Safeguarding Children Policy 2015

Transcription

Gracefield School Policy Document
Gracefield Preparatory School
Safeguarding and Child Protection Policy
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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
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:-
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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)
2. AIMS
This policy will contribute to safeguarding our pupils and promoting their welfare by:
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Clarifying standards of behaviour for staff and pupils;
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Contributing to the establishment of a safe, resilient and robust ethos in the
school, built on mutual respect, and shared values
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Introducing appropriate work within the curriculum;
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Encouraging pupils and parents to participate;
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Alerting staff to the signs and indicators that all might not be well;
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Developing staff awareness of the causes of abuse;
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Developing staff’s awareness of the risks and vulnerabilities their pupils face;
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Addressing concerns at the earliest possible stage; and
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Reducing the potential risks pupils face of being exposed to violence, extremism,
exploitation, or victimisation
This policy will contribute to supporting our pupils by:
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Identifying and protecting the most vulnerable
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Identifying individual needs where possible; and
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Designing plans to meet those needs.
This policy will contribute to the protection of our pupils by:
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Including appropriate work within the curriculum;
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Implementing child protection policies and procedures; and
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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.
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
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Expect all staff to be familiar with his policy
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assert that teachers and other members of staff (including volunteers) in the
school are an integral part of the child safeguarding process;
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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.
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recognise that safeguarding children in this school is a responsibility for all staff,
including volunteers;
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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;
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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)
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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)
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will share our concerns with others who need to know, and assist in any referral
process;
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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.
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safeguard the welfare of children whilst in the school, through positive measures
to address bullying, especially where this is aggravated by sexual or racial
factors, disability or special educational needs, cyber bullying or Internet
technologies
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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;
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Be subject to Safer Recruitment processes and checks, whether they are
new staff, supply staff, contractors, volunteers etc.
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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.
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
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.
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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.
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.
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.
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.
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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
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.
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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.
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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.
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.
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
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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).
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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.
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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.
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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.
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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.
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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
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‘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.
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



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

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.

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,
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
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):
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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.
The following may be indicators of physical abuse (this is not designed to be used as a
checklist):
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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):
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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;
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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:

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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.
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:
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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.
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.
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
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 .
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.
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.

Safeguarding Children Policy 2015

Transcription

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