Education Central Multi Academy Trust

CHILD PROTECTION AND

SAFEGUARDING POLICY

Author / ECMAT Policy Team
Approved / 26th August 2015
Version / 4
Amended / 17 November 2015
Review / July 2016

Version 3: Update to include new legislation (01/09/15)

Version 4: Record of concern form amended Pg16 (17/11/15)

Contents

1.Vision

2.Introduction

3.Key message

4.The Statutory Framework and Legislative Duties

5.The role of the Local Advisory Boards

6.Information Sharing

7.The role of designated teams within the academies

8.Dealing with concerns and disclosures – roles and responsibilities

9.Good practice and checklist for dealing with disclosures

10.What is child abuse; definitions of abuse and neglect:

11.KEEPING CHILDREN SAFE IN EDUCATION JULY 2015

12.FURTHER RISKS TO SAFEGUARD CHILDREN AND YOUNG PEOPLE

13.OTHER SPECIFIC SAFEGUARDING CIRCUMSTANCES

14.Other areas of work

Appendix 1 Record of a Concern About a Child - Pro Forma

Appendix 2 What to do if you have concerns that a child is being abused - Flow Chart

Appendix 3 Allegations involving a member of staff / volunteer

Appendix 4 Local Children’s Services Contacts

Appendix 5 Further sources of information

Policy Review

This policy will be reviewed in full by the Local Advisory Board on an annual basis.

The policy was last reviewed and agreed by the Local Advisory Board on insert date.

It is due for review on insert date (up to 12 months from the above date).

Signature ………………………………….Date ……………………

Head Teacher

Signature ………………….……………….Date ….…………………

Chair of Local Advisory Board

1.Vision

Education Central Multi Academy Trust has an objective to assist partner schools and education services in raising the achievement and aspirations of young people. Education Central Multi Academy Trust understands that learners need to feel safe in a learning environment to achieve and develop to improve learning opportunities for young people.

This policy is to be implemented across all of our academies to ensure that all staff and volunteers are aware of the need to safeguard and protect children and young people.

This document is the safeguarding and child protection Policy for ECMAT and any extended services that academies provide.

2.Introduction

  • Safeguarding and promoting the welfare of children is defined for the purposes of this policy 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.
  • Children includes everyone under the age of 18. When a young person reaches the age of 18 abuse concerns should be referred, where necessary, to the Local Authorities Adult Safeguarding teams (
  • Where a child is suffering significant harm, or is likely to do so, action should be taken to protect that child. Action should also be taken to promote the welfare of a child in need of additional support, even if they are not suffering harm or are at immediate risk.
  • Everyone who comes into contact with children and their families has a role to play in safeguarding children. School staff are particularly important as they are in a position to identify concerns early and provide help for children, to prevent concerns from escalating. Schools and their staff form part of the wider safeguarding system for children. Schools and colleges should work with social care, the police, health services and other services to promote the welfare of children and protect them from harm.
  • Each school should have a designated safeguarding lead who will provide support to staff members to carry out their safeguarding duties and who will liaise closely with other services such as children’s social care.
  • The Teachers’ Standards 2012 state that teachers, including headteachers, should safeguard children’s wellbeing and maintain public trust in the teaching profession as part of their professional duties.
  • All school staff have a responsibility to provide a safe environment in which children can learn.
  • All school staff have a responsibility to identify children who may be in need of extra help or who are suffering, or are likely to suffer, significant harm. All staff then have a responsibility to take appropriate action, working with other services as needed.
  • Staff members working with children are advised to maintain an attitude of ‘it could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, staff members should always act in the interests of the child.

(Keeping Children Safe in Education, DfE July 2015)

If staff members have concerns about a child they should raise these with the school’s designated safeguarding lead. This also includes situations of abuse which may involve staff members.

3.Key message

Safeguarding is everyone’s responsibility, this applies to all staff and volunteers

Effective safeguarding arrangements in every school should be underpinned by two key principles:

  • safeguarding is everyone’s responsibility: for services to be effective each professional and organisation should play their full part; and
  • a child-centred approach: for services to be effective they should be based on a clear understanding of the needs and views of children.

(Working Together to Safeguard Children, 2015, DfE)

4.The Statutory Framework and Legislative Duties

In order to safeguard and promote the welfare of children, the academy will act in accordance with the following legislation and guidance:

  • The Children Act 1989
  • The Children Act 2004
  • Education Act 2002 (section 175/157)
  • Local Safeguarding Children Board Child Protection Procedures (see appendix 4)
  • Keeping Children Safe in Education July 2015
  • Working Together to Safeguard Children (HM Government 2015)
  • The Education (Pupil Information) (England) Regulations 2005
  • Dealing with Allegations of Abuse Against Teachers and Other Staff (DfE 2011)
  • What to do if you’re worried a child is being abused 2015
  • Information sharing - Advice for practitioners providing safeguarding services to children, young people, parents and carers March 2015

The Children Act 2004 places a statutory responsibility as follows:-

Education and schools.All people working in education and schools contribute to the safeguarding and promoting of children’s welfare. All schools and further education institutions have a statutory duty to safeguard and promote the welfare of children. Consequently, staff in these establishments play an important part in safeguarding children from abuse and neglect by early identification of children who may be vulnerable or at risk of harm and by educating children, about managing risks and improving their resilience through the curriculum. All schools and further education institutions should create and maintain a safe environment for children and young people, and should be able to manage situations where there are child welfare concerns.

Curriculum Information

To ensure that children and young people are empowered to understand safeguarding and risks we explore safeguarding within our curriculum via-(please complete this section according to your academy i.e. how safeguarding is built into PHSE, SRE, SMSC lessons, e safety, anti bullying, having external agencies in to support lessons etc).

The Designated Safeguarding Lead for our school is:

The Chair of our LAB is:

The Link governor for safeguarding is:

This policy does not stand in isolation and should be referenced alongside:-

THERE NEEDS TO BE A LOCATION OF WHERE ALL OF THE POLICIES BELOW ARE AVAILABLE IN SCHOOL (staff room, shared IT drive [with hyperlinks], school website etc)

  • Staff induction procedures
  • Training and awareness raising courses matrix
  • Monitoring and supervision procedures
  • Recording and information sharing guidance
  • Recruitment and vetting policy
  • E safety policy
  • Anti bullying policy
  • Staff code of conduct
  • Photography policy
  • Intimate care policy
  • Safe handling/reasonable force policy and guidance
  • Use of mobile phones policy
  • Behaviour policy
  • Whistleblowing policy

5.The role of the Local Advisory Boards

Section 175 of the Education Act 2002 places a duty on the governing bodies of maintained schools, and regulations under section 157, about safeguarding pupils in Independent Schools (which include academies) requires academy trusts to have arrangements in place to ensure that they:

  • carry out their functions with a view to safeguarding and promoting the welfare of children; and
  • have regard to the statutory guidance issued by the Secretary of State in considering what arrangements they need to make for the purpose of that section.

Statutory guidance, ‘Keeping Children Safe in Education’, places statutory requirements on all governing bodies, which must make sure their school has policies and procedures in place and take into account any statutory guidance issued by the Secretary of State, any LA guidance and locally agreed interagency procedures.

Educational settings have a central role to play in the early identification of any welfare concerns about an individual child, additional needs they might have and indicators of possible abuse and neglect. To be effective, all schools should work with other organisations, share and receive information about individual children in order to protect them from harm. All schools should have regard to the guidance set out in Working Together to Safeguard Children, 2015.

In particular the Governing Body must ensure that:

  • safeguarding and child protection policy and procedures are in place and reviewed annually
  • safe recruitment procedures are in place and reviewed annually
  • position of trust procedures are in place and reviewed annually
  • a DSL who is a senior member of school leadership team is appointed and notify the LA of any changes in personnel to this role
  • a member of the Governing Body (usually the Chair) is nominated to be responsible in the event of an allegation of abuse being made against the Head Teacher/principle
  • relevant safeguarding/child protection training is accessed by all school staff/volunteers according to their role and responsibilities. Designated Safeguarding Leads will refresh their advanced child protection training every 2 years. All staff and volunteers will receive Safeguarding Children and Young People/Safeguarding Awareness training at least every ****** years as prescribed by the Local Safeguarding Children Board.
  • that they receive an annual report from the DSL regarding safeguarding/child protection work undertaken in the year which is shared with the LA or other appropriate body
  • deficiencies or weaknesses in safeguarding arrangements are remedied without delay, liaising with relevant bodies for support as required

6.Information Sharing

Information sharing is vital to safeguarding and promoting the welfare of children and young people. A key factor identified in many serious case reviews (SCRs) has been a failure by practitioners to record information, to share it, to understand its significance and then take appropriate action.

Fears about sharing information cannot be allowed to stand in the way of the need to safeguard and promote the welfare of children at risk of abuse or neglect. No practitioner should assume that someone else will pass on information which may be critical to keeping a child safe.

7.The role of designated teams within the academies

Governing bodies/LABs and proprietors should ensure that the academies designate an appropriate senior member of staff to take lead responsibility for child protection. This person should have the status and authority within the school to carry out the duties of the post including committing resources and, where appropriate, supporting and directing other staff.

The broad areas of responsibility for the designated safeguarding lead are:

Managing referrals

  • Refer all cases of suspected abuse to the local authority children’s social care and:
  • The local authority designated officer (LADO) for child protection concerns (all cases which concern a staff member);
  • Disclosure and Barring Service (cases where a person is dismissed or left due to risk/harm to a child); and/or
  • Police (cases where a crime may have been committed).
  • Liaise with the headteacher or principal to inform him or her of issues especially ongoing enquiries under section 47 of the Children Act 1989 and police investigations
  • Act as a source of support, advice and expertise to staff on matters of safety and safeguarding and when deciding whether to make a referral by liaising with relevant agencies
  • Governing bodies and proprietors should put in place appropriate safeguarding responses to children who go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect including sexual abuse or exploitation and to help prevent the risks of their going missing in future.

Training

The designated safeguarding lead should receive appropriate training carried out every two years in order to:

  • Understand the assessment process for providing early help and intervention, for example through locally agreed common and shared assessment processes such as early help assessments
  • Have a working knowledge of how local authorities conduct a child protection case conference and a child protection review conference and be able to attend and contribute to these effectively when required to do so
  • Ensure each member of staff has access to and understands the school’s or college’s child protection policy and procedures, especially new and part time staff
  • Be alert to the specific needs of children in need, those with special educational needs and young carers
  • Be able to keep detailed, accurate, secure written records of concerns and referrals
  • Obtain access to resources and attend any relevant or refresher training courses
  • Encourage a culture of listening to children and taking account of their wishes and feelings, among all staff, in any measures the school or college may put in place to protect them

Raising Awareness

  • The designated safeguarding lead should ensure the academy’s policies are known and used appropriately:
  • Ensure the academy’s child protection policy is reviewed annually and the procedures and implementation are updated and reviewed regularly, and work with governing bodies or proprietors regarding this
  • Ensure the child protection policy is available publicly and parents are aware of the fact that referrals about suspected abuse or neglect may be made and the role of the academy in this
  • Link with the local LSCB to make sure staff are aware of training opportunities and the latest local policies on safeguarding
  • Where children leave the academy ensure their child protection file is copied for any new school or college as soon as possible but transferred separately from the main pupil file

8.Dealing with concerns and disclosures – roles and responsibilities

When should staff and volunteers be concerned about children and young people

  • a child may disclose something that has upset or harmed them
  • someone else might report something that a child has told them, or that they believe that a child has been or is being harmed
  • a child might show signs of physical injury for which there appears to be no explanation
  • a child's behaviour may suggest he or she is being abused
  • the behaviour or attitude of one of the workers towards a child may cause concern
  • a child demonstrates worrying behaviour towards other children.

To consult with your Designated Senior Person for child protection does not mean a referral has been made. This decision is the responsibility of the Designated Senior Person for child protection who will contact the appropriate agency as and when required.

If you are unhappy about the response you receive from your Designated Senior Person for child protection contact the Local Authority Children’s Services.

The school will always discuss concerns with parents/carers unless to do so would:

  • place the child at risk of significant harm or further risk of significant harm.
  • place a vulnerable adult at risk of harm
  • compromise and enquiries that need to be undertaken by children’s social care or the police

The school will endeavour to ensure that parents have an understanding of the responsibilities placed on the school and staff for safeguarding children.

UNDER NO CIRCUMSTANCES SHOULD YOU LEAVE SCHOOL WITHOUT DISCUSSING YOUR CONCERNS WITH SOMEONE.

For further support view the document “What to do if you’re worried a child is being abused” DfE 2015

Only a minority of children actively disclose abuse. Most child abuse is disclosed accidently or though observation by an adult of a child’s behaviour, words and physical appearance.

When a child does disclose abuse, this needs to be taken very seriously. It is important that any disclosure is dealt with appropriately, both for the wellbeing of the child and also to ensure that your actions do not jeopardise and legal action against the abuser.

Education Central’s procedures for when someone is concerned about a child or young person

  • all concerns for children and young people should be recorded on standard pro formas available in all academies (see appendix 1)
  • all concerns should be recorded as soon as possible (and within one hour)
  • all concerns should be referred to the designated safeguarding manager/team
  • all concerns of significant harm should be referred to the Local Authority Children’s Services without delay (see appendix 2 and 4)
  • all concerns shared with the designated safeguarding manager should be considered for Local Authority thresholds (child protection, common assessment framework, Early Help offer)
  • All concerns of allegations in relation to staff and volunteers harmful behaviour should be referred to the head/principle (if the concern is in relation to the head/principle the chair of governor should be informed without delay) See appendix 3 and 4.

9.Good practice and checklist for dealing with disclosures

Remember you have a statutory duty under the Education Act 2002 to pass on any child protection concerns about the child.

Receive Reassure React Record Refer Reflect

RECEIVE

  • If a child wants to talk to you, never ask them to come back later. Ask them what they want to talk to you about and, if you are concerned about their welfare, give them the time to speak to you.
  • Never promise confidentiality, inform the child that you are happy to talk to them but if they tell you anything that you believe may be putting them at harm that you will have to talk to someone.
  • Listen carefully to the child. Do not stop a child who is freely recalling information.
  • Where a child is visibly upset or has an obvious injury, it is good practice to ask a child why they are upset or how an injury was caused, or respond to a child wanting to talk to you to help clarify vague concerns and result in the right action being taken.

REASSURE