Designated Safeguarding Lead

Designated Safeguarding Lead

Application Pack

Location: Sprites Primary Academy, Stonechat Road, Ipswich IP2 0SA

REAch2 Registered address:

REAch2 Academy Trust

Scientia Academy

Mona Road

Burton Upon Trent

Staffordshire

DE13 0UF

Contents

- Letter from Steve Lancashire, Chief Executive

- The application process and timetable

- Background on REAch2

- Job Description

- Person Specification

Letter from Steve Lancashire, Chief Executive, REAch2 Academy Trust

Dear Candidate,

Thank you for your interest in this role within the REAch2 Academy Trust.

This is a hugely exciting time for our family of schools. The Trust has been recognised by the Department for Education as being well placed to raise standards and achieve excellence for pupils in a growing number of schools nationwide. We are presented with a rare opportunity to make a real difference to the lives and life chances of so many primary school children–many of whom haven’t previously received the educational opportunities they deserve.

The Trust has academies based all across England and includes schools at various stages of development, from those requiring significant improvement through to existing outstanding schools. As a Trust we are clear about the importance of achieving long term sustainability for our schools. Our vision is to enable individual academies to flourish with real autonomy, whilst also ensuring a strong ethos of support and collaboration across our schools.

Teachers within REAch2 belong to a national community of professionals, and benefit from a wide range of networks and development opportunities across the Trust. In time, our best teachers are able to work across schools, develop specialisms and step up to leadership roles within and beyond their own academy. The Trust provides a strong culture of collaboration and support, together with high expectations for staff and pupils alike.

Those we recruit are able to demonstrate that they share our values, are highly motivated to work with colleagues within and beyond their school to continuously develop their skills and pursue professional excellence, and are committed to providing the highest standards of teaching for all children. If that is you then we would be delighted to receive your application.

Steve Lancashire

Chief Executive, REAch2 Academy Trust

The applicationprocess and timetable

You are invited to submit an application form, which is available together with this document.

Closing date for applications – Wednesday 28th June 2017

Interviews –Friday 30th June 2017

The candidates selected for interview will be informed after shortlisting and full details of the interview programme will be provided.

REAch2 Academy Trust has an Equal Opportunities Policy for selection and recruitment. Applicants are requested to complete and return the Equal Opportunities Monitoring form separately with their application.

In accordance with our Safeguarding Policy the successful candidate will be required to have an enhanced DBS check.

To arrange an informal discussion please contact:01473685040 or email

Completed application forms should be sent to: Sprites Primary Academy, Stonechat Road, Ipswich IP2 0SA

Equal Opportunities Monitoring forms should be sent to:

REAch2 Academy Trust

Hillyfield Primary Academy

127 Aveling Park Road

London

E17 4NR

Background on REAch2

The REAch2 Academy Trust originated from the successful school improvement and partnership work led by Hillyfield Primary Academy in Waltham Forest, London. The Trust has grown to become a national family of primary academies committed to raising standards and achieving excellence for all pupils, whatever their background or circumstance.

Schools, staff and children within the Trust benefit from a strong ethos of support and collaboration across the REAch2 family. Teachers within REAch2 belong to a national community of professionals, and benefit from a wide range of networks and development opportunities across the Trust.

REAch2 Trust is part of a teaching school alliance (led by the REAch2 Tidemill Academy in Deptford). As a result, teachers and leaders within the REAch2 family are able to access a range of teacher and leadership development opportunities, including the Improving Teacher Program and the Outstanding Teacher Program, as well as programs for middle leaders and newly qualified teachers.

The Trust is focused on ensuring it supports, develops and empowers its staff so that, in time, our best teachers are able to work across schools, develop specialisms and step up to leadership roles within and beyond their own academy. This underpins our approach to school improvement –including the successful improvements that have been achieved so far in many of our schools that have joined the Trust as sponsored academies.

REAch2 benefits from the involvement of leading educationalists, including our board member Professor John West-Burnham, and strong links to prestigious institutions such as the Institute of Education.

Our Regions

• West Midlands covering - Staffordshire, Warwickshire, Birmingham and Telford
• East Anglia covering – North East Essex and Suffolk
• South Central covering - Croydon, Bexley, Kent and Sussex
• North Central covering – Essex, Reading, Hertfordshire, London

Our cornerstones and touchstones

REAch2 is a cornerstone of every academy in the Trust: a strong, responsible foundation providing a solid base, from which every academy can build and grow. Defined by the values of excellence, quality, delivery and standards–these features give the Trust its enduring attributes and its inherent reliability.

What gives each REAch2 Academy its uniqueness are the touchstones of the Trust: seven principles which make our Academies distinctive. Just as 500 years ago touchstones were used to test the quality of the gold they marked, so too our touchstones find what is precious and set these things apart. They are used to express the values and ethos of the Trust and describe what the Trust wants to be known for and how it wishes to operate.

The touchstones are:

-Learning:children and adults will flourish in their learning and through learning discover a future that is worth pursuing;

-Leadership: we aspire to an unwavering emphasis on the highest quality of leadership at all levels. The Trust seeks out talent, develops potential and spots the “possible”in people as well as the “actual”.

-Enjoyment: children deserve enjoyment in their learning and the pleasure that comes from absorption in a task and achieving their goals. Providing contexts for learning which are relevant, motivating and engaging will release in children their natural curiosity, fun and determination.

-Inspiration: inspiration breathes energy and intent into our schools: through influential experiences of people and place, children are compelled to believe that no mountain is too high and that nothing is impossible.

-Inclusion:we celebrate the economic, social and religious differences that serving a range of communities across the country brings and we encourage diversity. Embracing inclusion, particularly those children with special education needs, ensures that the Trust serves all and believes everyone can and must succeed.

-Responsibility:we take accountability seriously and by being responsible for every child, we act judiciously with control and care. We don’t make excuses, but mindfully answer for actions and continually seek to make improvements.

-Integrity:we are a trust that has a strong moral purpose. As a Trust we recognise that we lead by example and if we want children to grow up behaving appropriately and with integrity then we must model this behaviour. We welcome the fact that all our decisions and actions are open to scrutiny.

You can learn more about the touchstones, and hear from staff and pupils across REAch2 schools, at our website:

REAch2 Academy Trust is a charitable company limited by guarantee in England and Wales, Company number 08452281, Registered office Address: Scientia Academy, Mona Road, Burton Upon Trent, Staffordshire, DE13 0UF; VAT Number: 220 8862 15

Job Description

Post:Designated Safeguarding Lead

Salary:Grade 4 - £19,238-£23,166 pro rata

Job Type:Permanent

Part-time, 32.5 hours per week, 41 weeks per annum

Responsible to:Headteacher

Place of work:Sprites Primary Academy (4 days) and Martlesham Primary Academy (1 day) or as the workload dictates.

Start Date:4th September 2017

Job Purpose

Summary:

• To work as a senior member of staff within the school’s leadership team, taking lead responsibility for all safeguarding and child protection matters arising at the school and supporting all other staff in dealing with any child protection concerns thatarise;
• To be given the time, funding, training, resources, 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 to safeguard and promote the welfare ofchildren;
• Promoting and safeguarding the welfare of children and young persons for who you are responsible and with whom you come intocontact;
• To be available for staff for all training needs and to discuss any safeguardingconcerns.

This job description has been created based on ‘Keeping Children Safe in Education’ (2016), and will be reviewed and amended no later than four weeks after published updates of this statutory document.

Main duties and responsibilities

Managing Referrals:

To take lead responsibilityfor:

• referring all cases of suspected abuse of any pupil at the school to children's socialcare;
• referring all confirmed cases of Female Genital Mutilation performed on a pupil to the Police, as per legal requirements;
• supporting other staff who have made referrals to local authority children’s socialcare;
• referring to the Local Authority Designated Officer (LADO) team all child protection concerns which involve a member ofstaff and, as required, undertaking ongoing liaisonwith the case manager and/or designated officer;
• taking part in strategy discussions and inter-agency meetings and/or to supporting other staff to do so and to contribute to the assessment ofchildren;
• referring cases to the Channel programme (and supporting staff who make referrals) where there is a radicalisationconcern;
• making referrals to the Disclosure and Barring Service where a member of staff is dismissed or resigns in circumstances where there has been actual harm, or risk of harm, to a child;
• making referrals to the police where a crime may have been committed which involves a child;
• undertaking early help assessments for identified pupils and their families, and acting as lead professional where appropriate;
• liaising with the RD, EHT, HT and/orHoS in respect of police investigations or investigations under section 47 Children Act 1989 which involve the school;
• acting 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 the relevant agencies;
• supporting any referrals to the Local Authority under ‘Children Missing in Education’ requirements.

Raising Awareness

• in liaison with the LGB, ensure the school's safeguarding/child protection policy and its implementation is reviewed at least annually, is up to date, and is in line with the Trust’s policy;
• ensure the safeguarding/child protection policy and any other statutory documents are available publically, and are confirmed to be read and understood by all staff;
• ensure that parents are aware that referrals about suspected abuse or neglect may be made to children's social care, and the school's role in this;
• maintain links with Essex/Suffolk Local Safeguarding Children Board to ensure staff are aware of training opportunities and the local policies on safeguarding;
• where children leave the school ensure their child protection file is transferred to the new school as soon as possible, transferred separately from the main pupil file, and taking responsibility for ensuring that reasonable steps are taken to effect secure transit and for obtaining confirmation of receipt from the new school.

Preventing Radicalisation

In accordance with the Prevent Duty Guidance for England and Wales and Channel Duty Guidance: Protecting vulnerable people from being drawn into terrorism (2015), the DSL has the following responsibilities:

• acting as the first point of contact for parents, pupils, teaching and support staff and external agencies in all matters relating to the Prevent Duty;
• co-ordinating Prevent Duty procedures in the school, includingcreating a school-specific Prevent risk assessment, and updating it regularly in light of statutory updates and/or local events;
• undergoing appropriate training on the Prevent Duty such as the Home Office 'Workshop to Raise Awareness of Prevent' (WRAP) training;
• undergoing appropriate training on the Channel programme;
• assessing the training needs of all School staff in relation to the Prevent Duty and implementing and maintaining an ongoing training programme for staff including induction training for all newly appointed staff and volunteers;
• maintaining an ongoing training programme on the Prevent Duty for all staff including induction training for all new employees and keeping records of staff training;
• monitoring the keeping, confidentiality and storage of records in relation to the Prevent Duty;
• liaising with local Prevent co-ordinators, the police and local authorities and existing multi-agency forums in all necessary or appropriate circumstance relating to the Prevent Duty.

Training

The DSL and Deputy DSL should receive appropriate child protection training every two years (and refresh their knowledge and skills through network meetings, email updates and documents on an ongoing basis, but at least annually) 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 child protection policy and procedures, especially new and part time staff;
• provide or source appropriate safeguarding training for all school staff to provide them with the relevant skills and knowledge to safeguard children effectively, updated at least annually;
• provide appropriate safeguarding induction training for new staff, work experience students, apprentices, visiting staff, supply teachers, sports coaches and Governors to provide them with the relevant skills and knowledge to safeguard children effectively;
• 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;
• understand and support the school with regard to the Prevent Duty and provide advice and support to staff on protecting children from the risk of radicalisation;
• 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 may put in place to protect them.

Safer recruitment

• undertake safer recruitment training, and support the school in achieving best practice in recruitment and selection of staff;
• together with the School Business Manager/Office Manager and Nominated Safeguarding Governor, undertake termly reviews of the Single Central Record to ensure full compliance with expected standards in safer recruitment practice.

Audits, evidence and reporting

• creating and maintaining files of safeguarding evidence, including to support Ofsted inspections;
• contributing towards and/or providing regular safeguarding reports to LGB;
• working with the nominated Safeguarding Governor to complete the Local Authority safeguarding audit, as required.

Pupil Outcomes

• attending Persistent Absence panels and/or supporting effective liaison with Educational Welfare to ensure good attendance at school;
• contributing (as necessary) to reviews of individual pupil progress, sharing feedback from agencies/professionals who are working with the pupil/family and supporting and informing any academic-based interventions;
• creating an overview of how the curriculum teaches key themes of safety (including online safety and anti-bullying), and contributing towards the capture of Pupil Voice about safety at school.

Liaison

Working proactively with the regional safeguarding advisor, regional DSL/DDSL networks, REAch2 colleagues, sharing/promoting good practice, and engaging in supervision.

Line Management Duties and Responsibilities

The Designated Safeguarding Lead may, where appropriate, have line management responsibility for the Deputy Designated Safeguarding Lead.

The post holder may also be required to undertake such other comparable duties as the Regional Director, Executive Headteacher, Head of School, or Governors require from time to time.

Person Specification

KNOWLEDGE/QUALIFICATIONS
/ Essential
/ Desirable / How identified
GCSE (or equivalent) in English and Maths / * / A/C
Enhanced DBS / * / C
Child Protection Designated training and experience / * / A/I/C/R
Early Help Assessment training and experience of the early help process / * / A/I
Knowledge of national legislation related to safeguarding and working with children and young people / * / A/I
Understanding of the issues related to disadvantage and pupil progress / * / A/I
Evidence of continuous professional development relevant to the post / * / A/I/C
Awareness of support available for pupil with Special Educational Needs and Disabilities / * / A/I
Awareness of organisations that offer support for pupils and families nationally and in the locality / * / A/I
Understanding, and application, of confidentiality / * / A/I
EXPERIENCE
Experience of working to safeguard children and young people / * / A/I
Extensive experience of identifying, and working with, children or young people who are vulnerable or with specific social and emotional needs / * / A/I
Experience of working in education or other local government organisation / * / A/I/R
Working with external organisations, leading and attending multi-agency meetings / * / A/I
Working with parents/ carers and families / * / A/I
Experience of action planning and developing strategies for intervention and support / * / A/I
SKILLS
Excellent organisational and time management skills / * / A/I/R
Excellent active listening, communication and interpersonal skills / * / A/I/R
Able to work independently and be a team player / * / A/I/R
Ability to consult, reflect and evaluate practice of self and others / * / A/I/R
Ability to prioritise workload / * / I/R
Excellent guidance, advisory, persuasiveness and negotiating skills / * / A/I/R
IT literacy (including Microsoft, Internet and Email) / * / A/R
Ability to keep accurate records and strong written communication and problem solving skills / * / A/I
Ability to build strong relationships and establish credibility with pupils, parents/ carers, academic staff and senior leaders / * / A/I/R
Have the ability to work effectively and network with a wide variety of support services / * / A/I
Willingness to attend training, undertake research and engage with professional development / * / A/I
Ability to appropriately plan, deliver and assess the impact of staff training / * / A/I
BEHAVIOUR AND OTHER RELATED CHARACTERISTICS
Professional and a positive role model / * / A/I/R
A patient and resilient attitude / * / A/I
Ability to remain calm whilst under pressure / * / A/I/R
Able to be flexible with work / * / I/R
Personable and approachable / * / A/I
A passion for social and emotional well-being and ensuring positive outcomes for children and young people / * / A/I
Work in ways that promote equality of opportunity, participation and diversity / * / A/I
Ability to motivate pupils / * / A/I
A commitment to abide by and promote R2’s Equal Opportunities, Health and Safety and Child Protection Policies / * / A/I
The post holder will have an energy, enthusiasm and a sense of humour / * / A/I
Ability to be professionally assertive / * / A/I
High level of initiative / * / A/I/R
Generosity of spirit and a positive outlook / * / A/I
Professional in appearance, manner and attitude / * / A/I/R

Key: A=Application, I=Interview and assessment, R=Reference, C=Certificate