Child Protection Training

1. Child Protection Training Drapers Mills Primary School

2. To grow and develop to their full potential, children need to be: • loved and nurtured • fed and clothed • maintained in good health • protected from harm • protected from exploitation …/ more

3. To grow and develop to their full potential, children need to be: • given opportunities to learn • shown acceptable behaviour • guided towards self-control • valued as individuals

4. Physical damage Emotional damage Psychological damage Developmental delays Learning difficulties Perpetuation of abuse HIV infection Other STO Pregnancy CHILD PROTECTIONEffects of Abuse

5. IN SCHOOL: the 3 Ps • Promote Welfare - • Work in ways which are not abusive • Respect/dignity/seeking children’s views and taking them into account • Prevent Abuse - }enable young people • Curriculum activities } to say “No” • One-to-one relationships }

6. Protect from Abuse - • Procedures for responding to abuse • School policy which is consistent with others (bullying, sex education) • System for reporting/referring suspected abuse • Understanding of children in need abuse • Training in recognition of abuse for staff and role of DCPC

7. Categories of Abuse & Neglect(Taken from “Working Together” and ChiN/CP Procedures - Section 6.3 Physical Abuse Physical Abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to the child. Physical or apparent harm may also be caused when a parent or carer feigns the symptoms of, or deliberately causes ill health to a child whom they are looking after. This situation is commonly described using terms such as factitious illness by proxy or Munchausen syndrome by proxy.

8. Categories of Abuse & Neglect(Taken from “Working Together” and ChiN/CP Procedures - Section 6.3 Emotional Abuse Emotional Abuse is the persistent emotional ill-treatment of a child such as to cause severe and persistent adverse affects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may feature age or developmentally inappropriate expectations being imposed on children. It may involve 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 ill-treatment of a child, although it may occur alone.

9. Categories of Abuse & Neglect(Taken from “Working Together” and ChiN/CP Procedures - Section 6.3 Sexual Abuse Sexual Abuse involves forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative (ie rape or buggery) or non-penetrative acts. They may include non-contact activities, such as involving children in looking at, or the production of, pornographic material, or watching sexual activities, or encouraging children to behave in sexually inappropriate ways.

10. Categories of Abuse & Neglect(Taken from “Working Together” and ChiN/CP Procedures - Section 6.3 Neglect Neglect is the persistent failure 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. It may involve a parent or carer failing to provide adequate food, shelter and clothing, failing to protect a child from physical harm or danger, or the failure to ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to a child’s basic emotional needs.

11. Physical Abuse Alerting Signs Unusual injuries Unexplained injuries Changing explanations Unlikely explanations

12. Changes in Behaviour waryafraidfearful withdrawnsadacting out aggressiveregression

13. Injuries bruises cuts scratches welts bites burns scalds pinch marks broken bones

14. Sites face body buttocks thighs arms legs IS THE SITE OF THE INJURY UNUSUAL

15. Shape Injury reflects shape of weapon used: belt stick buckle hand iron Timing? After weekends or holidays

16. Emotional Abuse • Associated with all other forms of abuse • Indicators • not growing; not putting on weight • developmental delays • emotionally “stunted” • compliant or demanding • withdrawn or acting-out • poor relationships

17. Sexual Abuse • Indicators • Injury to genital or anal area bruising, bleeding, swelling, pain or walking or sitting, refusal to undress or go to toilet; wetting, soiling • Evidence of sexually transmitted disease; vaginal discharge, anal warts • Inappropriate sexual knowledge or behaviour for age • Pregnancy

18. Suspicious Behaviours • sexualised behaviour • bizarre behaviour • eating disturbances • withdrawal • acting out, aggression • regression, wetting, soiling • fall off in school progress • substance abuse • fire raising • suicide

19. Indicators unkempt dirty inappropriately dressed always late misses appointments unsupervised Behaviour sad, tired, listless low self-esteem poor relationships Neglect

20. Child Protection Identifying Abuse No one indicator Most indicators could also be indicators of other things Need to eliminate other obvious causes Context/circumstances important Two heads are better than one

21. Child Protection Procedures In School

22. As a member of staff in any school you must • Know who your Child Protection Coordinator is; • Refer any concerns to them; • Write down any disclosures made to you with diagrams if necessary • Ask NO leading questions and NOT attempt any sort of investigation

23. Jigsaw - The School Picture

24. Revised Child In Need/Child Protection Procedures 2001 …procedures for responding to incidents and allegations of abuse are now clearly located within the context of responding to children in need. It is intended that the child protection process be incorporated within a comprehensive policy and procedure for all children in order to ensure that responses:

25. are based on thorough and sensitive assessment of the needs of children and their families • AND • are justified and proportionate to the circumstances

26. Health Basic Care Education Ensuring Safety Emotional & Behavioural Development Emotional Warmth CHILD Safeguarding and promoting welfare Stimulation Identity Family & Social Relationships Guidance & Boundaries Selfcare Skills Stability

27. REMEMBER The Welfare of the Child is Paramount Thank you for your time. The next slide is a printable certificate

28. This is to certify that__________ Has watched the Basic Child Protection Presentation and therefore has an understanding of the key elements of Child Protection Training Date _________ Drapers Mills Primary School