. WHISTLEBLOWING The school recognises that there may be circumstances where staff and volunteers feel unable to raise concerns or report incidents of malpractice within the school environment. All staff and volunteers have a legal duty to raise concerns where they feel individuals or schools are failing to safeguard and promote the welfare of children. Staff and volunteers may report concerns to the following; Bristol’s Local Authority Designated Officer (LADO) Nicola Laird on 0117 9037795, where there are issues regarding the welfare of a pupil. Ofsted whistle-blowing line on 0300 123 3155 where there are issues regarding the school’s overall procedures around safeguarding. This policy was reviewed in consultation with the staff in March 2015 Reviewed and updated by Mrs Kirchell and Mrs Mills-Moore Child Protection Policy Gracefield School Policy Document APPENDIX 1 DEFINITIONS AND INDICATORS OF ABUSE 1. NEGLECT 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 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. The following may be indicators of neglect (this is not designed to be used as a checklist): Constant hunger; Stealing, scavenging and/or hoarding food; Frequent tiredness or listlessness; Frequently dirty or unkempt; Often poorly or inappropriately clad for the weather; Poor school attendance or often late for school; Poor concentration; Affection or attention seeking behaviour; Illnesses or injuries that are left untreated; Failure to achieve developmental milestones, for example growth, weight; Failure to develop intellectually or socially; Responsibility for activity that is not age appropriate such as cooking, ironing, caring for siblings; The child is regularly not collected or received from school; or The child is left at home alone or with inappropriate carers 2. PHYSICAL ABUSE 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. Child Protection Policy Gracefield School Policy Document The following may be indicators of physical abuse (this is not designed to be used as a checklist): Multiple bruises in clusters, or of uniform shape; Bruises that carry an imprint, such as a hand or a belt; Bite marks; Round burn marks; Multiple burn marks and burns on unusual areas of the body such as the back, shoulders or buttocks; An injury that is not consistent with the account given; Changing or different accounts of how an injury occurred; Bald patches; Symptoms of drug or alcohol intoxication or poisoning; Unaccountable covering of limbs, even in hot weather; Fear of going home or parents being contacted; Fear of medical help; Fear of changing for PE; Inexplicable fear of adults or over-compliance; Violence or aggression towards others including bullying; or Isolation from peers. 3. SEXUAL ABUSE Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit act of sexual abuse, as can other children. The following may be indicators of sexual abuse (this is not designed to be used as a checklist): Sexually explicit play or behaviour or age-inappropriate knowledge; Anal or vaginal discharge, soreness or scratching; Reluctance to go home; Inability to concentrate, tiredness; Refusal to communicate; Thrush, persistent complaints of stomach disorders or pains; Eating disorders, for example anorexia nervosa and bulimia; Attention seeking behaviour, self-mutilation, substance abuse; Aggressive behaviour including sexual harassment or molestation; Unusual compliance; Regressive behaviour, enuresis, soiling; Child Protection Policy Gracefield School Policy Document Frequent or open masturbation, touching others inappropriately; Depression, withdrawal, isolation from peer group; Reluctance to undress for PE or swimming; or Bruises or scratches in the genital area. 4. SEXUAL EXPLOITATION Child sexual exploitation occurs when a child or young person, or another person, receives “something” (for example food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of the child/young person performing sexual activities, or another person performing sexual activities on the child/young person. The presence of any significant indicator for sexual exploitation should trigger a referral to children’s social care. The significant indicators are: Having a relationship of concern with a controlling adult or young person (this may involve physical and/or emotional abuse and/or gang activity); Entering and/or leaving vehicles driven by unknown adults; Possessing unexplained amounts of money, expensive clothes or other items; Frequenting areas known for risky activities; Being groomed or abused via the Internet and mobile technology; and Having unexplained contact with hotels, taxi companies or fast food outlets. 4. EMOTIONAL ABUSE 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 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 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 also involve seeing or hearing the ill-treatment of another person. It may involve serious bullying (including cyber 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. Child Protection Policy Gracefield School Policy Document The following may be indicators of emotional abuse (this is not designed to be used as a checklist): The child consistently describes him/herself in very negative ways – as stupid, naughty, hopeless, ugly; Over-reaction to mistakes; Delayed physical, mental or emotional development; Sudden speech or sensory disorders; Inappropriate emotional responses, fantasies; Neurotic behaviour: rocking, banging head, regression, tics and twitches; Self harming, drug or solvent abuse; Fear of parents being contacted; Running away; Compulsive stealing; Appetite disorders - anorexia nervosa, bulimia; or Soiling, smearing faeces, enuresis. N.B.: Some situations where children stop communication suddenly (known as “traumatic mutism”) can indicate maltreatment. 6. RESPONSES FROM PARENTS Research and experience indicates that the following responses from parents may suggest a cause for concern across all four categories: Delay in seeking treatment that is obviously needed; Unawareness or denial of any injury, pain or loss of function (for example, a fractured limb); Incompatible explanations offered, several different explanations or the child is said to have acted in a way that is inappropriate to her/his age and development; Reluctance to give information or failure to mention other known relevant injuries; Frequent presentation of minor injuries; A persistently negative attitude towards the child; Unrealistic expectations or constant complaints about the child; Alcohol misuse or other drug/substance misuse; Parents request removal of the child from home; or Violence between adults in the household. Child Protection Policy Gracefield School Policy Document APPENDIX 2 SAFEGUARDING VUNERABLE GROUPS FEMALE GENITAL MUTILATION Female Genital Mutilation (FGM): professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM. There is a range of potential indicators that a child or young person may be at risk of FGM, which individually may not indicate risk but if there are two or more indicators present this could signal a risk to the child or young person. Victims of FGM are likely to come from a community that is known to practise FGM. Professionals should note that girls at risk of FGM may not yet be aware of the practice or that it may be conducted on them, so sensitivity should always be shown when approaching the subject. Staff should activate local safeguarding procedures, using existing national and local protocols for multi-agency liaison with police and children’s social care. CHILDREN AT RISK OF FORCED MARRIAGE HMG Forced Marriage document YOUNG PEOPLE LIVING WITH DOMESTIC OR SEXUAL VIOLENCE First Response TRAFFICKED CHILDREN SCWPP Child trafficking procedures NSPCC advice to workers in education First Response PRIVATELY FOSTERED CHILDREN Schools have a legal duty to notify Bristol Council of any pupil they know to be privately fostered. Private fostering - Notifying Bristol Council YOUNG CARERS If schools have concerns about a pupil they believe to be a young carer they can contact Integrated carers team – 0117 3521668 Young carer’s advice VIOLENT EXTREMISM Staff need to be aware of any pupils who may be in contact with or being targeted by violent extremists. If there is evidence that a pupil is becoming deeply enmeshed in the extremist narrative, schools should seek specialist advice. Child Protection Policy Gracefield School Policy Document APPENDIX 3 Initial Concerns Form This form should be completed by the member of staff with the concern before being passed to the designated member of staff for Child Protection. Please note it may need to be made available to other agencies or parents. CHILD Does the child know concerns are being passed on? Recording Person Date of Incident Nature of Concern Date of Recording Incident Yes/No Time of Incident Time of Recording Incident Please continue overleaf if needed Date and Time Action by Designated Person Please continue overleaf if needed Signed Child Protection Policy Gracefield School Policy Document APPENDIX 4 DEALING WITH A DISCLOSURE OF ABUSE When a child tells me about abuse s/he has suffered, what must I remember? Stay calm. Do not communicate shock, anger or embarrassment. Reassure the child. Tell her/him you are pleased that s/he is speaking to you. Never enter into a pact of secrecy with the child. Assure her/him that you will try to help but let the child know that you will have to tell other people in order to do this. State who this will be and why. Tell her/him that you believe them. Children very rarely lie about abuse; but s/he may have tried to tell others and not been heard or believed. Tell the child that it is not her/his fault. Encourage the child to talk but do not ask "leading questions" or press for information. Listen and remember. Check that you have understood correctly what the child is trying to tell you. Praise the child for telling you. Communicate that s/he has a right to be safe and protected. Do not tell the child that what s/he experienced is dirty, naughty or bad. It is inappropriate to make any comments about the alleged offender. Be aware that the child may retract what s/he has told you. It is essential to record all you have heard. At the end of the conversation, tell the child again who you are going to tell and why that person or those people need to know. As soon as you can afterwards, make a detailed record of the conversation using the child’s own language. Include any questions you may have asked. Do not add any opinions or interpretations. NB: It is not education staff’s role to seek disclosures. Their role is to observe that something may be wrong, ask about it, listen, be available and try to make time to talk. Immediately afterwards You must not deal with this yourself. Clear indications or disclosure of abuse must be reported to children’s social care without delay, by the Headteacher or the Designated Safeguarding Lead. Children making a disclosure may do so with difficulty, having chosen carefully to whom they will speak. Listening to and supporting a child who has been abused can be traumatic for the adults involved. Support for you will be available from your Designated Safeguarding Lead or Headteacher . Child Protection Policy Gracefield School Policy Document APPENDIX 5 ALLEGATIONS ABOUT A MEMBER OF STAFF OR VOLUNTEER 1. Inappropriate behaviour by staff/volunteers could take the following forms: Physical For example the intentional use of force as a punishment, slapping, use of objects to hit with, throwing objects or rough physical handling. Emotional For example intimidation, belittling, scapegoating, sarcasm, lack of respect for children’s rights, and attitudes that discriminate on the grounds of race, gender, disability or sexuality. Sexual For example sexualised behaviour towards pupils, sexual harassment, sexual assault and rape. Neglect For example failing to act to protect a child or children, failing to seek medical attention or failure to carry out an appropriate risk assessment. 2. If a child makes an allegation about a member of staff, visitor or volunteer the Headteacher should be informed immediately. The Headteacher should carry out an urgent initial consideration in order to establish whether there is substance to the allegation. The Headteacher should not carry out the investigation herself or interview pupils. 3. The Headteacher must exercise, and be accountable for, their professional judgement on the action to be taken, as follows – 4. If the actions of the member of staff, and the consequences of the actions, raise credible child protection concerns the Headteacher will notify the Local Authority Designated Officer (LADO) Team. The LADO Team will advise about action to be taken and may initiate internal referrals within children’s social care to address the needs of children likely to have been affected. If the actions of the member of staff, and the consequences of the actions, do not raise credible child protection concerns, but do raise other issues in relation to the conduct of the member of staff or the pupil(s), these should be addressed through the school’s own internal procedures. If the Headteacher decides that the allegation is without foundation and no further formal action is necessary, all those involved should be informed of this conclusion, and the reasons for the decision should be recorded on the child protection file. Where an allegation has been made against the Headteacher, then the Safeguarding Lead takes on the role of liaising with the LADO team in determining an appropriate way forward. Child Protection Policy Gracefield School Policy Document APPENDIX 6 Summary of Safeguarding Information for Students, Visitors and Volunteers Gracefield Preparatory School is committed to the highest standards in protecting and safeguarding the children entrusted to our care. Our school will support all children by: Promoting a caring, safe and positive environment within the school Encouraging self-esteem and self-assertiveness Effectively tackling bullying and harassment We recognise that some children may be the victims of neglect, physical, sexual or emotional abuse. Staff working with children are well placed to identify such abuse. At Gracefield Preparatory School, in order to protect our children, we aim to: Create an atmosphere where all our children can feel secure, valued and listened to Recognise signs and symptoms of abuse Respond quickly, appropriately and effectively to cases of suspected abuse If you have a concern that a child is being harmed, is at risk of harm, or you receive a disclosure (intentionally or unintentionally) you must contact the following staff member as quickly as possible. DSL name: Mrs Tara Horton (Deputy Headteacher) If this person is not available please contact Deputy DSL name: Mrs Elizabeth Morgan (Headteacher) Everyone working with our children their parents and carers should be aware that: Their role is to listen and note carefully any observations which could indicate abuse. They should not attempt to investigate once the initial concern is raised They should involve the Designated Safeguarding Leader (DSL) immediately If the DSL is not available the Headteacher / Deputy DSL should be contacted. Disclosures of abuse or harm from children may be made at any time. If anything worries you or concerns you, report it straight away. Child Protection Policy
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