Llangiwg Primary School

Llangiwg Primary School

Ysgol Gynradd Llangiwg

Policy

for

Child Protection

Safeguarding and Promoting our Children’s Welfare

The health, safety and well-being of all our children are of paramount importance to all the adults who work in our school. Our children have the right to protection, regardless of age, gender, race, culture or disability. They have a right to be safe in our school.

In our school we respect and value our children. The atmosphere within or school is one that encourages all children to do their best. We provide opportunities that enable our children to take and make decisions for themselves.

Our teaching of personal, social and health education and citizenship, as part of the |National Curriculum, helps to develop appropriate attitudes in our children and makes them aware of the impact of their decisions on others. We also teach them how to recognise different risks in different situations, and how to behave in response to them.

Aims and objectives

This policy ensures that all staff in our school is clear about the actions necessary with regard to a child protection issue. Its aims are:

Ø  To raise awareness of all staff and identify responsibility in reporting possible cases of abuse;

Ø  To ensure effective communication between all staff when dealing with child protection issues;

Ø  To lay down the correct procedures for those who encounter and issue of child protection.

Procedures

The school will follow procedures which are in line with the All Wales Child Protection

The school will also designate the Head teacher, Mrs. Frame, who is the Child Protection Co-ordinator. In the event of her absence the designated officer is Mrs. Sharon Jones, the Deputy Head teacher.

If any teacher suspects that child in his/her class may be a victim of abuse. They immediately inform the named person about their concerns. Abuse can be of a sexual, emotional or physical nature. It can also be the result of neglect.

Any action that the named person taken when dealing with an issue of child protection must be in line with the procedures outlined in the LEA Child Protection guidelines and the All Wales Child Protection Procedures.

The school’s named co-ordinator liaises with the Social Services Department and the LEA Child and Vulnerable Adults Safeguarding Officer when in the process of identifying and referring any child protection concerns when investigating any allegations of abuse. All parties involved handle such investigations in a sensitive manner, but the interest of the child is of paramount importance.

If a child alleges abuse, the school usually makes a referral without communicating with parents. In some circumstances we inform parents first when there are child protection concerns and a child may be at immediate, significant risk of harm then immediate intervention is required without first informing the parents.

If it is thought that to inform the parents would not further harm the child then parental consent should be sought.

If a child protection referral is made, a case conference is held within eight working days of the decision. The case conference offers the opportunity to share information and formulate a plan of action. Staff is expected to attend, and participate in all case conferences and meetings held under the LEA guidelines, and provide written reports and attend Core Group meetings.

We regard all information relating to individual child protection issues as confidential and we treat this accordingly. We only pass information on to appropriate persons. We inform the child at all stages of who is involved, and what information we have given them.

We require all adults employed or working in school to be vetted through police records in order to ensure that there is no evidence of offences involving children or abuse.

There may be times when adults in our school in the course of their duty use physical intervention to restrain children. The Head teacher requires the adult involved in any such incident to report this to him/her immediately, and to record in the interventions book.

All adults in the school receive regular training to raise their awareness of abuse and their knowledge of agreed local child protection procedures.

Monitoring and review

The Governing Body regularly reviews any incidents detailed in the interventions book. Councillor M. James participates in the school’s training with regard to the child protection procedures. This policy is reviewed annually by the Governing Body.

Confidentiality

It is important that all staff adhere to the Children Act and the Data Protection Act in all circumstances and share information on a need to know basis only.

The discussion of matters relating to pupils should only occur during formal meetings and should not happen in an informal setting such as the staff room.

All contemporaneous and anecdotal records must be objective, impartial and factual records and must be signed and dated by the person who has written them and, if necessary, countersigned by the designated CPO. They must be stored in a secure location which can only be accessed by authorised personnel.

Children and young people who display sexually harmful behaviour

Introduction

Schools play a central role in identifying harmful sexual behaviour in pupils, and as partners in a multi- agency response to the needs of the young person and their victims.

What does sexually harmful behaviour mean?

This type of behaviour has several nomenclatures, such as sexually harmful, bullying, harmful or problematic behaviour. Sometimes the behaviour is termed sexually offensive, or abnormal.

One useful definition, proposed by Ryan and Lane (1977~) describes behaviour as: ‘Any sexual interaction that is perpetrated:

·  Against the victim’s will

·  Without consent, or

·  In an aggressive, exploitative, manipulative or threatening manner’

Types of behaviour

Age-inappropriate sexual behaviour, for example, demonstrating sexual knowledge beyond that normally expected for their age, self-stimulating in public or being sexually exhibitions may also indicate that the child has been sexually abused and these behaviours should be considered alongside other physical signs when deciding your course of action

The types of behaviour, both contact and non-contact, that may be defined as sexually harmful include:

·  Sending sexually explicit notes, texts or e-mails

·  Making sexually explicit comments

·  Making sexually explicit telephone calls

·  Exposing genitals

·  Masturbating in public, or in front of a specific individual

·  Coercing or tricking another child into games or activities with sexual overtones

·  Coercing or tricking another child into viewing child pornography

·  Touching another child in a sexual way when such touch is unwanted or not understood

·  Engaging in sexual acts, including masturbation and oral, vaginal and anal intercourse, when such acts are unwanted or not understood

·  Enforced sexual acts – sexual assault, rape

·  Offering, coercing or tricking another young person into using alcohol or drugs to secure compliance for sexual acts

·  Using animals for sexual gratification

·  Sexual self-harm, for example inserting objects into genitalia or cutting own nipples or breasts

To make an informed decision whether the behaviour of pupil is sexually harmful, you will need to consider other factors alongside the actual behaviour

·  Age differential – age gap between them

·  Maturity and developmental differential – physical size, gender, development, any disability

·  Status – school prefects, wealthy pupils who have the ability to bribe

·  Consent – consent without fear or repercussion from the other party

·  Coercion – children may be coerced into accepting or engaging in sexual behaviour

·  Secrecy – deliberate secrecy is an indicator that this is harmful

·  Responsiveness to initial admonition or reprimand – as a type of dare

·  Escalation – has the initial behaviour continued

·  Deviance – sexual behaviour that deviates from what would be considered to be within the parameters of normality, extreme self-harm, violence

Differentiating between appropriate and inappropriate sexual behaviour is not an exact science. The appropriateness depends on many factors, such as the child’s age and ability. The reason for the behaviour is also important – it may stem from childish innocence, previous or ongoing abuse, immaturity, poor cognitive understanding, or it may be deliberate and malicious.

Awareness

The following table describes briefly a range of behaviours that would generally be appropriate and behaviour that might need further investigation.

Approximate
age range / Range of appropriate
behaviour / Possible warning signals
Early years
0–5 / Uses family names for intimate parts, for
example, willie, pee pee, ladies bits
Touches their own genitals naturally and
without secrecy
Looks at and innocently touches other
children’s genitalia, learning that boys
and girls are different
Asks questions about where babies come
from and who makes them
Kisses, hugs and touches spontaneously / Using adult language or adult slang to
describe intimate parts
Unwillingness to stop a behaviour when
requested
Bullying or coercing another child to engage in
sexual behaviour
Engaging in sexual behaviour with another
child in secret
Preoccupation with drawing intimate body
parts
Simulating sexual intercourse themselves, with
another child or with a toy
Primary age
6–11 / Role-playing that may involve kissing
and touching, for example, doctors or
mums and dads
Shows early interest in ‘boyfriends’ or
‘girlfriends’
Touches themselves or masturbates in
private
Talks about sexual matters gleaned from
TV programmes and uses language
heard on TV
Knows correct terms for genitalia,
although often uses slang terms with
peers
Knows that sexual intercourse involves
two people and their intimate body parts
Develops greater modesty, for example,
ensuring members of the opposite sex do
not see them when changing for PE
Any display of sexual behaviour is
spontaneous, intermittent and easily
redirected
Telling or laughing at jokes with a sexual theme / Touching themselves or masturbating in public
Compulsive masturbation
Using bullying or coercion to get another child
to engage in sexual behaviour
Regularly producing pictures or stories with a
sexual theme
Knowing the sounds and smells produced
during intercourse
Unwillingness or inability to stop behaviours
when requested by the other child or an adult
Using threats or bribery to keep sexual touch
or activity secret

School ethos and practise

In relation to identifying children and young people with SHB and offering support to them and their victims the following issues are particularly important

·  Use PSHE to help pupils to understand why some sexual behaviour is inappropriate and harmful. Teach the right way to say no and about ownership of their own bodies

·  Place useful leaflets and contact details of support where pupils and parents can access them

·  All staff are familiar with procedures for managing SHB

·  Ensure all staff are updated and that learning is shared

·  All sexual innuendo, jokes and bullying are never condoned.

Assessing and managing the risk

The support and protection needs of any alleged or known victim of the young person, including siblings, must always be managed separately from the needs of the young person displaying SHB.

The interventions you employ to manage SHB in school will depend on:

·  The nature of the behaviour

·  The circumstances in which it occurred

·  The duration and frequency of the behaviour

·  The age and ability of the pupil

·  The impact of the behaviour on both the target and the rest of the school

·  The degree of force or coercion

·  The level of co-operation from the pupil

·  The ability of the parents to support their child

·  Your knowledge of the child’s background and history

·  Whether there is an immediate risk of significant harm

·  Whether criminal offence has been committed

Interventions can be:

·  Referring to the behaviour policy and or anti –bullying procedures

·  External support from the authority

·  Children’s social care

·  Use of risk assessment pro forma to consider how you may support a pupil displaying SHB while maintaining a safe environment for other pupils and staff

Children with sexually harmful behaviour: Risk assessment and management

Cover page

SCHOOL: ......

PUPIL: ......

DOB: ......

CLASS: ......

YEAR GROUP: ......

THIS INFORMATION IS CONFIDENTIAL TO:

Staff:

Governor:

Children’s social care:

Police:

DATE:

This risk assessment and management proforma represents the school’s arrangements to maintain the safety and welfare of everyone in school. It has been developed in cooperation with colleagues in other relevant services and complements the multi-agency assessment of concerns and needs and MAPPA where appropriate.

Sexually harmful behaviour

Risk assessment and management
Pupil’s name
Address
DoB Age / Parent’s name
Address
Telephone
Pupil’s ethnicity
Does the pupil’s ethnicity give rise to particular considerations, for example, gender of staff? / Parent’s ethnicity
Are any special arrangements required?
Does the pupil have a disability or special educational need?
¨ Yes ¨ No
If yes, are special arrangements necessary, for example, access, transport, communication aids? / Do the parents have any special needs?
Pupil’s first language
Are special arrangements required, for example, translation of written material, interpreter or signer for conversations? / Parent’s first language
Are special arrangements required?
Did the behaviour happen – in school?
¨ Yes ¨ No
Out of school?
¨ Yes ¨ No
Both?
¨ Yes ¨ No / Is the victim(s) a pupil at the school?
¨ Yes ¨ No
If yes, are the pupils in the same class or year group?
¨ Yes ¨ No
What arrangements are in place to support the victim(s) in school (for example, a member of staff has been identified as the key supporter, the pupil’s parents/carers know who to contact if concerned)?
Is the issue in the public domain? Are other pupils, other parents or other members of the community aware of the issue?
If so, how are the concerns of the wider school community being managed (for example, one member of staff handles all concerns from children, a letter has been sent to parents to reassure them)? / What arrangements are in place to manage confidentiality?
Who is responsible for managing any interest from the media?
Does the pupil understand the gravity of the issue?
Do the parents/carers appear to be cooperative?
Is the pupil willing to cooperate with you to manage the risk their behaviour poses?
Has a school member of staff been identified to act as the key person for the pupil?
Name
Designation / Which agency is acting as the key support for the parents/carers?
Describe the behaviour that is considered to be concerning or harmful.
Is the behaviour thought to have been an isolated event or is there a pattern of repeated concerning behaviour?
Is the pupil him/herself at risk from anyone (for example, from a known or alleged abuser, the victim or their family, other pupils or other adults)?
Record the arrangements in place in school to manage these risks. / Who else has responsibility for managing these risks and what arrangements are in place (for example, police, children’s social care)?
Is the pupil a risk to themselves (for example, are they likely to run away, or to harm themselves)? If so, record the procedures you have in place to manage such risks and the staff responsible.
Arrangements to manage the possible risk to other pupils or staff.
(In this section you should record the procedures that have been agreed and who is responsible, for example, pupil will be supervised throughout breaktimes and lunchtimes by:)
Essential contacts
Children’s social care / Name
Designation
Address
Telephone
Email
Health services
(including educational psychology services, psychiatric services, CAMHS) / Name
Designation
Address
Telephone
Email
Youth Offending Team / Name
Designation
Address
Telephone
Email
Local authority designated officer / Name
Designation
Address
Telephone
Email
Local authority teams
(Behaviour support, SEN and so on) / Name
Designation
Address
Telephone
Email
LSCB / Name
Designation
Address
Telephone
Email

This risk assessment has been completed by: ______