Updates to KCSiE 2018

1. Updates to KCSiE 2018 Dion Page-Hammond

2. KCSiE 2018 • Previously 76 pages, now 110 pages • Reworded and reformatted • Part 5: Child on child sexual violence and sexual harassment • Annex H: Table of substantive changes • The sections on multiagency working and information sharing may yet be updated further

3. Must and should Must: when the person in question is legally required to do something. Should: when the advice set out should be followed unless there is good reason not to.

4. Part 1: Information for all staff • Additions to the induction process: behaviour policy, responses to CME and the identity of the DSLs. (13) • Information about vulnerable groups and early help. (18) • Staff should act immediately to concerns, and not assume that a colleague will take action. (23-27) • Peer on peer: physical abuse, sexual violence and harassment, sexting and initiation/hazing rituals. (50) • Contextual safeguarding. (52)

5. Early Help: vulnerabilities (18) • Disabled and has specific additional needs; • Special educational needs (whether or not they have a EHCP); • Young carer; • Showing signs of being drawn in to anti-social or criminal behaviour; • Frequently missing/goes missing from care or from home; • Misusing drugs or alcohol themselves; • At risk of modern slavery, trafficking or exploitation; • In a family circumstance presenting challenges for the child, such as substance abuse, adult mental health problems or domestic abuse; • Returned home to their family from care; • Showing early signs of abuse and/or neglect; • At risk of being radicalised or exploited; • Privately fostered child.

6. Part 2: The management of safeguarding • Individual schools and colleges have an effective child protection policy. (57) • More than one emergency contact number for pupils. (57) • Transfer of files. (74 & 75) • The child protection policy on peer on peer abuse. (90) • Additional focus upon previously LAC and care leavers. (95 – 101) • The use of reasonable force. (103 – 105)

7. Part 3: Safer recruitment • Additional information and clarification about specific checks for specific types of people. • More detailed information to be provided through SCR training. • Where a school places a pupil with an alternative provision provider, the school continues to be responsible for the safeguarding of that pupil, and should be satisfied that the provider meets the needs of the pupil. Schools should obtain written confirmation. (174) • Please see handout for further detail

8. Part 4: Allegations of abuse against teachers and other staff • Unfounded: to reflect cases where there is no evidence or proper basis which supports the allegation being made. (189)

9. Part 5: child on child sexual violence and sexual harassment • Sexual violence and sexual harassment between children in schools and colleges: May 2018 • Reports are likely to be complex • Schools must make decisions on a case by case basis • Risk and needs assessments • Protect victim and alleged ‘perpetrator’ • Immediate actions and considerations • Proportionality • School based safeguarding risk reduction plan (Annex F of record keeping guidance) • Harmful sexual behaviours protocol for schools: September 2018

10. Annex A: Further information • Children and the court system • Children with family members in prison • Child criminal exploitation: county lines • Domestic abuse • Homelessness • Peer on peer abuse • Sexual violence and sexual harassment

11. Annex B: Role of the DSL • Lead responsibility for safeguarding and child protection (including online safety). • Relevant knowledge and up to date capability required to keep children safe whilst they are online at school or college; • Can recognise the additional risks that children with SEND face online, for example, from online bullying, grooming and radicalisation and are confident they have the capability to support SEND children to stay safe online; • Safeguarding files: receiving schools and colleges should ensure key staff such DSLs and SENCOs or the named person with oversight for SEN in colleges, are aware as required. • In addition to the child protection file, the DSL should consider if it would be appropriate to share any information with the new school in advance of a child leaving. For example, information that would allow the new to continue supporting victims of abuse and have that support in place for when the child arrives.

12. Annex C: Online Safety • Content, Contact, Conduct • Education for a connected world framework • Reviewing: 360 safe website • Online safety in schools and colleges: Questions for the governing body

13. Annex E: Host families • Enhanced DBS to be obtained for all adults in host families.

14. Induction • Issue and explain the safeguarding and child protection policy and ensure that the member of staff has read it • Issue and explain the behaviour policy and ensure that the member of staff has read it • Issue and explain the staff behaviour policy/code of conduct and ensure that the member of staff has read it • Issue and explain the policy/guidance which includes the safeguarding response to children who go missing from education and ensure the member of staff has read it • Explain the role of the designated safeguarding lead (DSL) (including the identity of the DSL and any deputies) • Issue Part One and Annex A of KCSiE 2018 and ensure that the member of staff has read and understood them • Any necessary child protection and safeguarding training (including online safety) has been booked and completed

15. Use of reasonable force • The behaviour policy specifies the school’s approach to physical intervention and the use of reasonable force. • Where the school has identified they may use positive handling, relevant staff have received appropriate training in relation to behaviour risk assessment, de-escalation and positive handling. • Where the school has identified they may use positive handling there is an appropriate secure method of recording incidents of restraint. Advice and strategies around managing children with challenging behaviour East Sussex Positive Handling/Use of Reasonable Force Guidance: Spring 2016 • Positive handling training must be BILD accredited.

16. Peer on peer abuse The child protection policy must include: (90) • procedures to minimise the risk of peer on peer abuse; • how allegations of peer on peer abuse will be recorded, investigated and dealt with; • clear processes as to how victims, perpetrators and any other child affected by peer on peer abuse will be supported; • a clear statement that abuse is abuse and should never be tolerated or passed off as “banter”, “just having a laugh” or “part of growing up”; • recognition of the gendered nature of peer on peer abuse (i.e. that it is more likely that girls will be victims and boys perpetrators), but that all peer on peer abuse is unacceptable and will be taken seriously; and • the different forms peer on peer abuse can take, such as: physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm; sexting and initiation/hazing type violence and rituals.

17. Next steps for SLES Update: • Safeguarding and child protection policy • Staff code of conduct • Safeguarding audit and governor checklist • Contractors letters • All training programmes: DSL, SCR, WSST and governors • Online safety policy • Harmful sexual behaviours protocol for schools: September 2018 • Alternative provision provider letter • SCR checklist • DSL network meetings: Peer on peer abuse, use of reasonable force, record keeping • Additional end of year DSL newsletter

18. Next steps for DSLs • Update/adopt policies as necessary • Update induction program and checklist • Update WSST • Obtain at least two emergency contacts for pupils • Seek reassurances from alternative provision • Update safer recruitment practice as necessary