Child Protection Policy (incl Safer Recruitment)
Lead Person Wendy Stone
Policy Ratification Date 14th December 2016
Review Date December 2017
MINSTER CHURCH OF ENGLAND PRIMARY SCHOOL
Minster Church of England Primary School
‘Ready to Face the World’
Our school has a warm, Christian family ethos where our children thrive in a secure and happy atmosphere. They are fully supported and nurtured from when they join us until they leave our care.
Minster Primary School is a Church of England Primary School and our Christian values are at the heart of everything we do.
These are then underpinned by our learning values.
Our whole school ethos for learning and behaviour is guided by them. Each aspect of
school life is encountered through these values to establish a forward thinking, diverse
and innovative culture in which our entire school community flourishes.
Every school policy is written with this in mind.
Key contact personnel in School
Designated Safeguarding Lead(s):
Named Safeguarding Governor: George Box
Date agreed: December 2016
Date of next review: December 2017
What to do if you have a welfare concern - flowchart
Appendix 1: Responsibilities of the Governing Body and the Headteacher
Appendix 2: Categories of Abuse
Appendix 3: Specific Safeguarding Issues
Appendix 4: Keeping yourself safe when responding to disclosures
Appendix 5: National Support Organisations
Minster Church of England Primary School is a community and all those directly connected (staff, governors, parents, families and pupils) have an essential role to play in making it safe and secure. Minster CEP recognises our moral and statutory responsibility to safeguard and promote the welfare of all children.
Minster CEP recognises the importance of providing an ethos and environment within school that will help children to feel safe, secure and respected; encourage them to talk openly; and enable them to feel confident that they will be listened to. We are alert to the signs of abuse and neglect and follow our procedures to ensure that children receive effective support, protection and justice.
Our school core safeguarding principles are:
It is a whole school responsibility to safeguard and promote the welfare of children as its paramount concern
All children (defined as those up to the age of 18) regardless of age, gender, ability, culture, race, language, religion or sexual identity, have equal rights to protection
All children have a right to be heard and to have their wishes and feelings taken into account
All staff understand safe professional practice and adhere to our code of conduct and other associated policies
All staff have a responsibility to recognise vulnerability in children and act on any concern in accordance with this guidance
There are four main elements to our safeguarding policy
Prevention ( e.g. positive, supportive, safe school culture, curriculum and pastoral opportunities for children, safer recruitment procedures);
Protection (by following the agreed procedures, ensuring all staff are trained and supported to respond appropriately and sensitively to safeguarding concerns);
Support (for all pupils, parents and staff, and where appropriate specific intervention for those who may be at risk of harm);
Working with parents and other agencies (to ensure appropriate communications and actions are undertaken).
The procedures contained in this policy apply to all staff and governors and are consistent with those of Kent Safeguarding Children Board (KSCB).
This policy has been developed in accordance with the principles established by the Children Acts 1989 and 2004 and related guidance. This includes:
DfE guidance Keeping Children Safe in Education 2016 (KCSIE)
Working Together to Safeguard Children 2015 (WTSC)
Framework for the Assessment of Children in Need and their Families (2000)
Kent and Medway Safeguarding Children Procedures (Online, 2016)
Section 175 of the Education Act 2002 requires school governing bodies, local education authorities and further education institutions to make arrangements to safeguard and promote the welfare of all children who are pupils at a school, or who are students under 18 years of age. Such arrangements will have to have regard to any guidance issued by the Secretary of State.
Definition of safeguarding
“Safeguarding is not just about protecting children from deliberate harm. It includes a wide range of issues relating to pupil’s welfare, health and safety.” (Inspecting safeguarding in early years, education and skills, Ofsted, September 2016)
All safeguarding policies will be reviewed on an annual (minimum) basis by the Governing Body which has responsibility for oversight of school safeguarding and child protection systems. The Designated Safeguarding Lead / Head Teacher will ensure regular reporting on safeguarding activity and systems in school to the Governing Body. The Governing Body will not receive details of individual pupil situations or identifying features of families as part of their oversight responsibility.
The school acknowledges that this policy will incorporate a range of safeguarding issues including (but not limited to):
Bullying (including cyberbullying)
Children missing education
Child missing from home or care
Child Sexual Exploitation (CSE)
Drugs and alcohol
Fabricated or induced illness
Gangs and youth violence
Honour based violence, including Female Genital Mutilation (FGM)
Prevent (Radicalisation and extremism)
Relationship abuse and gender-based violence
Youth Produced Sexual Imagery or “Sexting”
(Also see Annex A within ‘Keeping children safe in education’ 2016 and appendix 3)
Every member of staff at Minster CEP recognises that children experiencing specific safeguarding issues identified above are no different to safeguarding against any other vulnerability or concern and will be approached and responded to in the same way as protecting children from any other risks.
We are aware that safeguarding is fundamental to the welfare of all children in our care. This policy is therefore one of a series in the school’s integrated safeguarding portfolio and should be read in conjunction with the policies as listed below. (to be read and followed alongside this document)
Behaviour, Rewards and Sanctions
Positive Handling Management
Online Safety (including Acceptable Use of Technology)
PSHE including Drugs and Sex and Relationships Education
Health and Safety
Risk Assessments (e.g. school trips, use of technology)
Managing Allegations Against Staff
Code of Conduct for Staff
Supporting Guidance (to be read and followed alongside this document)
Teachers Standards updated 2013 (on KLZ in Minster Key Documents)
“Safeguarding Disabled Children – Practice Guidance” - DOH, 2009
“Guidance for Safer Working Practice for Adults who Work with Children and Young People in Education Settings” - Safer Recruitment Consortium, October 2015
“ What to do if you are worried a child is being abused” – DfE, March 2015
KSCB document: “Safe Practice with Technology – Guidance for Adults who Work with Children and Young People”
KCC Safeguarding Children and Child Protection – “Induction Leaflet Guidelines for School Staff”
KCC Guidelines for “Safeguarding Record Keeping in Schools”
KCC Advice notes - “Dealing with Disclosures in School”
Early Years Foundation Stage 2014 Welfare Requirements
These documents can be found on KLZ in Safeguarding.
Everyone who comes into contact with children and their families has a role to play in safeguarding children. Schools and colleges form part of the wider safeguarding system for children.
The governing body have read and will follow KCSIE 2016. Further information regarding the key strategic responsibilities of the governing body and Headteacher are identified in appendix 1.
The school has a nominated governor for safeguarding named on the front of this document. The nominated governor will take the lead role in ensuring that the school has an effective policy which interlinks with other related policies; that locally agreed procedures are in place and being followed; and that the policy and structures supporting safeguarding children are reviewed at least annually.
The Governing Body, Headteacher and Leadership Team will ensure that the DSL(s) is properly supported in this role at a time and resource level.
5.1 Designated Safeguarding Lead (DSL)
The school has appointed a member of the leadership team Wendy Stone - Headteacher, as the Designated Safeguarding Lead (DSL). The DSL has the overall responsibility for the day to day oversight of safeguarding and child protection systems in school.
The DSL will undergo appropriate and specific training to provide them with the knowledge and skills required to carry out their role. This training will be approved by and meet the standards as required by the Kent Safeguarding Children Board. The DSL’s training will be updated formally every two years but their knowledge and skills will be updated through a variety of methods e.g. e-Bulletins, conferences, local meetings, other training etc. at regular intervals, at least annually, to keep up with any developments relevant to their role.
The school has appointed additional staff to deputise for the DSL. They are Paul McCarthy – Deputy Headteacher, and Kirsty Alentis – Assistant Headteacher. Deputy DSLs have attended appropriate training which enables them to fulfil this role. Whilst the activities of the designated safeguarding lead may be delegated to the deputies, the ultimate lead responsibility for safeguarding and child protection remains with the designated safeguarding lead and this responsibility will not be delegated.
It is the role of the DSL to:
Act as the central contact point for all staff to discuss any safeguarding concerns
Maintain a confidential recording system for safeguarding and child protection concerns
Coordinate safeguarding action for individual children
Liaise with other agencies and professionals in line with Working together to safeguard children
Ensure that locally established procedures are followed and making referrals to other agencies, including Early Help and Specialist Childrens Services (SCS) as necessary
Represent, or ensure the school is appropriately represented at inter-agency safeguarding meetings (including Child Protection conferences)
Manage and monitor the school’s part in Early Help / Child in Need / Child Protection plans
Be available during term time (during school hours) for staff in the school to discuss any safeguarding concerns
Ensure all staff access appropriate safeguarding training and relevant updates in line with the recommendations within KCSIE (2016)
Further details about the role of the DSL can be found in ‘Keeping Children Safe in Education’ 2016, part two.
5.2 Members of staff
All members of staff have a responsibility to:
provide a safe environment in which children can learn
ensure all children are able to develop appropriate strategies to recognise and respond to risk and build resilience
identify and recognise children who may be in need of extra help, who are suffering, or are likely to suffer significant harm
provide help for children, where appropriate and reasonable
take appropriate action to prevent safeguarding concerns escalating and work with other services as needed
safeguard children’s wellbeing and maintain public trust in the teaching profession as part of their professional duties
maintain an attitude of ‘it could happen here’ where safeguarding is concerned and to always act in the best interests of the child
respond to and refer any concerns about children or other members of the community in accordance with this policy
Contribute towards, read and adhering to the school policies
All members of staff in Minster CEP know what to do if a child tells them he/she is being abused or neglected. Members of staff know to maintain an appropriate level of confidentiality whilst at the same time liaising with relevant professionals such as the DSL and other agencies as appropriate. Members of staff know they must never promise a child that they will not tell anyone about a concern or allegation as this may ultimately not be in the best interests of the child. See appendix 4 for advice for staff on responding to safeguarding concerns.
The welfare and safety of children are the responsibility of all staff in school and ANY concern for a pupil’s welfare MUST always be reported to the Designated Safeguarding Lead(s).
5.3 Children and young people
Children and young people (pupils) have a responsibility to:
Contribute to the development of school safeguarding policies
Read and adhere to (at a level appropriate to their age and ability) the schools safeguarding policies and procedures
Seek help from a trusted adult if things go wrong, and support others that may be experiencing safeguarding concerns
Develop and take responsibility (at a level that is appropriate to their individual age, ability and vulnerabilities) for keeping themselves and others safe, including online
5.4 Parents and Carers
Parents/carers have a responsibility to:
Read the relevant school/policies and procures, encouraging their children to adhere to them, and adhering to them themselves where appropriate
Discuss safeguarding issues with their children, support the school in their safeguarding approaches, and reinforce appropriate safe behaviours at home
Identify changes in behaviour which could indicate that their child is at risk of harm online
Seek help and support from the school, or other appropriate agencies, if they or their child encounters any safeguarding concern
Contribute to the development of the schools safeguarding policies
A statement in the school prospectus will inform parents and carers about our school’s duties and responsibilities under child protection and safeguarding procedures.
Parents can obtain a copy of the school Child Protection Policy and other related policies on request and can view them via the school website - www.minster-ramsgate.kent.sch.
All members of staff in Minster CEP are made aware of local support available
Contact details for Area Safeguarding Adviser (Education Safeguarding Team)
Mike O’Connell Office - 03000 418503 Mobile – 07740183807 and Email mike.o@email@example.com
Contact details for Online Safety (Education Safeguarding Team)
Rebecca Avery, Education Safeguarding Adviser (Online Protection):
Ashley Assiter, e-Safety Development Officer
firstname.lastname@example.org (non-urgent issues only)
Contact details for the LADO
Telephone: 03000 410888
Childrens Specialist Services
Central Duty Team: 03000 411111
Out of Hours Number: 03000 419191
Early Help and Preventative Services
101 (or 999 if there is an immediate risk of harm)
Kent Safeguarding Children Board (KSCB)
Recognition and categories of abuse
All staff in school should be aware of the definitions and signs and symptoms of abuse. There are four categories of abuse:
The most up to date definitions and possible indicators and signs of abuse are found in Appendix 2. Staff should also refer to Part 1 and Annex A within ‘Keeping children safe in education’ 2016 (see appendix 5) and ‘What to do if you are worried a child is being abused’ 2015.
Members of staff are made aware that that child welfare concerns may arise in many different contexts, and can vary greatly in terms of their nature and seriousness. Children may be abused in a family or in an institutional or community setting, by those known to them or by a stranger. They may be abused by an adult or adults, or another child or children. Children may be abused via the internet by their peers, family members or by unknown and in some cases unidentifiable individuals. In the case of honour based violence, including forced marriage and female genital mutilation, children may be taken out of the country to be abused. An abused child will often experience more than one type of abuse, as well as other difficulties in their lives.
Abuse and neglect can happen over a period of time, but can also be a one-off event. Child abuse and neglect can have major long-term impacts on all aspects of a child's health, development and well-being.
The warning signs and symptoms of child abuse and neglect can vary from child to child. Children also develop and mature at different rates so what appears to be worrying for a younger child might be normal behaviour for an older child. Parental behaviours may also indicate child abuse or neglect, so staff should also be alert to parent-child interactions which are concerning and other parental behaviours. This could include parents who are under the influence of drugs or alcohol or if there is a sudden change in their mental health.
By understanding the warning signs, we can respond to problems as early as possible and provide the right support and services for the child and their family. It is important to recognise that a warning sign doesn’t automatically mean a child is being abused.
Staff induction, awareness and training
Recognise potential safeguarding and child protection concerns involving pupils and adults (colleagues, other professionals and parents/carers)
Respond appropriately to safeguarding issues and take action in line with this policy
Record concerns in line with the school policies
Refer concerns to the DSL and be able to seek support external to the school if required
Staff will receive appropriate training to ensure they are aware of a range of safeguarding issues (see definition of safeguarding) and are aware that behaviours linked to the likes of drug taking, alcohol abuse, truanting and peer on peer abuse such as bullying and sexting can put children in danger. The staff training will also include school responsibilities, the school child protection procedures, online safety, safe working practice and external reporting mechanisms.
All staff members will receive regular safeguarding and child protection updates e.g. e-Bulletins, staff meetings or briefings, other training etc, as required, but at least annually, to provide them with relevant skills and knowledge to safeguard children effectively.
All members of staff will be made aware of the schools expectations regarding safe and professional practice via the Code of Conduct and Online Safety Policy (AUP) which is provided and discussed as part of the induction process.
The school recognises the expertise which members of staff build by undertaking safeguarding training and managing safeguarding concerns on a daily basis. Opportunity is therefore provided for all staff to contribute to and shape safeguarding arrangements and the safeguarding through the involvement of staff groups when reviewing the policy.
The DSL and Head Teacher will provide an annual report to the Governing Body detailing safeguarding training undertaken by all staff and will maintain up to date registers of who has been trained.
Although the school has a nominated lead for the governing body (George Box), all members of the governing body will access appropriate safeguarding training which covers their specific strategic responsibilities on a regular basis.
Safe working practice
Staff supervision and support
The induction process will include familiarisation with child protection responsibilities and procedures to be followed if staff have any concerns about a child’s safety or welfare.
The school will provide appropriate supervision and support for all members of staff to ensure that:
Safeguarding and child protection procedures
‘What to do if you are worried about a child being abused’ (DfE 2015) p.12 identifies that there are four key steps for professionals to follow to help identify and respond appropriately to possible abuse and/or neglect.
All members of staff are expected to be aware of and follow this approach:
It may not always be appropriate to go through all four stages sequentially and if a child is in immediate danger or is at risk of harm, a referral should be made immediately to children’s social care and/or the police.
The role of the school in situations where there are child protection concerns is NOT to investigate but to recognise and refer.
It is the responsibility of the DSL to receive and collate information regarding individual children, to make immediate and on-going assessments of potential risk and to decide actions necessary (with parents / carers in most cases). This includes the need to make referrals to partner agencies and services.
To help with this decision s/he may choose to consult with the Area Education Safeguarding Adviser from the Education Safeguarding Team and/or the Education Safeguarding Adviser (Online Protection) for online safety concerns.
Advice may also be sought from the Early Help Triage Team.
Issues discussed during consultations may include the urgency and gravity of the concerns for a child or young person and the extent to which parents/carers are made aware of these.
All members of staff are made aware of the early help process, and understand their role within it. This includes identifying emerging problems, liaising with the designated safeguarding lead, sharing information with other professionals to support early identification and assessment and, in some cases, acting as the lead professional in undertaking an early help assessment.
If early help is assessed to be appropriate then the DSL will support staff members involved with the family in liaising with other agencies and submitting an Early Help Notification Form. The DSL will keep all early help cases under constant review and will give consideration to making a referral to SCS if the situation doesn’t appear to be improving for the child.
New referrals to services will be made using the agreed Kent process i.e. the Early Help Notification form or inter-agency referral form for referrals to SCS. These will be made with reference to the Kent Interagency Threshold Criteria for Children in Need (KSCB). In situations where there are felt to be urgent or grave concerns, a telephone referral will be made prior to the form being completed and sent to the County Duty Team. Concerns for children who are already known to services will be passed to the allocated worker / Team.
All members of staff are aware of the process for making referrals to SCS for statutory assessments under the Children Act 19895 that may follow a referral, along with the role they might be expected to play in such assessments.
In all but the most exceptional circumstances, parents /carers will be made aware of the concerns felt for a child or young person at the earliest possible stage. In the event of a referral to SCS being necessary, parents/carers will be informed and consent to this will be sought unless there is a valid reason not to do so.
In the absence of the availability of the DSL to discuss an immediate and urgent concern, staff can seek advice from the Education Safeguards Team on 03000 418503. If anyone other than the DSL makes a referral to external services, then they will inform the DSL as soon as possible.
On occasion, staff may pass information about a child to the DSL, but remain anxious about action subsequently taken. Staff should feel able to clarify with the DSL further progress, so that they can reassure themselves the child is safe and their welfare is being considered.
If following this process, the staff member remains concerned that appropriate action is not being taken then the member of staff should seek further direct consultation from a member of the Education Safeguards Team who will be able to discuss the concern and provide further advice on appropriate action to be taken.
If after a referral a child’s situation does not appear to be improving then the DSL (or the person that made the referral) will press for reconsideration to ensure that the schools concerns have been addressed and, most importantly, that the child’s situation improves. Professional disagreements (escalation) will be responded to in line with the KSCB procedures and DSLs may request support via the Education Safeguarding Team.
Staff will record any welfare concern that they have about a child on the school’s safeguarding incident/concern form, with a body map where injuries have been observed, (the Drip Form) and pass them without delay to the DSL. Records will be completed as soon as possible after the incident/event, using the child’s words and will be signed and dated.
All safeguarding concerns, discussions and decisions made and the reasons for those decisions will be recorded in writing. If members of staff are in any doubt about recording requirements staff then they will discuss their concerns with DSL.
Incident/concern forms are kept on KLZ in the Safeguarding File
Safeguarding records are kept for individual children and separate from all other records relating to the child in school. They are retained centrally and securely by the DSL and are shared with staff on a ‘need to know’ basis only.
The Headteacher will be kept informed of any significant issues by the DSL.
All safeguarding records will be forwarded in accordance with data protection legislation to a child’s subsequent school/setting, under confidential and separate cover to the new DSL or Headteacher and a receipt of delivery will be obtained.
Detailed guidance on Record Keeping is found in a separate document “Guidelines for Safeguarding Record Keeping in Schools”. All Staff WILL familiarise themselves with the responsibilities as outlined in this document. www.kelsi.org.uk/support-for-children-and-young-people/child-protection-and-safeguarding/safeguarding-policies-and-guidance At school this is kept on KLZ in the Safeguarding file.
Working with other agencies
Confidentiality and information sharing
Allegations against members of staff and volunteers
When in doubt – consult
Allegations against pupils
Offering them an immediate opportunity to discuss the experience with a member of staff of their choice
Being advised to keep a record of concerns as evidence and discussions regarding how to respond to concerns and build resilience, if appropriate.
Providing reassurance and continuous support
Working with the wider community and local/national organisations to provide further or specialist advice and guidance
Pupils who are alleged to have abused other pupils will be helped by:
Discussing what happened, establishing the specific concern and the need for behaviour to change
Informing parents/carers to help change the attitude and behaviour of the child
Providing appropriate education and support
Sanctioning them in line with school behaviour/discipline policy. This may include official warnings, detentions, removal of privileges (including denial of online access), fixed-term and permanent exclusions.
Speaking with police or other local services (such as early help or children’s specialist services) as appropriate
Further information about the schools response to allegations of abuse against pupils can be located in relevant policies e.g. behaviour, anti-bullying, online safety etc.
Minster CEP is aware of and will follow the KSCB procedures (www.kscb.org.uk) for supporting children who are at risk of harm as a result of their own behaviour.
Safeguarding children with special educational needs and disabilities
Curriculum and staying safe
Buddy and peer-mentoring systems
PSHE and events
Regular feedback questionnaires with groups of children
content: being exposed to illegal, inappropriate or harmful material
contact: being subjected to harmful online interaction with other users
conduct: personal online behaviour that increases the likelihood of, or causes, harm
The use of school premises by other organisations
Appendix 1: Responsibilities of the Governing Body and the Headteacher
The Governing body has the responsibility to ensure:
There is a named Designated Safeguarding Lead (DSL), who is a member of the senior leadership team and who has undertaken approved KSCB training in inter-agency working, in addition to basic child protection training
The school has an up-to-date child protection policy which is consistent with KSCB requirements, reviewed annually and made available to parents on request
Procedures are in place for dealing with allegations of abuse made against members of staff including allegations made against the head teacher
Safer recruitment procedures, which include the requirement for appropriate checks in line with national guidance are in place
There is an up-to-date and appropriate training strategy which ensures all members of staff, including the managers, teaching and non-teaching staff, receive safeguarding training
That all temporary staff and volunteers are made aware of the school’s arrangements for safeguarding.
That appropriate filters and appropriate monitoring systems for school systems and internet enabled devices are in place whilst being mindful to ensure that over blocking” does not lead to unreasonable restrictions as to what children can be taught with regards to online teaching and safeguarding
That the governing body nominates a member (normally the chair) to be responsible for liaising with the local authority and other agencies in the event of an allegation being made against the head teacher. An annual report will be submitted to the local authority about how the governing body’s duties have been carried out. Any weaknesses or areas of concern will be rectified without delay.
That children are taught about safeguarding, including online, through teaching and learning opportunities, as part of providing a broad and balanced curriculum.
The Headteacher has the responsibility to ensure:
That the child protection policy and procedures are implemented and followed by all staff
That sufficient time and resources are allocated to enable the DSL (and any appropriately trained deputies) to carry out their roles effectively, including the assessment of pupils and the attendance at strategy discussions and other necessary meetings
That all members of staff feel able to raise concerns about poor or unsafe practice and that such concerns are handled sensitively and in accordance with the school’s whistle blowing procedures
That child’s safety and welfare is addressed through the curriculum
Appendix 2: Categories of Abuse
Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults or another child or children. It should be noted that abuse can be carried out both on and offline and be perpetrated by men, women and children. All members of staff should read and understand part one of ‘Keeping children safe in education’ 2016 and staff who have direct contact with pupils n should also read annex A.
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 acts of sexual abuse, as can other children.
Signs that MAY INDICATE Sexual Abuse
Physical abuse: a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.
Signs that MAY INDICATE physical abuse
Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.
Signs that MAY INDICATE emotional abuse
Neglect: the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
Signs that MAY INDICATE neglect.
Appendix 3: Specific Safeguarding Issues
(See Annex A of Keeping Children Safe in Education 2016)
Children Missing Education
Minster CEP recognises that all children, regardless of their circumstances, are entitled to a full time education which is suitable to their age, ability, aptitude and any special educational needs they may have. Minster CEP is aware that a child going missing from education is a potential indicator of abuse or neglect.
Minster CEP has a procedure in place for responding to unauthorised absence and for dealing with children that go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect, including sexual exploitation, and to help prevent the risks of their going missing in future. For further information, please access the schools policy and procedures regarding attendance and inclusion.
Child Sexual Exploitation (CSE)
Minster CEP identifies that CSE involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities.
Minster CEP is aware that sexual exploitation can take many forms ranging from the seemingly ‘consensual’ relationship where sex is exchanged for affection or gifts, to serious organised crime by gangs and groups. What marks out exploitation is an imbalance of power in the relationship. The perpetrator always holds some kind of power over the victim which increases as the exploitative relationship develops. Sexual exploitation may involve varying degrees of coercion, intimidation or enticement, including unwanted pressure from peers to have sex, sexting, sexual bullying including cyberbullying and grooming. However, it also important to recognise that some young people who are being sexually exploited do not exhibit any external signs of this abuse or recognise this as abusive.
Every member of staff at Minster CEP recognises that children at risk of CSE need to be identified and issues relating to CSE should be approached in the same way as protecting children from other risks.
‘Honour based’ violence
Members of staff at Minster CEP are aware that ‘Honour-based’ violence (HBV) encompasses a range of crimes which have been committed to protect or defend the honour of the family and/or the community, including Female Genital Mutilation (FGM), forced marriage, and practices such as breast ironing.
The indicators of HBV and associated factors will be covered with staff within the school safeguarding training. All members of staff are alert to the possibility of a child being at risk of HBV, or already having suffered HBV. All members of staff are aware that all forms of HBV are abuse (regardless of the motivation) and will be handled and escalated as such. Staff will speak with DSL if they are concerned about HBV.
All members of staff will follow the school and KSCB procedures, using existing national and local protocols for multi-agency liaison with police and children’s social care.
The Forced Marriage Unit has published Multi-agency guidelines, with pages 32-36 focusing on the role of schools and colleges. Staff should report concerns regarding forced marriage to the DSL or can contact the Forced Marriage Unit if they need advice or information. Contact: 020 7008 0151 or email: email@example.com
Female Genital Mutilation (FGM) mandatory reporting duty
Teachers must personally report to the police cases where they discover that an act of FGM appears to have been carried out. Unless the teacher has a good reason not to, they should also still consider and discuss any such case with the DSL and involve children’s social care as appropriate. The duty does not apply in relation to at risk or suspected cases (i.e. where the teacher does not discover that an act of FGM appears to have been carried out, either through disclosure by the victim or visual evidence) or in cases where the woman is 18 or over. In these cases, teachers should follow local safeguarding procedures.
Minster CEP recognises that exposure of children (and adults) to extremist ideology can hinder their social development and educational attainment alongside posing a very real risk that they could support or partake in an act of violence. Radicalisation of young people can be compared to grooming for sexual exploitation.
Every member of staff at Minster CEP recognises that children exposed to radicalisation and extremism is no different to safeguarding against any other vulnerability and should be approached in the same way as protecting children from other risks. All members of the community at Minster CEP will report concerns regarding radicalisation and extremism to the DSL who will follow local and national guidance.
Additional information about responding to online radicalization and extremism can be found in the schools online safety policy.
Appendix 4: Keeping yourself safe when responding to disclosures (the 6 R’s – what to do if…)
Appendix 5: National Support Organisations
Support for staff
Support for Pupils
Support for adults
Support for Learning Disabilities
Honour based Violence
Sexual Abuse and CSE
Radicalisation and hate