Child Protection Policy |
Child Protection Policy Reviewed September 2009
Rationale Everyone employed at our school has a responsibility in relation to child protection. In most cases this will be the referral of concerns to the designated child protection member of staff. In day to day contact with children at risk, we have the opportunity to note concerns and to meet with parents and other associated adults, where this is appropriate. Increasingly, schools are expected to work with, and support, different agencies to enable the most appropriate form of intervention to take place. This policy aims to outline the role that the school will have, the procedures that staff should follow and guidance on issues related to child protection generally. It is not exhaustive. All staff should use, as a rule of thumb, the needs and safety of the child as being at the centre of any decision they may need to take. Aims
Responsibilities Designated Person The Principal is the designated member of staff for child protection. In her absence, the Deputy Principal or Senior Master should be approached. They are responsible for:
Where verbal referrals are made to Social Services, the referral should be confirmed in writing within 24 hours. Where there is uncertainty about making a full referral, advice can still be sought from the Social Services Department without giving the child's details. Teaching Staff and Support Staff New teachers and supply staff are informed on the main points of this child protection policy through the staff handbook. All staff need to be alert to the signs of abuse as detailed in this policy. They should report any concerns immediately, where possible to the designated member of staff. If in any doubt they should consult with the designated member of staff. Apply the procedures detailed below for responding to a suspected case remembering that:
Non-Teaching Staff Non-teaching staff may also be approached by children or have concerns. They should follow the same procedure as teaching staff in seeking referral at the earliest opportunity to the designated member of staff. Guidance on recognising suspected abuse Child abuse is a term used to describe ways in which children are harmed by someone often in a position of power. It may not be our responsibility to decide whether child abuse is occurring but we are required to act on any concerns and report it to the appropriate party. The health, safety and protection of a child are paramount. Physical abuse Can include hitting, shaking, throwing, poisoning, burning, scalding, suffocating or causing any form of physical harm to a child. Possible signs include: Unexplained injuries or burns Refusal to discuss injuries Improbable explanations of injuries Untreated injuries or lingering illness Admission of punishment which seems to be excessive Shrinking from physical contact Fear of returning home or parents being contacted Fear of undressing Fear of medical help Aggression/bullying Over compliant behaviour Running away Significant changes in behaviour Deterioration in work Unexplained patterns of absences Emotional abuse This is persistent emotional ill treatment of a child such as to cause severe and persistent adverse effects on a child's emotional development. It can include:
Possible signs of emotional abuse include: Continual self-deprecation Fear of new situations Inappropriate emotional responses to painful situations Self-harm or mutilation Compulsive stealing/scrounging Drug/solvent abuse Neurotic behaviour, e.g. obsessive rocking, thumb sucking Air of detachment, ‘don't care' attitude Social isolation Attention-seeking behaviour Eating problems Depression, withdrawal Sexual abuse Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening. They can include non-contact activities such as involving children looking at, or in the production of, pornographic material or watching sexual activities, or encouraging children to behave in sexually inappropriate ways. Possible signs include: bruises, scratches, burns or bite marks Scratches, abrasions of persistent infection in the anal or genital regions Sexual awareness inappropriate to the child's age Attempts to teach other children about sexual activity Refusing to stay with certain people or go to certain places Aggressiveness, anger, anxiety, tearfulness Withdrawal from friends Neglect Neglect is also a form of abuse. It is the persistent failure to meet a child's basic physical and/or psychological needs and can affect the child's health and development. It might include failure to provide adequate food, shelter and clothing, failure to protect a child from physical harm or danger, failure to ensure appropriate access to medical care and treatment. Possible signs include: Constant hunger Poor personal hygiene Inappropriate clothing Frequent lateness or non-attendance Untreated medical problems Low self-esteem Poor social relationships Compulsive stealing/scrounging Constant tiredness Bullying Bullying can be defined as using deliberately hurtful behaviour, usually over a period of time, where it is difficult for those bullied to defend themselves. The three main types of bullying are:
All incidents of bullying should be dealt with by the adult in charge in the first instance, then by the Form Teacher, followed by Deputy Headteacher and/or the Headteacher as appropriate. A more detailed guide can be found in the school's anti-bullying policy. Self-harm If it comes to the attention of a member of staff that a child is self-harming, they should alert the designated member of staff for child protection. Actions taken by the designated member of staff might include:
Guidance on dealing with suspected abuse All staff should refer concerns to the designated member of staff as soon as possible. In the meantime, they should:
Procedures for monitoring, recording and reporting At the time Take brief notes immediately after the incident, this will help you to complete an incident form when you are able. You should note:
When you can Complete an incident form. This should then be passed to the designated member of staff. In the case of there being bruises or observed injuries the Body Map included in this policy should be completed. Remember to keep to factual information and not assumption or interpretation. Use the child's own language to quote rather translating into your own terms. Be aware that these forms may be used at a later date to support a referral to an external agency. Designated member of staff The designated member of staff will: • Follow-up the referral using the incident form as a basis for consideration before action • Make additional records of discussions and any investigation that takes place • Make a decision whether to continue to monitor the situation or take the referral further. This decision should be communicated to the individual making the initial referral • Where a child is referred to Social Services, a referral form should be completed and sent within 24 hours Recorded information from Social Services' meetings and other reports are stored in separate document wallets next to the child's records in secure cabinets in the school office. Any documents for inclusion in this folder should be given directly to the designated member of staff. Inter-agency liaison Social Service meetings At times school staff may be called to participate in meetings organised and chaired by Social Services. These might be:
At these meetings, representatives from the school should be ready to report providing information about:
Prior to the meeting, class teachers and other adults working closely with the child should be asked for their comments. Following the meeting, feedback should be given and staff brought up-to-date with any actions that are needed. The Child Protection Register Children placed on the register will require additional support and monitoring. The Social Services Department will inform a school receiving a child on the register and accompanying records should follow from the child's previous school. Confidentiality Where children are on the child protection register and leave one school for another the designated member of staff must inform the receiving school and the key worker at the Social Services Department. Education staff have a professional responsibility to share relevant information about the protection of children with the investigative agencies. Members of staff should not promise confidentiality but can let a child know that only those who need to know will be informed and that that will be for the child's own sake. Time should be taken to re-assure the child and confirm that information given will be treated sensitively. Reassurance should be given and the adult involved listen sympathetically and non-judgementally. Staff should be careful and ensure that information is only given to the appropriate person. All staff should be kept aware of issues relating to confidentiality and the status of information they may hold. Members of staff, other than the designated member and those involved closely, should only have enough details in order for them to act sensitively and appropriately to a pupil. Sensitive information regarding pastoral issues and for children on the child protection register is kept in a folder securely in the school office. Discretion should be used when talking about the personal and changing circumstances of children, e.g. when a child goes into care. Care is particularly necessary after attending child protection meetings. Information received should be treated sensitively and discretion will be needed as issues emerge on a formal and informal basis. Supporting children at risk For children at risk school may be the one stable place from which they can expect security and reassurance. It is not only being alert to potential abuse but providing the support to help children through difficult times, providing them with the coping skills that can help avoid situations arising and deal with the emotional difficulties afterwards if they do. The pastoral support programme Children who are ‘looked after' should have their own pastoral support programme which will be drawn up in discussion with Social Services, the class teacher, foster parents and the child themselves. Support in school – pastoral care All Form Teachers are responsible, in conjunction with other school staff, for the pastoral needs of children in their care. This includes maintaining opportunity for children to share their concerns and following the guidance in this policy. Our curriculum includes ‘Circle Time' during which children may be presented with issues included in our PSHE guidance. In addition Circle Time can be used to raise issues spontaneously that are particularly relevant to the class at that time. Care should always be taken in regard to the discussion of sensitive issues and advice should always be sought where there are concerns. The PSHE co-ordinator has available a variety of resources to support Circle Time and the discussion of issues. Support in school – the curriculum Within our curriculum there will also be opportunities to discuss issues which some children might find sensitive and disturbing. Care should be taken particularly in relation to discussion about families and their make up. Assumptions about members of families and the presence of both parents should be avoided both in discussion and the presentation of materials. During health and safety discussion and sex education, staff should be alert to the fact that some children will have very different experiences and may find content ‘sensitive' within their own histories. Staff should make themselves familiar with the background of the children in their care in order to avoid children becoming distressed. Physical contact with pupils Some form of physical contact with pupils by teachers is inevitable. In some cases it is necessary for reassurance. However, all teachers should be aware of issues related to touching and the way in which this might be misconstrued. This relates particularly to any sensitive areas of the body. The ‘Guidance for Safe Working Practice' document gives further guidelines on this subject. In the event of physical restraint being used it is important that only the minimum amount is used in order to prevent the pupil causing injury to themselves, others or property. The Reasonable Force section contained within the staff handbook gives further guidelines and procedures. Appointment of Staff The school will operate safe recruitment procedures. It will check all staff, Trustees, volunteers and others coming into regular contact with pupils to ensure their suitability. This includes checks on qualifications, Criminal Records (CRB) history, the right to work in the UK, references, employment history and medical fitness. Working with Parents It is important that the school has an established approach to working with parents. Parents' and children's needs for privacy should be respected. Attitudes to and contact with parents should be non-judgemental in order to obtain the most conducive working relationship. The priority is the need of the child and effective liaison is crucial for this. It should be recognised that families from different backgrounds and cultures will have different approaches to child-rearing. These differences should be acknowledged and respected provided they do not place the child at risk as defined earlier in the policy. Review and monitoring of the policy This policy will be reviewed on an annual basis or earlier if legislation should change. |