HAMPTON WICK INFANT AND NURSERY SCHOOL

CHILD PROTECTION POLICY

(This policy encapsulates Safeguarding)

This policy was adopted/updated: October 2017 (Peer on Peer Abuse expanded as per guidance)

This policy will be reviewed: Annually (September 2018) or before as required

Statutory policy: Yes

Source: School

This policy has been updated in line with ‘Inspecting Safeguarding in Early Years, Education and Skills Settings (Ofsted, 23 August 2016), Keeping Children Safe in Education (DfE September 2016) and has due regard to Section 175, Education Act 2002 and statutory guidance from DfE , ‘Working Together to Safeguard Children’ (2015). Keeping Children Safe in Education (September 2016) should be read in conjunction with this policy.

The Child Protection and Safeguarding procedures used within Hampton Wick Infant and Nursery School are outlined in this policy.

Hampton Wick Infant and Nursery School fully recognises its responsibilities for child protection. At our school, we have created a culture of vigilance, where children’s welfare is promoted and where timely and appropriate safeguarding action is taken for children who need extra help or who may be suffering or likely to suffer from harm.

At Hampton Wick Infant and Nursery School, we always work in the best interests of the child. We believe that safeguarding and promoting the wellbeing and welfare of children is EVERYONE’S responsibility. Everyone who has contact with children and their families has a role to play in safeguarding children. In order to fulfil this role successfully, all professionals must ensure that their role is child-centred. This means that adults, at all times, must consider what is in the best interests of the child. As a school, we recognise that we have a particularly important role in identifying concerns early, providing help for children and preventing concerns from escalating.

For the purposes of this policy, safeguarding and promoting the welfare and wellbeing of children is defined 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; taking action to enable all children to have the best outcomes.

This policy outlines these responsibilities and in particular those of the Designated Safeguarding Lead (DSL). Procedures of the action to be taken where the abuse of a child is suspected are detailed. Information about wider safeguarding issues including Whistleblowing and Safe Recruitment are also contained. The Designated Safeguarding Lead (DSL) is Deputy Headteacher Victoria Read. The Deputy DSL isthe Headteacher, Heidi Johnson Paul.Both members of staff undertake Level 3 Safeguarding training. Marita Cunniffe (Inclusion Leader) is the Designated Teacher for Children Looked After and Previous Children Looked After.

The Nominated Governors for Child Protection are Adam Makepeace and Anna-Louise Lawson. The role of the Nominated Governor is to meet regularly with the DSL to monitor that appropriate policies and procedures are in place and that they are being implemented correctly. Compliance with the policy will be monitored by the DSL and through staff performance measures.

POLICY CONTENTS

1 / Introduction / 4
2 / Statutory Framework / 4
3 / The Designated Safeguarding Lead / 5
4 / The Governing Body / 8
5 / Records and Monitoring / 8
6 / Supporting Children / 8
7 / What to do when you are worried about a child in Kingston or Richmond / 9
8 / Specific Safeguarding Issues / 13
9 / Whistle Blowing / 17
10 / Allegations Involving School Staff/Volunteers / 17
11 / Safer Recruitment / 19
12 / Single Central Record / 22
Appendix 1 / LSCB Procedures / 25
Appendix 2 / Staff Code of Conduct / 25
Appendix 3 / “Keeping Children Safe in Education” DFE July 2015 / 30
Appendix 4 / Safeguarding Reporting Proforma / 30
Appendix 5 / Positive Behaviour Management Policy / 31
Appendix 6 / Flow Chart 1 / 45
Appendix 7 / Flow Chart 2 / 46
Appendix 8 / Multi Agency Statutory Guidance on FGM / 46
Appendix 9 / Whistle Blowing Policy / 47
Appendix 10 / Flow Chart 3 / 51
Appendix 11 / Flow Chart 4 / 52
Appendix 12 / Recruitment – required documents and checks / 53

1. INTRODUCTION

At Hampton Wick Infant and Nursery School, we ignite and expand children’s passion for lifelong learning through superb inspiring teaching, and wider enriching experiences.

We are here to serve the local and wider community by providing a welcoming, supportive, safe and caring environment where all children thrive academically and socially and where the stimulating, aspirational learning ethos reflects high expectations.

We recognise that safeguarding is everyone’s responsibility. This policy applies to all children, staff, governors, visitors and volunteers in the school. This policy is reviewed on an annual basis. There are five main elements to our policy:

We recognise that because of the day-to-day contact with children, school staff are well placed to observe the outward signs of abuse. Staff are in a position to identify concerns early and provide help to children to prevent things escalating.Our school will therefore:

  • Establish and maintain anenvironment where children feel secure, are encouraged to talk, and are listened to;
  • Ensure that children are taught about safeguarding including e-safety
  • Ensure children know that there are adults in the school whom they can approach if they are worried;
  • Include opportunities in the Personal Social Health Care Education curriculum for children to develop the skills they need to recognise and stay safe from abuse.

We will follow the procedures set out by the LSCB (London Safeguarding Children’s Board) (Appendix 1) and take account of all of the guidance issued by the DfE to safeguard children and promote their welfare. Staff members working with children are advised to maintain an attitude of ‘it could happen here’ where safeguarding is concerned.

2. STATUTORY FRAMEWORK

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

  • The Children Act 1989
  • The Children Act 2004
  • Education Act 2002 (section 175)
  • The Education (Pupil Information) (England) Regulations 2005
  • The London Child Protection Procedures (2014)
  • Keeping Children Safe in Education (DFE 2016) Including PART 1.
  • Keeping Children Safe in Education: information for all school and college staff (DFE 2016) – ANNEX B
  • Working Together to Safeguard Children (DfE 2015)

Working Together to Safeguard Children (DfE 2015) requires all schools to follow the procedures for protecting children from abuse; this has been established by Kingston and Richmond Safeguarding Children Boards under which we operate.

As a school we are also expected to ensure we have appropriate procedures in place for responding to situations in which we believe that a child has been abused or are at risk of abuse; we are also expected to have procedures in place should a member of staff be accused of, or suspected of, abuse. As a school we will ensure that those groups or individuals who hire and / or use our building or grounds inside or outside of our school hours, follow the local child protection guidelines and are aware of their duties, if children or vulnerable adults are using the building or grounds.

Furthermore, Keeping Children Safe in Education (DfE September 2016) places the following responsibilities on all schools:

Legislation, the Law and Safeguarding Policies

  • Governing Bodies must ensure that they comply with their duties under legislation. They must have regard to Keeping Children Safe in Education (September 2016) and to ensure that policies, procedures and training are effective and comply with the law at all times
  • Schools should have a senior board level (or equivalent) lead to take leadership responsibility for the organisation’s safeguarding arrangements
  • Governing Bodies should ensure that there are appropriate polices in place in order for appropriate action to be taken in a timely manner to safeguard and promote children’s welfare. This is to include an effective Child Protection Policy (i.e., this policy) and a Staff Code of Conduct Policy (See Appendix 2) which includes acceptable use of technologies including social media
  • Part One of Keeping Children Safe in Education (September 2016) (See Appendix 3) is to be provided for staff along with the role of the DSL which is reflected in this policy
  • Schools should be aware of and follow the procedures established by the Safeguarding Children Board
  • Staff should be alert to signs of abuse and know to whom they should report any concerns or suspicions
  • Schools should have procedures (of which all staff are aware) for handling suspected cases of abuse of pupils, including procedures to be followed if a member of staff is accused of abuse, or suspected of abuse
  • Governing Bodies should put in place appropriate safeguarding responses to children who go missing from education, particularly on repeat occasions
  • A senior board level school person (or equivalent, referred to in ‘Keeping Children Safe in Education (DfE September 2016) as Designated Safeguarding Lead') should have responsibility for co-ordinating action within the school and liaising with other agencies. This should be explicit in the post-holder’s job description (see Appendix 3 – Annex B)
  • The DSL should undergo updated child protection training every 2 years and refresh skills and knowledge at least annually

The document “Keeping Children Safe in Education” DfE September 2016 must be read in conjunction with this policy. (See Appendix 3). All staff are required to read Part One: Safeguarding Information for All Staff.

3. THE DESIGNATED SAFEDUARDING LEAD (referred to in ‘Keeping Children Safe in Education DfE, September 2016)

Governing Bodies should appoint an appropriate senior member of staff from the school leadership team to the role of DSL who takes lead responsibility for safeguarding and child protection. As previously stated, this should be explicit in the role-holder’s job description. Any deputy DSLs must be trained to the same standard as the DSL. Whilst the activities of the DSL can be delegated to appropriately trained deputies, the ultimate lead responsibility for safeguarding remains with the DSL.

The Designated Safeguarding Lead (DSL) for Child Protection in this school is:

Victoria Read Deputy Headteacher (DSL)

Heidi Johnson Paul – Headteacher (Deputy DSL)

The Designated Teacher for Looked After Children is Marita Cunniffe, Inclusion Leader

The broad areas of responsibility for the Designated Safeguarding Lead are:

Managing Referrals

This school recognises that it is an agent of referral and not of investigation. The DfE has clear guidelines on what schools, colleges, Governing Bodies and LAs should do if they suspect that a child has been abused. It is not, however, the responsibility of teachers and other staff in schools to investigate suspected abuse. They should not take action beyond that agreed in the procedures established by their Local Safeguarding Children Board (LSCB). The DSL is responsible for referring cases of suspected abuse or allegations to the relevant investigating agencies according to the procedures established by their local LSCB andLA. The Headteacher or Chair of Governors must also be able to deal with allegations made against members of staff.

The DSL is expected to refer all cases of suspected abuse to the Single Point of Access (SPA) team 020 8891 7969 and work in line with statutory guidance ‘Working Together to Safeguard Children’ as well as procedures and practice of the local authority as part of inter-agency safeguarding procedures set up by the LSCB.

Working with Others

The DSL is expected to

* liaise with the Headteacher to inform her of issues especially ongoing enquiries under section 47 of the Children Act 1989 and police investigations

  • Police (cases where a crime may have been committed).
  • Liaise with the Headteacher to inform him or her of issues
  • Liaise with the case manager for child protection concerns
  • Liaise with staff on matters of safety and safeguarding and when deciding whether to make a referral by liaising with relevant agencies
  • Provide a coordinated offer of early help when additional needs of children are identified and contribution to inter-agency plans to provide additional support to children subject to children protection plans
  • Recognise the importance of information sharing between professionals and local agencies

Training

DSLs and Deputy DSLs must undergo training to provide them with knowledge and skills to carry out the role. This training should be updated every two years and at least annually, knowledge and skills should be refreshed through professional development such as reading bulletins and updated documents.They should:

  • Have received training in how to identify abuse and know when it is appropriate to refer a case, together with having a working knowledge of how LSCBs operate and the conduct of a child protection case conference and be able to attend and contribute to these when required;
  • Attend any relevant or refresher training courses and then ensure that any new or key messages are passed to other staff, volunteers and governors;
  • Make themselves (and any deputies) known to all staff, volunteers and Governors(including new starters and supply teachers) and ensure those members of staff have had training in child protection. This should be relevant to their needsto enable themto identify and report any concerns to the DSL immediately.

Training is necessary 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;
  • 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 regards to the requirements of the Prevent Duty and able to provide advice and support to staff on protecting children from 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 or college may put in place to protect them;

Raising Awareness

The DSL should:

  • Ensure the school’s child protection policies are known, understood and used appropriately
  • Ensure the school’s child protection policy is reviewed annually (as a minimum) 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 school in this
  • Ensure that safeguarding contact details will be kept prominently displayed in the school to ensure that all staff, children and parents have unfettered access to safeguarding support. The policy will be available as a hard copy, as required, including in staff areas.
  • 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 school, 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 via secure transit USO-FX

Availability of DLS or Deputy DSL

In term time, the DLS or Deputy DLS should always be available during school hours to discuss any safeguarding concerns

4. THE GOVERNING BODY

The Headteacher, DSL and Nominated Governor will provide an annual report to the Governing Body detailing any changes to policy and procedures, and key school safeguarding data, such as serious incidents, numbers of children looked after or subject to child protection plans, and details of any allegations made against staff or volunteers, and subsequent action, permanent or temporary exclusions, children missing education, or those with concerning attendance records. The report should include an understanding of the special needs of students and matters of diversity and ethnicity.

5. RECORDS AND MONITORING

Well-kept records are essential to good child protection practice. Our school is clear about the need to record any concerns held about a child, the status of such records and when copies of these records should be passed to other agencies.

Any member of staff receiving a disclosure of abuse or noticing indicators of neglect must make an accurate record as soon as possible, noting what was said or seen, putting the event into context, and giving the date, time and location. SeeAppendix 4 for Reporting Pro Forma All records will be signed and dated and will include the action and advice taken, including any differences of opinion. Where needed, this should be presented to the DSL. A referral should be made to the Single Point of Access (SPA) team 020 8891 7969.

Any files notes should be kept in a confidential place in chronological order (separate to pupil records) with the DSL, Victoria Read. All child protection records are stored securely and confidentially and will be retained for 5 years after the last entry. If a pupil transfers from the school, these files will be copied and forwarded to the pupil’s new education setting, marked “confidential” and for the attention of the receiving school’s DSL.

Sensitive information between agencies and schools should be done via USO-FX secure digital transfer.

6. SUPPORTING CHILDREN

It is the responsibility of the Designated Safeguarding Lead (DSL) to ensure that the school is represented at, and a report is submitted to, child protection conferences, child in need meetings, strategy meetings, core group meetings, and looked after children reviews. See Appendix 4 for a report proforma. Whoever attends should be fully briefed on any issues or concerns. The school will commit to regular liaison with other professionals and agencies who support families and a commitment to honest and open communication with families.