CONTENTS
Page(s)Para 1 Introduction / 2
Para 2 Links with other policies / 2
Para 3 Framework for CP policy / 3
Para 4 Overall aims / 3-4
Para 5 In-school procedures for protecting children / 4
Para 6 The Designated staff / 4-6
6.5 Child Protection Records
Para 7 The Governing Body / 6-7
Para Cause for Concern flow chart / 8
Para 8 Working with other agencies to protect children / 9
Para 9 Our role in the prevention of abuse / 9-10
9.2 The curriculum
9.3 Other areas of work
Para 10 Our role in supporting children / 10
Para 11 A safer school culture / 11
11.1 Safer Recruitment and Selection
11.2 Safer Practice
Para 12 Staff support / 11
Para 13 Staff training / 11
Para 14 Procedures in the event of an allegation against a member of staff or person known in the school / 11-13
14.5 Children with additional needs
14.6 When considering fixed term or permanent exclusion
14.7 Children in specific circumstances
Appendix 1 Definitions and indicators of abuse / 14-18
Para 1 Neglect / 14
Para 2 Physical abuse / 14
Para 3 Sexual abuse / 15-16
Para 4 Emotional abuse / 16-17
Para 5 Responses from parents / 17
Para 6 Disabled children / 18
Appendix 2 Dealing with a disclosure of abuse / 19-20
Appendix 3 Allegations against a member of staff, governors and volunteers / 21
Appendix 4 Chronology of key events proforma / 22
Appendix 5 Cause for concern form / 23-24
Appendix 6 Ongoing monitoring form / 25
Appendix 7 Recruitment and selection checklist / 26-27
MODEL POLICY FOR CHILD PROTECTION (Education)
1. INTRODUCTION
The model policy contained within this section has been designed to be easily adapted by Principals and Governing Bodies to reflect the ethos of your own school. It is available electronically from Leeds Education Hub on Leeds Learning Net and directly upon request from . The Education and Early Start Safeguarding Team will review the policy at the end of each academic year in order to ensure the integration of current issues and good practice.
The challenge for any school is to produce, ‘living’ policies rather than dry, easily forgotten documents – and Child Protection is no exception. Consideration needs to be given to the range of people who will access the policy; teaching staff, support & lunch staff, parent helpers, volunteers, supply staff etc. Other issues to consider are:
· How will a visiting teacher be made aware of the information contained within your Child Protection Policy?
· Who will go through issues like confidentiality or the use of ‘cause for concern’ forms with a volunteer from the local community?
Many schools have found that an A4 ‘welcome’ sheet can be a useful tool for communicating a summary of the Child Protection Policy to visitors in school – including the name of the Designated Child Protection Staff, a reminder of confidentiality and appropriate behaviour, etc (see Appendix 5). Induction training is essential for all new staff, especially NQTs/ITTs/learner teachers, and can be provided by the Education and Early Start Safeguarding Team.
2. LINKS WITH OTHER POLICIES
The Child Protection Policy has obvious links with the wider Safeguarding agenda, and staff and governors should always be aware of the impact this policy has on other related issues. For example, when agreeing or reviewing a policy for Child Protection, links should be made with a range of other guidelines and procedures:
· Educational visits / · Children & Young People at Risk of Forced Marriage· Health & Safety / · Children as Young Carers
· Behaviour / · Inclusion & SEN
· Bullying / · Children in Public Care
· Confidentiality / · PSHCE
· Care, Control & Restraint / · Children Missing Education (CME)
· Attendance / · E-Safety
· Safe Working Practice for Staff in Educational Settings / · Guidance on Exclusions
3. FRAMEWORK FOR CHILD PROTECTION POLICY
3.1 The following information is intended to support education establishments in developing their own Child Protection Policy.
3.2 The framework suggested ensures that all statutory obligations are met under current legislation and guidance.
3.3 There are a number of appendices attached which cover specific issues though this is not an exhaustive list.
3.4 Introduction
Temple Learning Academy is committed to safeguarding and promoting the welfare of all its learners. We believe all staff and visitors have an important and unique role to play in child protection. We believe:
3.4.1 schools can contribute to the prevention of abuse;
3.4.2 all learners have the right to be protected from harm;
3.4.3 learners need support which matches their individual needs, including those who may have experienced abuse;
3.4.4 learners need to be safe and feel safe in school.
3.5 Temple Learning Academy will fulfil local and national responsibilities as laid out in the following documents:-
3.5.1 Working Together to Safeguard Children (DFE 2013)
3.5.2 Safeguarding Children & Safer Recruitment in Education (DfES 2007)
3.5.3 Leeds Safeguarding Children Board Procedures (2007)
3.5.4 Children Act 1989 (as amended 2004 Section 52)
3.5.5 Education Act 2002 s175/s157
3.5.6 Dealing with Allegations of Abuse (DFE 2012)
4. OVERALL AIMS
4.1 To contribute to the prevention of abusive experiences in the following ways:
4.1.1 clarifying standards of behaviour for staff and learners;
4.1.2 introducing appropriate work within the curriculum;
4.1.3 developing staff awareness of the causes of abuse;
4.1.4 encouraging learners and parental participation in practice;
4.1.5 addressing concerns at the earliest possible stage;
4.2 To contribute to the protection of our learners in the following ways:
4.2.1 including appropriate work within the curriculum;
4.2.2 implementing child protection policies and procedures;
4.2.3 working in partnership with learners, parents and agencies;
4.3 To contribute to supporting our learners in the following ways:
4.3.1 identifying individual needs where possible;
4.3.2 designing plans to meet needs.
5. IN-SCHOOL PROCEDURES FOR PROTECTING CHILDREN
5.1 All staff and visitors will:
5.1.1 be familiar with the school’s Child Protection Policy including issues of confidentiality.
5.1.2 be alert to signs and indicators of possible abuse. See Appendix 1 for current definitions of abuse and examples of harm.
5.1.3 record concerns on a, “Cause for Concern” form (see Appendix 5). Staff have blank copies of the, “Cause for Concern” form, which, once completed, must be handed to the Designated Staff.
Composite File Section 7.2 – 7.5.
5.1.4 deal with a disclosure of abuse from a learner in line with the recommendations in Appendix 2. These must be passed to one of the Designated Staff immediately, followed by a written account.
5.1.5 be involved in ongoing monitoring and recording to support the implementation of individual education programmes and interagency child protection and child support plans.
5.1.6 will be subject to Safer Recruitment processes and checks whether they are new staff, supply staff, contractors, volunteers etc.
5.1.7 will be expected to behave in accordance with the Education Leeds’ guidance – “Safe Working Practice in Education Settings” (April 2008).
6. THE DESIGNATED STAFF
6.1 Currently these are:
· Martin Fleetwood (Executive Principal)
· Matthew Browne (Principal Primary Phase)
They will be responsible for co-ordinating all Child Protection activity. For full details of the role of the Designated Staff, see Composite File Section 7.10. Our named Designated Officer on Senior Leadership Team with lead responsibility and management oversight/accountability for Child Protection is Matthew Browne.
6.2 All schools must ensure the named senior officer for child protection leads regular case monitoring reviews of vulnerable learners with designated staff responsible for Child Protection. These reviews must be evidenced by minutes and recorded in case files.
6.3 All senior officers for Child Protection must ensure that all child protection designated officers have access to regular safeguarding supervision. (Leeds Education Hub quick link Safeguarding Supervision: Policy and Guidance quick link D4601)
6.4 Where the school has concerns about a learner, the Designated Staff, will decide what steps should be taken and should advise the Principal/senior designated lead officer as appropriate. See flowchart below.
6.5 Child Protection Records
6.5.1 Child Protection information will be dealt with in a confidential manner. A written record will be made of what information has been shared with who, and when. Staff will be informed of relevant details only when the Designated Staff feels their having knowledge of a situation will improve their ability to deal with an individual learner and/or family. Composite File Section 7.3 – 7.5;
6.5.2 Child Protection records will be stored securely in a central place separate from academic records. Individual files will be kept for each learner; school will not keep family files. Files will be kept for at least the period during which the learner is attending the school, and beyond that in line with current data legislation. See Record Management Guidance for Schools (Leeds Education Hub quick-link D3043);
6.5.3 access to these by staff other than the Designated Staff will be restricted, and a written record will be kept of who has had access to them and when;
6.5.4 parents will be aware of information held on their children and kept up to date regarding any concerns or developments by the appropriate members of staff. General communications with parents will be in line with any home school policies and give due regard to which adults have parental responsibility;
Do not disclose to a parent any information held on a learner, if it would put the learner at risk of significant harm.
6.5.5 if a learner moves from our school, Child Protection records will be forwarded onto the named designated Child Protection person at the new school, with due regard to their confidential nature. Transferring schools will forward child protection records to their new destination in their entirety and will not photocopy any documentation contained in the file. Schools are permitted to keep a copy of the chronology sheet for their own records. Contact between the two schools may be necessary, especially on transfer from primary to high schools. We will record where and to whom the records have been passed and the date;
6.5.6 if sending by post learner records will be sent, “Special/Recorded Delivery”. For audit purposes a note of all learner records transferred or received should be kept in either paper or electronic format. This will include the learner’s name, date of birth, where and to whom the records have been sent and the date sent and/or received;
6.5.7 if a learner is permanently excluded and moves to a Pupil Referral Unit, child protection records will be forwarded onto the relevant organisation;
6.5.8 where a vulnerable young person is moving to a Further education establishment, consideration should be given to the learner’s wishes and feelings on their Child Protection information being passed on in order that the FE establishment can provide appropriate support. See Record Management Guidance for Schools (Leeds Education Hub quick-link D3043);
6.5.9 when a designated member of staff resigns their post/no longer has Child Protection responsibility, there should be a full face to face handover/exchange of information with the new post holder;
6.5.10 in exceptional circumstances when a face to face handover is unfeasible, it is the responsibility of the Principal to ensure that the new post holder is fully conversant with all procedures and case files.
7. THE GOVERNING BODY
7.1 Designated Governor
7.1.1 the Nominated Governor for child protection at the school is Mr Tim Kitching.
7.1.2 they are responsible for liaising with the Principal/Designated Staff over all matters regarding child protection issues. The role is strategic rather than operational – they will not be involved in concerns about individual learners. For further details of the role, (see Composite File, Section 7.11);
7.1.3 the Nominated Governor should liaise with the Principal and Designated Staff to produce an annual report for Governors and the local authority.
7.2 The Governing Body ensures that the school:
7.2.1 has a Child Protection Policy & Procedures in accordance with LA/LSCB guidelines;
7.2.2 operates, “safer recruitment” procedures and ensures appropriate checks are carried out on all new staff and relevant volunteers (see Appendix 7);
7.2.3 has at least one senior member of the School’s Leadership Team designated to lead on Child Protection issues and at least one Designated person;
7.2.4 that the Designated Staff have appropriate refresher training every two years;
7.2.5 the Principal and all other staff who work with children undertake training at three yearly intervals. Also that temporary staff and volunteers are made aware of the school’s arrangements for Child Protection and their responsibilities;
7.2.6 the Governing Body remedies any deficiencies or weaknesses brought to its attention without delay;
7.2.7 has procedures for dealing with allegations of abuse against staff/volunteers;
7.2.8 a member of the Governing Body (usually the Chair) is nominated to be responsible for liaising with the LA/Partner Agencies in the event of allegations of abuse being made against the Principal;
7.2.9 the Governing Body reviews its policies/procedures annually and provides information to the LA about them in way of the Annual Monitoring Review form.
Summary of in-school procedures to follow where there are concerns about a learner