Child Protection Policy
Introduction
The purpose of this document is to outline the responsibilities and procedure for dealing with
concerns over child protection issues, to safeguard and promote the welfare of children in our
care.
This policy applies to all staff, governors and volunteers working in the school.
AIMS
Through our child protection policy we aim to:
▪
Promote the welfare of children and protect them from harm
▪
Support children who give rise to any concern about their care and/or protection;
▪
Raise awareness of child protection issues amongst adults working in the school;
▪
Provide staff with a sensitive and rapid route to accessing help and support, through the
implementation of clear procedures for identifying and reporting cases, or suspected
cases, of abuse;
▪
Support pupils who have been abused in accordance with their agreed child protection
plan;
▪
Establish a safe environment in which children can learn and develop the skills needed to
help keep them safe;
▪
Work sensitively with parents/carers at all times.
PROCEDURES
We recognise that because of their day-to-day contact with children, school staff are well
placed to observe the outward signs of abuse. (Examples of types of child abuse and their
symptoms are set out at Appendix 1.) The school will therefore:
▪
Establish and maintain an environment where children feel secure, are encouraged to
talk, and are listened to;
▪
Ensure children know that there are adults in the school whom they can approach if they
are worried;
▪
Include opportunities in the PSHE (Personal, Social and Health Education) curriculum for
children to develop the skills they need to recognise and stay safe from abuse.
We will respond to the risk of abuse of pupils from any source. Where that abuse is from other
children, the victim will need to be protected while the alleged abusers will also need investigation,
support and management. Abusers may well have suffered abuse themselves but their abuse of
others will need to stop and all victims be protected. School will refer all cases where there is risk
of harm to children, even when the alleged abuser is another child.
We will follow the procedures detailed by the Local Safeguarding Children Board and the
guidance issued by the Department for Education: “Working together to Safeguard Children”
(2015) and “Keeping Children Safe in Education” (2015) to:
▪
Ensure that all staff (including temporary and support staff and volunteers) are aware that
child protection incidents could happen anywhere and are alert to possible concerns being
raised in this school;
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▪
Ensure we have a Designated Lead with responsibility for Child Protection who has
received appropriate training and support for this role – Amandeep Tamber;
▪
Ensure we have a nominated governor responsible for child protection – Catherine Barlen;
▪
Ensure every member of staff (including temporary and supply staff and volunteers) and
governing body knows the name of the Designated Lead responsible for child protection
and their role;
▪
Ensure all staff and volunteers understand their responsibilities in being alert to the signs
of abuse and responsibility for referring any concerns to the Designated Lead responsible
for child protection;
▪
Ensure all staff are also aware that they may raise concerns directly with Children’s Social
care services;
▪
Ensure that parents have an understanding of the responsibility placed on the school and
staff for child protection by setting out its obligations in the parent handbook/prospectus;
▪
Make parents aware of our policy through its publication on the school website;
▪
Notify social services if there is an unexplained absence of one day of a pupil who is on
the child protection register;
▪
Develop effective links with relevant agencies and co-operate as required with their
enquiries regarding child protection matters including attendance at case conferences;
▪
Keep written records of concerns about children, even where there is no need to refer the
matter immediately;
▪
Ensure all records are kept securely, separate from the main pupil file, and in locked
locations;
▪
Follow procedures where an allegation is made against a member of staff or volunteer;
▪
Ensure safe recruitment practices are always followed (Safer Recruitment policy).
Related School Policies
The following policies are related:


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
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Safeguarding
E-Safety
Whistle blowing
Health and Safety, including First Aid
Equalities
RESPONDING TO DISCLOSURES OF ABUSE
All staff have a duty to recognise safeguarding concerns. Accordingly all concerns regarding
the welfare of pupils will be recorded and discussed with the Designated Lead with
responsibility for child protection, Amandeep Tamber, or in her absence Simon Prebble. If
both the above are absent the most senior member of staff on site must be informed (see
Appendix 2). Allegations of child abuse must always be given the highest priority and referred
immediately.
Miss Tamber, in consultation with the Headteacher where necessary, will decide on an
appropriate course of action. All staff may however raise concerns directly with Children’s
Social Care services.
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Staff must immediately report:
▪
▪





▪
▪
any suspicion that a child is injured, marked, or bruised in a way which is not really
attributable to the normal knocks or scrapes received in play;
any explanation given which appears inconsistent or suspicious;
any behaviours which give rise to suspicions that a child may have suffered harm
(e.g. worrying drawings or play);
any concerns that a child may be suffering from inadequate care, ill treatment, or
emotional maltreatment;
any concerns that a child is presenting signs or symptoms of abuse or neglect;
any significant changes in a child’s presentation, including non-attendance;
any hint of disclosure of abuse from the child themselves, or another person;
concerns about pupil on pupil abuse (including serious bullying);
any concerns regarding person(s) who may pose a risk to children (e.g. living in a
household with children present).
The Parent Support Adviser must refer patterns or trends in absence to the Designated Lead.
Supporting the child
If a child chooses to tell a member of staff about possible abuse, there are a number of things that
should be done to support the child. Staff will, wherever possible, elicit enough information to pass
on to the Designated Lead in order that she can make an informed decision about what to do next.
Staff will:
 listen to and take seriously any disclosure or information that a child may be at risk of
harm;
 try to ensure that the person disclosing does not have to speak to another member of
school staff;
 clarify the information;
 try to keep questions to a minimum and of an ‘open’ nature e.g. ‘Can you tell me what
happened ?’ rather than ‘Did x hit you?’;
 try not to show signs of shock, horror or surprise;
 not express feelings or judgements regarding any person alleged to have harmed the child;
 explain sensitively to the person that they have a responsibility to refer the information to
the Designated Lead, Miss Tamber, or in her absence the Headteacher - If both are
absent, Miss Bal or the most senior member of staff available must be informed;
 reassure and support the person as far as possible;
 explain that only those who ‘need to know’ will be told;
 explain what will happen next and that the person will be involved as appropriate.
 use the Incident form to complete a WRITTEN record (Appendix 3) – date, time, what the
child did, said, etc;
 It should be made clear to pupils that CONFIDENTIALITY CANNOT BE GUARANTEED IN
RESPECT OF CHILD PROTECTION ISSUES.
Action by the Designated Lead (or other senior person in their absence)
Following any information raising concern, the Designated Lead will consider:


Any urgent medical needs of the child;
Discussing the matter with other agencies involved with the family;
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

Consulting with appropriate persons e.g. Local Authority Designated Officer for
Safeguarding, Social Care;
The child’s wishes.
Then decide:
 Wherever possible, to talk to the parents, unless to do so may place the child at risk
of significant harm, impede any police investigation and/or place a member of staff
or others at risk;
 Whether to make a child protection referral to social care because a child is
suffering or is likely to suffer significant harm and if this needs to be undertaken
immediately;
OR
 Not to make a referral at this stage;
 If further monitoring is necessary;
 If it would be appropriate to undertake an assessment (e.g. Common Assessment
Framework) and/or make a referral for other services.
All information and actions taken, including the reasons for any decisions made, will be fully
documented. All referrals to social care will be accompanied by a standard referral form – see
Appendix 4.
ACTION FOLLOWING A CHILD PROTECTION REFERRAL
The Designated Lead or other appropriate member of staff will:






Make regular contact with the social worker involved to stay informed;
Wherever possible, contribute to the Strategy Discussion;
Provide a report for, attend and contribute to any subsequent Child Protection
Conference;
If the child/children are placed on a child protection plan, contribute to the plan and
attend Core Group Meetings and Review Child Protection Conferences;
Where in disagreement with a decision made e.g. not to apply Child Protection
Procedures, discuss this with the Local Authority Designated Officer for
Safeguarding or the manager of the Child Protection and Review unit;
Where a child on a child protection plan moves from the school or goes missing,
immediately inform the key worker in Social Care.
RECORDING AND MONITORING
It is essential that accurate records be kept where there are concerns about the welfare of a child.
These records should be kept in secure, confidential files, which are separate from the child’s
school records.
When there is suspicion of significant harm to a child and a referral is made, as much information
as possible should be given about the nature of the suspicions, the child and the family. Use of
previous records (if available) may prove to be particularly useful in this respect.
NB
Any referral to Social Services by telephone must be confirmed with the specified written
form and a copy kept on the confidential school file (another copy should be sent to the
designated Education Officer at the LA). A note must be made of the Duty Social Worker
and the time at which the call is made. If parents have not been informed about (or if they
have agreed to) the referral being made this must be reported to Social Services.
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All Child Protection documents will be retained in a ‘Child Protection’ file, separate from the
child’s main file. This will be locked away and only accessible to the Headteacher and designated
persons. These records will be copied and transferred to any school or setting the child moves to,
clearly marked ‘Child Protection, Confidential, for attention of Designated Lead Child Protection.’
The receiving school will be telephoned in advance to inform them that a confidential document is
being sent by recorded delivery or in person by the Designated Lead with responsibility for Child
Protection or the Parent Support Adviser. This applies to schools where a designated person is not
able to collect. Original copies will be retained until the child’s 25th birthday.
Some documents may be stored electronically but must be encrypted with a secure password
known only by the Headteacher, and Deputy Headteachers.
Reports may be needed for Child Protection Case conferences or the criminal/civil courts.
Consequently records and reports should be:
▪
▪
▪
▪
▪
factual (no opinions);
non-judgemental (no assumptions);
clear;
accurate;
relevant.
Monitoring
The Head Teacher will monitor that:
▪ the Single Central Record is kept up-to-date on a monthly basis;
▪ that CP data is reported to Governors termly.
The Senior Designated Person (Amandeep Tamber) will monitor that all child protection files are
up-to-date and include a complete chronology of documents.
The Safeguarding Governor will make termly visits to the school to monitor CP procedures and
policy.
The CP Policy will be reviewed annually.
ALLEGATIONS REGARDING PERSON(S) WORKING IN OR ON BEHALF OF THE SCHOOL
(INCLUDING VOLUNTEERS)
An allegation that is made against any person working in or on behalf of the school that he/she
has:
a. behaved in a way that has harmed a child or may have harmed a child;
b. possibly committed a criminal offence against or related to a child;
c. behaved towards a child/children in a way that indicates that he/she is unsuitable to work
with children,
must be properly investigated in line with agreed procedures.
Whilst we acknowledge such allegations may be false, malicious or misplaced, we also
acknowledge they may be founded.
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▪
Staff who hear an allegation against another member of staff, or have witnessed an
event of abuse against a staff member, should report the matter immediately to the
Designated Lead, Amandeep Tamber, and make a written record.
▪
The Designated Lead will take immediate steps to secure the safety of the children
and any urgent medical needs.
▪
The Designated Lead may need to clarify any information regarding the allegation,
however no person will be interviewed at this stage.
▪
The Designated Lead will consult with the Local Authority Designated Officer for
Safeguarding in order to determine if it is appropriate for the allegation to be dealt with by
the school or if there needs to be a referral to Social Care and/or the police for
investigation.
▪
Consideration will be given throughout to the support and information needs of
pupils, parents and staff.
▪
The Designated Lead will inform the Safeguarding Governor of any allegation.
▪
If the allegation is against the Headteacher, it should be taken directly to the Chair
of Governors who will liaise with the Safeguarding Governor.
THE ROLE OF THE DESIGNATED LEAD:
▪ To ensure that all staff know that the Designated Lead, Miss Tamber, is responsible for
Child Protection issues. In her absence, concerns should be reported to the Headteacher, if
both are absent report to Miss Bal or the most senior member of staff available.
▪ To refer promptly all cases of suspected child abuse to the local social services department
or the police child protection team. If a parent arrives to collect the child before the social
worker has arrived then it must be remembered that we have no right to prevent the
removal of the child. However, if there are clear signs of physical risk or threat, the Police
should be called.
▪ To maintain and update as necessary the Child Protection Monitoring List.
▪ To organise regular training on Child Protection within the School.
▪ To ensure Ealing’s procedures are followed.
▪ To co-ordinate action where child abuse is suspected.
▪ To facilitate and support the development of a whole school policy on Child Protection.
▪ To attend case conferences or nominate an appropriate member of staff to attend on her
behalf.
▪ Maintain records of case conferences and other sensitive information in a secure
confidential file and to disseminate information about the child only on a “need to know
basis”.
▪ Liaise with other agencies that support the pupil such as social services, Child and Adult
Mental Health Service, education welfare service and educational psychology service.
▪ To pass on records and inform the key worker when a child who is subject to a Child
Protection plan leaves the school. To raise staff awareness and confidence on child
protection procedures and to ensure new staff are aware of these procedures.
▪ To keep up to date with current practice by participating in training opportunities wherever
possible.
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THE ROLE OF GOVERNORS
Governing Body will ensure that:
▪ the school has child protection procedures in place that are in accordance with local
authority guidance and locally agreed inter-agency procedures, and the policy is made
available to parents on the school’s website or on request to the office for a hard copy;
▪ the school operates safer recruitment procedures and makes sure that all appropriate
checks are carried out on staff and volunteers who work with children;
▪ the school has procedures for dealing with allegations of abuse against staff and volunteers
that comply with guidance from the local authority and locally agreed inter-agency
procedures;
▪ a senior member of the school’s leadership team is designated to take lead responsibility for
child protection (and deputy);
▪ staff undertake appropriate child protection training;
▪ they remedy, without delay, any deficiencies or weaknesses regarding child protection
arrangements;
▪ the Chair of Governors is nominated to be responsible for liaising with the LA and /or partner
agencies in the event of allegations of abuse being made against the Headteacher;
▪ where services or activities are provided on the school premises by another body, the body
concerned has appropriate policies and procedures in place in regard to child protection
and liaises with the school on these matters where appropriate;
▪ they review their policies and procedures annually and provide information to the LA about
them and about how the above duties have been discharged.
SUPPORTING THE CHILD AND PARTNERSHIP WITH PARENTS
▪
▪
▪
▪
▪
We recognise that the child’s welfare is paramount, however good child protection
practice and outcome relies on a positive, open and honest working partnership with
parents/carers.
Whilst we may, on occasion, need to make referrals without consultation with
parents, we will make every effort to maintain a positive working relationship with them
whilst fulfilling our duties to protect any child.
We will provide a secure, caring, supportive environment for the child.
Children will be given a proper explanation (appropriate to age and understanding)
of what action is being taken on their behalf and why.
We will endeavour always to preserve the privacy, dignity and right to confidentiality
of the child and parents. The Designated Lead will determine which members of staff ‘need
to know’ personal information and what they ‘need to know’ for the purpose of supporting
and protecting the child.
INFORMATION FOR PARENTS/CARERS PUBLISHED IN THE PARENT HANDBOOK
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“Members of staff are expected to report concerns regarding child protection issues to the
designated person for child protection or in her/his absence the Headteacher, who will then decide
whether to refer to Social Services. In addition, all staff may raise concerns directly with Children’s
Social Care services.”
REVIEW OF POLICY
Signature of Headteacher and Chair of Governors
------------------------------------------------Headteacher
------------------------------------------------Chair of Governors
Policy approved by Governing Body ---------------------------
The policy will be reviewed March 2017
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Appendix 1
TYPES OF CHILD ABUSE AND THEIR SYMPTOMS
Child abuse can be categorised into four distinct types, i.e.
1. Physical Abuse:
2. Sexual Abuse:
3. Emotional Abuse:
4. Neglect:
Grave Concern/at risk — this is not a distinct category but is dealt with separately.
A child can be at risk from any combination of the four categories.
These different types of abuse require different approaches. A child suffering from
physical abuse may be in immediate and serious danger. Action should, therefore, be
taken immediately. With other forms of abuse there is a need to ensure that adequate
information is gathered. There is also a need to make sure that grounds for suspicion
have been adequately investigated and recorded. The need to collate information must
be balanced against the need for urgent action. If there are reasonable grounds for
suspicion then a decision to monitor the situation should only be taken after consultation.
A situation that should cause particular concern is that of a child who fails to thrive
without any obvious reason. In such a situation a medical investigation will be required to
consider the causes. Each of the categories will now be explored in more detail.
1. Physical Abuse:
This involves physical injury to a child, including deliberate poisoning, where there is
definite knowledge, or a reasonable suspicion, that the injury was inflicted or knowingly
not prevented.
Typical signs of Physical Abuse are:
 bruises and abrasions - especially about the face, head, genitals or other parts of the
body where they would not be expected to occur given the age of the child. Some types
of bruising are particularly characteristic of non-accidental injury, especially when the
child’s explanation does not match the nature of injury or when it appears frequently.
 slap marks — these may be visible on cheeks or buttocks.
 twin bruises on either side of the mouth or cheeks - can be caused by pinching or
grabbing, sometimes to make a child eat or to stop a child from speaking.
 bruising on both sides of the ear — this is often caused by grabbing a child that is
attempting to run away. It is very painful to be held by the ear, as well as humiliating
and this is a common injury.
 grip marks on arms or trunk - gripping bruises on arm or trunk can be associated
with shaking a child. Shaking can cause one of the most serious injuries to a child; i.e. a
brain haemorrhage as the brain hits the inside of the skull. X-rays and other tests are
required to fully diagnose the effects of shaking. Grip marks can also be indicative of
sexual abuse.
 black eyes – are mostly commonly caused by an object such as a fist coming into
contact with the eye socket. NB. A heavy bang on the nose, however, can cause
bruising to spread around the eye but a doctor will be able to tell if this has occurred.
 damage to the mouth – e.g. bruised/cut lips or torn skin where the upper lip joins the
mouth.
 bite marks
 fractures
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 poisoning or other misuse of drugs – e.g. overuse of sedatives.
 burns and/or scalds – a round, red burn on tender, non-protruding parts like the
mouth, inside arms and on the genitals will almost certainly have been deliberately
inflicted. Any burns that appear to be cigarette burns should be cause for concern.
Some types of scalds known as ‘dipping scalds’ are always cause for concern. An
experienced person will notice skin splashes caused when a child accidentally knocks
over a hot cup of tea. In contrast a child who has been deliberately ‘dipped’ in a hot
bath will not have splash marks.
2. Sexual Abuse:
The involvement of dependent, developmentally immature children and adolescents in
sexual activities they do not truly comprehend, to which they are unable to give informed
consent or that violate the social taboos of family roles. Typical signs of Sexual Abuse
are:
 a detailed sexual knowledge inappropriate to the age of the child.
 behaviour that is excessively affectionate or sexual towards other children or
adults.
 attempts to inform by making a disclosure about the sexual abuse often begin by the
initial sharing of limited information with an adult. It is also very characteristic of such
children that they have an excessive pre-occupation with secrecy and try to bind the
adults to secrecy or confidentiality.
 a fear of medical examinations.
 a fear of being alone — this applies to friends/family/neighbours/babysitters, etc.
 a sudden loss of appetite, compulsive eating, anorexia nervosa or bulimia
nervosa.
 excessive masturbation is especially worrying when it takes place in public.
 promiscuity
 sexual approaches or assaults - on other children or adults.
 urinary tract infections (UTI), sexually transmitted disease (STD) are all cause for
immediate concern in young children, or in adolescents if his/her partner cannot be
identified.
 bruising to the buttocks, lower abdomen, thighs and genital/rectal areas. Bruises may
be confined to grip marks where a child has been held so that sexual abuse can take
place.
 discomfort or pain particularly in the genital or anal areas.
 the drawing of pornographic or sexually explicit images.
3. Emotional Abuse:
The severe adverse effect on the behaviour and emotional development of a child caused
by persistent or severe emotional ill treatment or rejection. All abuse involves some
emotional ill treatment - this category should be used where it is the main or sole form of
abuse.
4. Neglect:
The persistent or severe neglect of a child (for example, by exposure to any kind of
danger, including cold and starvation) which results in serious impairment of the child’s
health or development, including non-organic failure to thrive. Persistent stomach aches,
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feeling unwell, and apparent anorexia can be associated with neglect. However, typical
signs of Neglect are:
 Underweight — a child may be frequently hungry or pre-occupied with food or in the
habit of stealing with the intention of procuring food. There is particular cause for
concern where a persistently underweight child gains weight when away from home, for
example, when in hospital or on a school trip. Some children also lose weight or fail to
gain weight during school holidays when school lunches are not available and this is a
cause for concern.
 Inadequately clad - a distinction needs to be made between situations where children
are inadequately clad, dirty or smelly because they come from homes where neatness
and cleanliness are unimportant and those where the lack of care is preventing the child
from thriving.
Neglect is a difficult category because it involves the making of a judgement about the
seriousness of the degree of neglect. Much parenting falls short of the ideal but it may be
appropriate to invoke child protection procedures in the case of neglect where the child’s
development is being adversely affected.
Grave Concern/at risk:
This is not a separate category of child abuse as such but covers a number of situations
where a child may be at risk. Children whose situations do not currently fit the above
categories but where social and medical assessments indicate that they are at significant
risk of abuse. Grave concern may be felt where a child shows symptoms of stress and
distress (see below) and any of the following circumstances apply:
 there is a known child abuser in the family;
 another child in the family is known to have been abused;
 the parents are involved with pornographic material to an unusual degree;
 there is an adult in the family with a history of violent behaviour;
 the child is exposed to potential risk or exploitation via the Internet e.g. pornographic
material or chat rooms.
The Symptoms of Stress and Distress:
When a child is suffering from any one or more of the previous four ‘categories of abuse’,
or if the child is ‘at risk’, he/she will nearly always suffer from/display signs of stress and
distress.
An abused child is likely to show signs of stress and distress as listed below:
 a lack of concentration and a fall-off in school performance;
 aggressive or hostile behaviour;
 moodiness, depression, irritability, listlessness, fearfulness, tiredness, temper tantrums,
short concentration span, acting withdrawn or crying at minor occurrences;
 difficulties in relationships with peers;
 regression to more immature forms of behaviour, e.g. thumb sucking;
 self-harming or suicidal behaviour;
 low self-esteem;
 wariness, insecurity, running away or truancy - children who persistently run away from
home may be escaping from sexual physical abuse;
 disturbed sleep;
 general personality changes such as unacceptable behaviour or severe attention
seeking behaviour;
 a sudden change in school performance.
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Parental Signs of Child Abuse:
Particular forms of parental behaviour that could raise or reinforce concerns are:
 implausible explanations of injuries;
 unwillingness to seek appropriate medical treatment for injuries;
 injured child kept away from school until injuries have healed without adequate reason;
 a high level of expressed hostility to the child;
 grossly unrealistic assumptions about child development;
 general dislike of child-like behaviour;
 inappropriate labelling of child’s behaviour as bad or naughty;
 leaving children unsupervised when they are too young to be left unattended.
Additional Types of Abuse
Further information on Child Sexual Exploitation and Female Genital Mutilation
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. Sexual exploitation 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. What marks out exploitation is an imbalance of
power in the relationship. The perpetrator always holds some kind of power over the victim
which increases as the exploitative relationship develops. Sexual exploitation involves
varying degrees of coercion, intimidation or enticement, including unwanted pressure from
peers to have sex, sexual bullying including cyberbullying and grooming. However, it also
important to recognise that some young people who are being sexually exploited do not
exhibit any external signs of this abuse.
Female Genital Mutilation (FGM): professionals in all agencies, and individuals and groups
in relevant communities, need to be alert to the possibility of a girl being at risk of FGM, or
already having suffered FGM. There is a range of potential indicators that a child or young
person may be at risk of FGM, which individually may not indicate risk but if there are two
or more indicators present this could signal a risk to the child or young person. Victims of
FGM are likely to come from a community that is known to practise FGM. Professionals
should note that girls at risk of FGM may not yet be aware of the practice or that it may be
conducted on them, so sensitivity should always be shown when approaching the subject.
Warning signs that FGM may be about to take place, or may have already taken place,
can be found in the DFE’s Multi-Agency Practice Guidelines on FGM. Staff should activate
local safeguarding procedures, using existing national and local protocols for multi-agency
liaison with police and children’s social care
Radicalisation and Extremism
Radicalisation refers to the process by which a person comes to support terrorism and
extremist ideologies associated with terrorist groups.
Extremism is defined in the 2011 Prevent strategy as vocal or active opposition to
fundamental British values, including democracy, the rule of law, individual liberty and
mutual respect and tolerance of different faiths and beliefs. We also include in our
definition of extremism calls for the death of members of our armed forces, whether in this
country or overseas.
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Appendix 2
Organisational chart of staff seniority for Child Protection Referral
Designated Lead for Child Protection: Amandeep Tamber –Deputy
Other SLT members in order of seniority for making a child protection referral:
Mr Simon Prebble – Headteacher
↓
Miss Pav Bal – Deputy Headteacher
↓
SENCO
↓
Miss Ulejczyk, Mrs. G Robinson, Mrs Ouko
(Phase Leaders as appropriate)
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Appendix 3
Child Protection – Record of concern form
Name of child: _______________________
Class: _______________
Date and time information received:
Date and time of incident/Occurrence:
Details of concern:
Concern reported by: ____________________
Date: ___________________
Action taken by the reporter:
Recorded in Pastoral file
Phase leader informed
Referred on to the Child Protection lead
Child Protection lead Actions
Details of action taken
Include people contacted, agencies referred to
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Outcome of Action:
Date and time action: __________________
Action taken by: _____________________
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Appendix 4
Child and Family Enquiry/Referral
This form is to be used to make an enquiry about a child, or young person.
However, if a CAF has been completed it can be used instead.
This form is also to be used by agencies to refer child protection concerns.
All urgent referrals should be initiated by phone and followed up in writing
within 24 hours, by completion of as much of this form as possible.
Non-urgent referrals should be sent within 48 hours of telephone referral.
Telephone referrals need to be made to Ealing Children's Integrated Response
Service (ECIRS) on 020 8825 8000.
Child/Young Person Details
Framework ID
Surname
First Name
Previous/other name(s)
Date of birth, or
expected date of delivery
Gender
Address
Postcode
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Telephone number
Mobile telephone number
School name
School address
First language
Mother's first language
Father's first language
Nationality
Immigration status
Is an interpreter required for meetings?
Ethnicity
Sub ethnicity
Religion
Previous involvement with child/young person
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Dates of previous involvement (where applicable).
Most recent enquiry date
CP start date
CP end date
LAC start date
LAC end date
Agencies currently involved with the child and their family
Agency/Name
Relationship
Address
Tel no
Email
Is this child/young person a young carer? (Please indicate)
Yes No Not known
Does the child/young person have an additional need or
disability? (Please indicate)
Yes No Not known
If yes, then is it a long-term need/disability? (Please indicate)
Yes No
If yes, then is it a chronic need/disability? (Please indicate)
Yes No
Details of need/disability (if applicable)
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Does the child/young person have a statement of Special
Educational Needs?
Yes No Not known
Parent/Carer Details
Significant People
Name
Age
Relationship
Parental
responsibility
Same
address
Other details
Enquiry Details
Date of enquiry/referral
Source of enquiry/referral
Method of enquiry/referral
Type of enquiry/referral
Child Protection Concerns (Please indicate)
Yes No
Information received
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PPD RAG rating
(to be completed for MERLINS only)
Referrer Details
Full name
Position
Organisation/service
Address
Telephone numbers
Email address
Does the referrer wish to remain anonymous? (Please indicate)
Yes No
Was this enquiry initiated as a result of a child being reported
as missing from home? (Please indicate)
Yes No
Consent Details
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Has consent been obtained for sharing/storing of the child’s and
family's information? (Please indicate)
Yes No
If no, then please state reason for consent NOT being obtained:
Has a CAF previously been completed? (Please indicate)
Yes No
Date CAF completed (if applicable)
Has a DV matrix been completed? (Please indicate)
Yes No
Date DV matrix completed (if applicable)
Please use one of the following options to send this completed form:
Fax: 020 8825 9127
Email: [email protected]
Post: Ealing Children's Integrated Response Service (ECIRS),
Perceval House, 2nd Floor blue area
14-16 Uxbridge Road, Ealing W5 2HL
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Appendix 5
Contacts
Local Authority Designated Officer (LADO) Lisa Tingle
0208 825 8155
[email protected]
CME Coordinator
(Children Missing Education)
Penny MacDonagh 0208 825 9447
[email protected]
Education Social Work:
Team Leader
ESW
Frank Jenkinson
John Sullivan
0208 825 5973
0208 825 6109
SOCIAL CARE
For postcodes W3, W4, NW10 and W12
Acton Town Hall, Winchester Street, High Street, London, W3 6NE.
Tel: (020) 8825 8000
Opening hours: Mon-Fri, 9am-4.30pm
Ealing Children’s Integrated Response Service (ECIRS) (Duty Social Workers):
0208 825 8000
Emergency Duty Team
5000
(Out of Hours after 6pm)
0208 825 8000 or
Ealing Police
Child Protection
Out of hours after 6pm
0208 246 1901
0208 246 2020
For parents/relatives

If you are a parent/relative involved or affected by the child protection process and
you require independent support you can contact:

The Family Rights Group (frg.org.uk)
This organisation offers independent advice to families whose children are the subject of
a child protection investigation or conference.

Free phone: 0808 801 0366
Opening hours: Mon-Fri 9.30am-3.00pm
For children

If someone is hurting you and you want help you can contact Ealing’s Children and
Families Service directly on (020) 8825 8000. Alternatively, you can speak to a police
officer, teacher, health visitor or doctor
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Appendix 6
References
Websites
Safeguarding and Child Protection
https://www.egfl.org.uk/services-children/safeguarding provides information and resources
for headteachers, governors and designated child protection leads in schools. The information
contained within this page is in line with statutory guidance and will be up-dated when any
changes occur.
Keeping Children Safe
KS2/3
Bullying & child abuse
Domestic Violence
Internet Safety
KS2/3
Jenny’s story
www.ceop.police.uk
www.dotcomcf.org
www.anti-bullyingalliance.org.uk
www.kidscape.org.uk
www.childline.org.uk
www.nspcc.org.uk
www.thehideout.org.uk
www.thinkuknow.co.uk
www.childnet.com
www.kidsmart.org.uk
www.childnet.com > jenny's story
AfPE publication "Safe Practice in Physical Education and School Sport (2012)" - ISBN: 978-1905540945
Documents
DFE Documents
Working Together to Safeguard Children (DFE 2015)
Keeping children safe in education (DFE 2015)
What to do if you’re worried a child is Being Abused (2015)
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