Level 2 Safeguarding Training for Schools 2017 / 18 Keeping Children Safe in Education

1. Level 2 Safeguarding Training for Schools 2017 / 18 Keeping Children Safe in Education August 2017

2. What is safeguarding?

3. Safeguarding and promoting the welfare of children is defined in Keeping Children Safe in Education (DfE, 2016) 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”

4. Child Protection Anti Bullying Policies Staff Conduct Curriculum Safeguarding Safeguarding Attendance Managing Allegations Against Staff Behaviour Management A “Listening” School Health and Safety Building Design Safe Recruitment and Selection

5. government introduced the concept of ‘safeguarding children’ in 2004/05 Safeguarding’ much broader concept (than child protection) based around preventing children / young people from being harmed – focus upon promoting the child / young person’s welfare Child Protection is part of safeguarding and promoting welfare. It refers to activity undertaken to protect specific children identified as either suffering or at risk of suffering significant harm as a result of abuse or neglect. It is only multi-agency working which effectively safeguards children

6. The Essex Safeguarding Children Board (ESCB): • Statutory multi-agencyorganisation - Children Act 2004 required every local authority to set up a Local Safeguarding Children Board • Aim is to improve outcomes for children by co-ordinatingthe work of local agencies to safeguard and promote the welfare of children • Links with Southend and Thurrock (SET procedures – ESCB, September 2017) • There are school representatives on the Board and the Safeguarding Adviser to Schools is an adviser to the Board

7. SET Procedures 2017ESCB

8. SET Procedures (2017) The Southend, Essex and Thurrock (SET) Procedures set out how agencies and individuals should work together to safeguard and promote the welfare of children and young people Underpinned by Working Together to Safeguard Children (March 2015) - two key principles: • Safeguarding is everyone's responsibility: for services to be effective each individual and organisation should play their full part; • A child centred approach: for services to be effective they should be based on a clear understanding of the needs and views of children.

9. SET Procedures (2017) Schools should implement their duty to safeguard and promote the welfare of their pupils under the Education Act 2002 by having a Safeguarding policy that demonstrates how the school will: Create and maintain a safe learning environment for children by having arrangements in place to address a range of issues, Contribute to safeguarding and promoting the welfare of children through the curriculum, by developing children’s understanding, awareness, and resilience; Identify where there are child welfare concerns and take action to address them, in partnership with other agencies where appropriate.

10. SET Procedures (2017) Schools should ensure that they designate a member of the Senior Leadership team who has been appropriately trained to take overall responsibility for the Safeguarding arrangements within the school The designated lead should ensure that all staff in the school are aware of the indicators of abuse, changes in behaviour that give rise to concern or the failure of a child to develop, and that reporting arrangements in these circumstances are in place

11. SET Procedures (2017) The designated lead should ensure that appropriate staff are competent to work in partnership with the local authority children’s social care by: Contributing to the assessment of a child's needs; Implementing agreed actions to meet those needs The designated lead should ensure that the school’s system for recording concerns or files relating to Child Protection processes for individual children are kept safely and securely and appropriately transferred at time of transition from one school to another

12. SET Procedures (2017) • Part A – Section 7: Allegations against staff or volunteers, who work with children • Part B – Section 2.3.5: Designated safeguarding children lead • Part B – Section 2.11.20: Schools and further education institutions • Part B – Section 3: Sharing information • Part B – Section 6.1: Managing work with families where there are obstacles and resistance • Part B – Section 11: Professional Conflict Resolution • Part B – Section 12.1.1: Safer recruitment

13. SET Procedures (2017) • Part B – Section 21: Children not attending school • Part B – Section 24: CSE • Part B – Section 32: Children harming others • Part B – Section 33: Bullying • Part B – Section 35: Self-harming and suicidal behaviour • Part B – Section 36.10: Foreign exchange visits • Part B – Section 40: Child Abuse linked to faith or culture • Part B4 - appendices

14. Keeping Children Safe in Education (DfE, September 2016)

15. Keeping Children Safe in Education (DfE, September 2016) “Schools and colleges and their staff form part of the wider safeguarding system for children” Should be read in conjunction with Working Together to Safeguard Children (HMG, 2015) and SET Procedures (ESCB, 2017) 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

16. Keeping Children Safe in Education (September 2016) Guidance applies to governing bodies, proprietors and management committees Above persons should ensure that ALL STAFF read at least Part 1 (including Annex A – p.51) and that mechanisms are in place to assist staff to understand and discharge their role and responsibilities Annex B (p.58) – ‘Role of the designated safeguarding lead’

17. Role of school staff All staff have a responsibility to provide a safe environment in which children can learn All staff should be prepared to identify children who may benefit from early help All staff should be aware of systems within their school which support safeguarding and these should be explained to them as part of staff induction. This includes: - Child Protection Policy - Staff Behaviour Policy (sometimes called a code of conduct) - The role of the designated safeguarding lead .

18. Role of school staff All staff should receive appropriate safeguarding and child protection training which is regularly updated. In addition, all staff members should receive safeguarding and child protection updates (as required but at least annually) All staff should be aware of the early help process, and understand their role in it All staff should be aware of the process for making referrals to children’s social care

19. Role of school staff All staff should know what to do if a child tells them they are being abused All staff should be aware of the signs of abuse and neglect so they are able to identify children who may be in need of help or protection Staff members are advised to maintain an attitude of ‘it could happen here’ Staff members should always act in the best interests of the child

20. What staff should do if concerned about a childComplete a pink form There should be a conversation with the DSL to agree a course of action, although any staff member can make a referral to children’s social care. If, after referral, the child’s situation does not appear to be improving, the DSL or person who made the referral should press for reconsideration to ensure concerns have been addressed Anyone can make a referral where there is a risk of immediate danger or harm

21. Role of school staff Record keeping – all concerns, discussions and reasons for decisions should be recorded PINK FORM Concerns about another member of staff should be referred to the Headteacher (or to the Chair of Governors if concerns are about Headteacher) All staff should feel able to raise concerns about poor or unsafe practice and potential failures in the safeguarding regime (appropriate whistleblowing procedures should be in place) https://www.gov.uk/whistleblowing

22. It is important for children to receive the right help at the right timeto address risks and prevent issues escalating. Research and Serious Case Reviews have repeatedly shown the dangers of failing to take effective action. Poor practice includes: • failure to act on and refer the early signs of abuse and neglect • poor record keeping • failure to listen to the views of the child • failure to re-assess concerns when situations do not improve • sharing information too slowly • a lack of challenge to those who appear not to be taking action

23. Abuse is… …a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. A child may be abused by an adult or adults or another child or children. Categories: • Physical • Emotional • Sexual • Neglect

24. Physical: May involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

25. forehead nose bony spine chin forearm elbow hip knee shin Common Sites For Accidental Injuryshow pink form body map

26. SKULL– fracture, bruising or bleeding under skull EYES - bruising, (particularly both eyes) EARS - Pinch or slap marks, bruising CHEEK/SIDE OF FACE - bruising, finger marks NECK -bruising, grasp marks MOUTH - torn frenulum UPPER & INNER ARM - bruising, grasp marks SHOULDERS - bruising, grasp marks CHEST - bruising, grasp marks Linear bruising. Outline of belt/buckles. Scalds/burns GENITALS - bruising BACK } BUTTOCKS } THIGHS } KNEES - grasp marks Common sites for non-accidental physical injury recordon pink body map

27. Emotional: The persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve: • conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. • seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.

28. Emotional: • not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate • age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction

29. Sexual: Involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.

30. Neglect: most common Persistentfailure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

31. Specific safeguarding issues: • bullying including cyberbullying • children missing education – and Annex A • child missing from home or care • child sexual exploitation (CSE) – and Annex A • domestic violence • drugs • fabricated or induced illness • faith abuse • female genital mutilation (FGM) – and Annex A • forced marriage - and Annex A • gangs and youth violence

32. Specific safeguarding issues: • gender-based violence / violence against women and girls (VAWG) • hate • mental health • missing children and adults strategy • private fostering • preventing radicalisation – and Annex A • relationship abuse • sexting • trafficking

33. Further information on Child Missing Education (CME): All children entitled to a full time education (suitable to their age, ability, aptitude and any SEN they may have) Missing from education is a potential indicator of abuse or neglect - school staff should follow procedures for unauthorised absence and for dealing with children that go missing from education. Report on pink form Schools should put in place appropriate safeguarding policies, procedures and responses for children who go missing from education, particularly on repeat occasions

34. Further information on CME: It is essential that all staff are alert to signs to look out for and the individual triggers to be aware of when considering the risks of potential safeguarding concerns such as travelling to conflict zones, FGM and forced marriage All schools must inform the local authority of any pupil who fails to attend school regularly, or has been absent without the school’s permission for a continuous period of 10 school days or more

35. Further information on Child Sexual Exploitation (CSE): Involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities unhealthy /healthy choices or exchange. Can take many forms ranging from the seemingly ‘consensual’ relationship where sex is exchanged for affection or gifts, to serious organised crime by gangs and groups There is an imbalance of power in the relationship

36. Further information on Female Genital Mutilation (FGM): A criminal offence in the UK – it is child abuse and a form of violence against women and girls Comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs Range of potential indicators - if staff have a concern they should activate local safeguarding procedures A mandatory reporting duty which requires specified professionals to report known cases of FGM in under 18s to the police.

37. Further information on preventing radicalisation: PREVENT Protecting children from risk of radicalisation should be seen as part of schools’ wider safeguarding duties - similar to protecting children from other forms of harm and abuse Specific background factors may contribute to vulnerability - often combined with specific influences such as family, friends or online, and with specific needs for which an extremist or terrorist group may appear to provide an answer Internet and social media a major factor in the radicalisation of young people

38. PREVENT As of July 2015, the Counter-Terrorism and Security Act (HMG, 2015) placed a new duty on schools and other education providers Under S. 26 of the Act, schools are required, in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty Schools expected to assess risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology

39. PREVENT Schools should be able to demonstrate: • a general understanding of the risks affecting children and young people in the area discuss what they are • a specific understanding of how to identify individual children who may be at risk of radicalisation and what to do to support them. • Tower Hamlets document Schools should have clear procedures in place for protecting children at risk of radicalisation record as a safeguarding concern pink form

40. PREVENT Schools must ensure children are safe from terrorist and extremist material when accessing the internet in schools Schools should ensure suitable filtering is in place Also important that schools teach pupils about online safety more generally School staff should understand when it is appropriate to make a referral to the Channel programme

41. What to do if a child discloses to you: DO DO NOT Promise confidentiality Ask leading questions Use your own words to describe something Investigate • Listen carefully • Make accurate notes (using the child’s words) - date and sign these • Reassure the child they have done the correct thing by telling you • INFORM THE DESIGNATED LEAD

42. Reporting, recording and referring concerns

43. All staff should be aware of systems which support safeguarding (includes Child Protection policy, Staff Behaviour policy and name of Designated Lead) • Any concerns should be raised with Designated Lead • All CP records relating to a child should be kept in a central location (locked, fire-proof filing cabinet) • It is good practice to review files regularly to scrutinize concerns logged - record the review process • How do staff report concerns and how are they recorded? • Is rationale for decisions / action recorded? • What happens then with the information? • Is there feedback to staff about their referral? • Has all appropriate action been taken?

44. Whistleblowing • Public Interest Disclosure Act 1998 • Must concern one of the 6 types of ‘qualifying disclosure’ • Must reasonably believe it is in the public interest • Must be raised initially with own line manager (or to more senior manager if concerns relate to line manager) • Any staff member can press for re-consideration of a case if they feel the child’s situation does not appear to be improving. They may refer their concerns to Social Care directly if they have concerns for the safety of a child*

45. Effective Support for Children and Families in Essex (ESCB, 2017) Effective Support for Children and Families in Essex (ESCB, 2017)

46. Essex Effective Support Windscreen

47. Effective Support for Children and Families in Essex – Universal (Level 1) All children who live in the area have core needs such as parenting, health and education – children are supported by their family and in universal services to meet all their needs

48. Effective Support for Children and Families in Essex – Additional (Level 2) Children and families with additional needs who would benefit from or who require extra help to improve education, parenting and / or behaviour, or to meet specific health or emotional needs or to improve material situation – examples of types of support at our school

49. Effective Support for Children and Families in Essex – Intensive (Level 3) Vulnerable children and their families with multiple needs or whose needs are more complex, such as children and families who: • Have a disability resulting in complex needs • Exhibit anti-social or challenging behaviour • Suffer neglect or poor family relationships • Have poor engagement with key services such as school and health • Are not in education or work long term examples of support at our school

50. Effective Support for Children and Families in Essex – Specialist (Level 4) • Children or young people who have suffered or are likely to suffer significant harm as a result of abuse or neglect • Children with significant impairment of function /learning and / or life limiting illness • Children whose parents and wider family are unable to care for them • Families involved in crime / misuse of drugs at a significant level • Families with significant mental or physical health needs