Middle Park Primary School
Child Protection Policy
(Incorporating Intimate Care)
Updated September 2016
Review September 2017
CHILD PROTECTION POLICY
Middle Park Primary School fully recognises its responsibilities for child protection as outlined in the
1989 and 2004 Children’s Act. We follow the London Child Protection Procedures endorsed by
Greenwich Safeguarding Children Board and take account of guidance issued by the Department
for Children, Schools and Families.
Our policy applies to all staff, governors and volunteers working in the school. We practice safe
recruitment in checking the suitability of staff and volunteers to work with children. We aim to
provide a safe environment in which children can learn and develop. We recognise that because of
the day to day contact with children, school staff are well placed to observe the outward signs of
abuse. All people working in the school should therefore be familiar with the signs and symptoms of
Child Abuse and the action to be taken if they have any concerns.
It is the school’s Statutory Duty to inform Children’s Social Care if we believe a child has been or is
at risk of being abused following the Child Protection Procedure. If we receive information about a
child which suggests that he/she has been actually abused or neglected or that this is likely, we
have a duty to refer these concerns to the Children’s Social Care Department or Police. The school
has no discretion in this matter. In these circumstances the Children’s Social Care Department's
child abuse investigation procedures apply.
Following guidelines the school will:
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Ensure we have a designated senior person for child protection who has received
appropriate training and support for this role.
THE DEPUTY HRASD TEACHER IS THE DESIGNATED LEAD OFFICER AND THERE ARE 4 OTHER
MEMBERS OF TRAINED STAFF
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Ensure we have a nominated governor responsible for child protection.
THERE IS A DESIGNATED GOVERNOR WHO IS RESPONSIBLE FOR CHILD
PROTECTION.
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Ensure every member of staff, volunteers and governors know the name of the designated
senior person responsible for child protection and their role.
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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 teacher responsible for
child protection. All staff read at least part one of KEEPING CHILDREN SAFE IN
EDUCATION JUNE 2015 and Annex A : Further Information from May 2016
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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 school prospectus.
At Middle Park Primary school we believe that all children have an absolute right to a childhood free
from abuse, neglect or exploitation. All staff involved with children (teaching and non-teaching) have
a responsibility to be mindful of issues related to children’s safety and welfare and a duty to report
and refer any concerns.
We recognise that children who are abused, neglected or witness violence may find it difficult to
develop a sense of self worth. They may feel helplessness, humiliation and some sense of blame.
The school may be the only stable, secure and predictable element in the lives of children at risk.
When at school their behaviour may be challenging and defiant or they may be withdrawn.
Parents have a right to be informed about any concerns about a child’s welfare or any action taken
to safeguard and promote a child’s welfare, providing this does not compromise the child’s safety.
Children are best protected when professionals work effectively together and share responsibility
for protective action.
ROLE OF THE DESIGNATED PERSON FOR CHILD PROTECTION
We follow the procedures based on guidance in the government documents, ‘What to do if you are
worried a child is being abused’(2015), ‘Working Together To Safeguard Children’ (2015), ‘Keeping
Children Safe in Education’ (2016), ‘Safeguarding Children and Safe Recruitment in Education’, and
the ‘London Safeguarding Children Protection Procedures’.
The designated person will:
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Ensure that all adults working in the school are aware of the child protection procedures.
Be available for discussions with and support of staff who have concerns about suspected
child abuse.
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 stored in a
locked cabinet.
Develop effective links with relevant agencies and co-operate as required with their
enquiries regarding child protection matters.
Attend case conferences as required.
Discuss concerns with Children’s Social Care where necessary.
Make referrals to Children’s Social Care if there is a concern about a child’s safety and
follow this up with the relevant referral forms.
Promote a good and professional working relationship with other agencies.
Keep all information gathered or told confidential and discuss with other members of staff
on a strictly ‘need to know’ basis.
Notify Children’s Social Care if there is an unexplained absence of more than two days of a
pupil who is on the child protection register.
Keep up to date with any new legislation in respect of Child Protection and attend
necessary training; DSL biannually and update training annually .
Ensure that annual training is organised for all staff.
Liaise with the Virtual School Headteacher for CLA to ensure all progress is monitored and
CLA are given every opportunity to succeed.
Have knowledge of:
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Signs and symptoms of abuse
Referral procedures
Roles and responsibilities of agencies
Procedures of case conferences
DEFINITIONS OF ABUSE
The term ‘Child Abuse’ is used when there is information, serious risk or concern that harm may be
caused to a child less than 17 years of age, by a parent, carer or any other person.
We recognise that because of the day to day contact with children, school staff are well placed to
observe the outward signs of abuse.
Harm generally falls within the following categories, however there is further available information
for these areas found on Keeping Children Safe in Education June 2016, attached as appendix :
PHYSICAL ABUSE
Physical injury to a child – where there is reasonable suspicion that the injury was intentionally
inflicted or knowingly not prevented.
FEMALE GENITAL MUTILATION
Female genital mutilation (FGM) is the partial or total removal of a girl’s external genitals. Her body
is physically damaged when the healthy tissue of her genitals are cut away. There are no health
benefits to FGM. Complex cultural and social reasons are often given about why it is practiced.
FGM has harmful effects on the health and wellbeing of a woman throughout her life and
contravenes human, women’s and child rights.
NEGLECT
The persistent or severe neglect of a child, which results in serious impairment of the child’s health
or development. This may be exposure to danger or failure to see to the physical and
developmental needs of a child.
EMOTIONAL ABUSE
Persistent or severe emotional ill-treatment or rejection of a child which has severe adverse effect
on the emotional and behavioural development of the child.
SEXUAL ABUSE
This involves dependent, developmentally immature children and adolescents in sexual activities
they do not truly comprehend and are unable to give informed consent; that violates the social
taboos of family life, or which have been knowingly not prevented by the carer. Sexual abuse also
includes sexual exploitation of children; the full spectrum of sexually exploitative situations include
children and young people exchanging sex for accommodation, food, gifts, drugs and/or safety.
CHILD SEXUAL EXPLOITATION
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.
DOMESTIC VIOLENCE
This involves any incident or pattern of incidents of controlling, coercive, threatening behaviour,
violence or abuse between those aged 16 or over who are, or have been, intimate partners or
family members regardless of gender or sexuality.
Section 120 of the Adoption and Children Act 2002 extends the legal definition of significant Harm
to include emotional harm suffered by children who witness or overhear abuse of another,
especially in the context of domestic violence.
RADICALISATION
The Counter-Terrorism and Security Act, which received Royal Assent on 12 February 2015,
places a duty on specified authorities, including local authorities and childcare, education and
other children’s services providers, in the exercise of their functions, to have due regard to the
need to prevent people from being drawn into terrorism (“the Prevent duty”). This guidance will
be updated further to reflect the implications of the Prevent duty, which is expected to come into
force later in 2015. The Counter-Terrorism and Security Act 2015 will also place a duty on local
authorities to ensure Channel panels are in place. The panel must include the local authority
and chief officer of the local police. Panels will assess the extent to which identified individuals
are vulnerable to being drawn into terrorism, following a referral from the police and where
considered appropriate and necessary consent is obtained, arrange for support to be provided
to those individuals. The Act will require partners of Channel panels to cooperate with the panel
in the carrying out of its functions and with the police in undertaking the initial assessment as to
whether a referral is appropriate. Schools and colleges which are required to have regard to
Keeping Children Safe in Education are listed in the Act as partners of the panel. The relevant
provisions of the Act will come into force on 12 April 2015 but many local authorities already
have Channel panels set up in their area.
HONOUR BASED VIOLENCE
Honour based violence encompasses crimes which have been committed to protect or defend
the honour of a family or community. It may include
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Female Genital Mutilation
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Forced marriage
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Breast ironing
If teaching staff discover that a girl has had FGM performed either through disclosure or visual
evidence then it is mandatory that they personally report it to the police. It should still be
discussed with the DSL.
There are often children whose situations do not currently fit the above categories but for whom
there is concern about the possibility of abuse.
CHILDREN WITH SEND
Children with SEND can face extra challenges and the nature of their difficulties may make
them more vulnerable. There may be additional barriers towards recognising abuse and neglect
in this group of children. Children with SEND can be disproportionally impacted by things like
bullying i.e. not showing any outward signs of distress etc. They may also have communication
difficulties.
GRAVE CONCERN
If a teacher becomes aware of any of the above and is concerned for the child, they should follow
the Child Protection Procedure.
CHILD PROTECTION PROCEDURE
1. Any member of staff who has concern or suspicion that a child may be the subject of, or at risk of
Child Abuse, must report it to a Designated Person immediately. The Designated Person will then
make the decision if the matter needs to be referred to Children’s Social Care. Other professional
workers visiting the school must notify the Designated Person of any concerns they may have and
follow their own agencies procedures in conjunction with the Designated Person.
2. Where there is concern about the child’s well being, the member of staff involved with the child
should reassure the child and endeavour to create an atmosphere where the child feels they can
talk freely. The circumstances and details should be written down carefully and dated; it is important
that the adult record all details carefully as they may be used in legal proceedings. If the adult
recording the details is not the Designated Person then the notes of the incident should be passed
and discussed with them. All information gathered should only be shared with the Designated
Person or the Headteacher as strict confidence is important. The BLUE Child Protection sheet is to
be used for this purpose; these forms are kept in the back of the class SEN folder. Extra copies are
available from the Designated person/Inclusion Leader.
3. The child must not be undressed by school staff and the school nurse must not be asked to
examine a child were there are child abuse concerns. Parents should be notified as soon as
possible and if their response does not agree with the child’s then the Designated Person will
contact Children’s Social Care and advise the parents that a referral has been made.
4. When a child alleges that s/he has been sexually abused it is important that the allegation is
taken seriously. It is rare for a child, especially if they are young, to make false accusations of
sexual abuse. The person who the child discloses to should remain calm and listen carefully to what
the child is saying. They should avoid asking questions about the abuse but reassure the child that
they have done the right thing in telling. The designated Person should be notified immediately if a
child discloses abuse and the adult who the child disclosed to needs to complete the Child
Protection Sheet as soon as possible and pass to the Designated Person.
5. If the neglect or injury is so severe that it warrants medical treatment, arrangements should be
made for the child to be taken to a hospital casualty department. The parents should be notified as
soon as possible. The paediatric SHO should be alerted of the imminent arrival of a suspected child
abuse case.
6. Staff should discuss any concerns about a child with the Designated Person. If there are
concerns regarding parental ability to meet the child’s needs it may be necessary to complete an
Early Help Assessment. Staff may be able to identify emerging problems and hence are then able
to share information with other professionals to support early identification and work towards
solutions.
7. If it is decided that a child should have a Child Protection Plan staff should monitor the child’s
behaviour and welfare carefully. Any unexplained absence should be notified to the Designated
Person or the Attendance Officer in the school. A child will have a Child Protection Plan if a Child
Protection Conference is called by the Children’s Social Care and the decision is taken for this to be
so. When a child has a CPP all the relevant agencies have a duty to work together to ensure the
child’s safety. A social worker is allocated to the family and Core meetings are held between Case
Conferences where all agencies meet to support and share information. Case Conference notes will
not be duplicated and any information they contain will be shared on a need to know basis. The
Designated Person will advise the class teacher of any child with a CPP and she will inform them of
any relevant information it contains. A child will have the CPP closed when it is believed that the
child is no longer at risk of harm. This decision is made at the Child Protection Conference. The
Child will then remain as a ‘Child in Need’ for an amount of time.
CONFIDENTIALITY
We recognise that all matters relating to child protection are confidential. The Designated Person
will disclose personal information about a pupil to other members of staff on a need to know basis
only. However, all staff must be aware that they have a professional responsibility to share
information with other agencies in order to safeguard children. This will be undertaken following the
guidelines outlined in ‘Information sharing: advice for practitioners providing safeguarding service’
2015.
All staff must be aware that they cannot promise a child to keep secrets which might compromise
the child’s safety or well-being or that of another. We will always undertake to share our intention to
refer a child to Children’s Social Care with their parents /carers unless to do so could put the child
at greater risk of harm, or impede a criminal investigation.
All information gathered about a child in respect of suspected or actual abuse is kept in a locked
cabinet and is shared with others on a ‘Need to Know’ basis.
Transfer of records
If a child whose name appears on the Child Protection Register transfers to another school then the
Designated Person at the new school will be notified of this change and we will arrange for the
transfer of the child’s records including information about registration to be transferred securely. A
receipt will be obtained from the receiving school. The Designated Person at Middle Park Primary
school will then notify the new school of the next core group meeting so that the responsibility for
monitoring the child’s progress can be officially transferred.
It is important to remember that a referral or consultation with the Children’s Social Care
Department is an expression of concern about a child’s welfare. It is not an accusation or a
presumption of responsibility about a parent/carer.
To avoid any misunderstandings parents of children who sustain accidental injuries which result in
cuts/bruises/fractures should inform school on the next working day. If school has general concerns
about a child’s welfare these will be raised with parents/carers at an early stage in an attempt to
work together to remedy the situation. If concerns persist over a period of time, school may consult
with the Children’s Social Care Department to discuss a way forward. In all of these circumstances
school will keep a confidential record of its concerns and actions.
SUPPORTING THE CHILD
At Middle Park Primary school we recognise that children who are abused or witness violence may
find it difficult to develop a sense of self worth. They may feel helplessness, humiliation and some
sense of blame. The school may be the only stable, secure and predictable element in the lives of
children at risk. When at school their behaviour may be challenging and defiant or they may be
withdrawn. The school will endeavour to support the pupil through this difficult time by
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The content of the curriculum.
The school ethos which promotes a positive, supportive and secure environment and gives
pupils a sense of being valued.
The school behaviour policy which is aimed at supporting vulnerable pupils in the school.
The school will ensure that the pupil knows that some behaviour is unacceptable but they
are valued and not to be blamed for any abuse which has occurred.
Liaison with other agencies that support the pupil such as Children’s Safeguarding and
Social Care, Child and Adolescent Mental Health Service, Attendance Advisory Service,
Special Needs Department and Educational Psychology Service.
Ensuring that, where a pupil who has a child protection plan leaves, their information is
transferred to the new school immediately and that the child’s social worker is informed.
In the event of physical or emotional abuse of one child by another, this will be taken seriously and
dealt with through the school’s anti-bullying policy. If it emerges that a child is being bullied by a
sibling who may not be a pupil then School in the first instance will inform the children’s parents of
its concerns. If the problem persists and the pupil continues be the victim of abuse then School will
refer its concerns to Children’s Social Care.
WARNING SIGNS
These are possible indicators to keep in mind as you observe the children in your class and in the
school. There are some children for whom one or two of these indicators may apply but they are
NOT abused. Look out for persistent indicators. If you are in any doubt fill in the Child Protection
Form and talk to the teacher and then the Inclusion Leader.
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Unexplained injuries, bumps or burns
Injuries inconsistent with the explanation or refusal to discuss injury
Untreated injuries
Admission of punishments which appear excessive or inappropriate
Bald patches – Alopecia
Withdrawal from physical contact
Covering arms and legs in hot weather
Continual refusal to change for PE
Fear of returning home or going elsewhere
Self destruction tendencies , self mutilation
Aggression towards others, destructive tendencies
Developmental delay
Overreaction to mistakes
Low self esteem and or continual self deprecation
Sudden speech disorders
Fear of new situations
Inappropriate responses to painful situations
Neurotic behaviour: e.g. Thumb sucking, rocking, hair twisting, head banging
Fear of parents/carers being contacted
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Extreme passivity or aggression
Drug/solvent abuse
Compulsive stealing or scavenging
Constant hunger or compulsive eating
Poor personal hygiene
Constant tiredness or sleep disturbance
Poor state of clothing
Frequent lateness or non school attendance
Relationship/ social interaction problems
Running away
Sexual play with toys and/or inappropriate sexual knowledge
Genital pain or infection
Any change in behaviour, particularly excessive clinging or insecurity
ALLEGATIONS AGAINST SCHOOL OR VISITING STAFF
If an allegation is made against a member of staff the Headteacher should be notified immediately.
Any allegation of suspected child abuse should be followed by an immediate consideration of the
child’s welfare and attention given to the child’s medical needs if any.
An urgent initial enquiry will be conducted by the Headteacher to establish if the reported incident
was possible and to name any witnesses. No other member of staff should be informed at this
stage and strict confidentiality should be followed. A parent should be present when and if their
child’s allegation is to be clarified.
The child should not be cross examined about the incident but a clarification will be sought where
possible within one hour of the allegation.
The Headteacher will contact the Educational Personnel and the Chair of Governors if the
allegation meets the criteria or if she is unable to make a decision. Children’s Social Care will be
contacted immediately and without investigation if there is an allegation of sexual abuse.
Children’s Social Care and the Police will notify the Headteacher of the next steps to take.
People involved should be reminded at this time of the need for absolute confidence, which is the
right of the child, parent and alleged perpetrator.
When an allegation is to be investigated by Children’s Social Care the alleged perpetrator should be
informed of the general nature of the allegation, details of which should not be given at this time, as
soon as the initial school enquiry has been completed.
The Head teacher will take the decision whether or not the alleged perpetrator should be
suspended. The alleged perpetrator should seek the assistance and support from their union or
professional organisation.
All incidents will be reported to the Educational Personnel Services by the Headteacher.
Procedures for Allegations Against Head teachers:
In the case of the Headteacher being the alleged perpetrator the procedures are similar but the
designated person should inform the Chair of Governors who will follow the previous guidelines.
Whistleblowing
If any member of staff has concerns regarding poor or unsafe practice this should be addressed by
the senior leadership team. If there has been no resolve then guidelines can be found at
http://www.greenwichsafeguardingchildren.org.uk/safeguardingchildrenboard/info/200130/professio
nals_and_volunteers/54/policy_procedures_and_protocols
Further support is also available from the NSPCC whistleblowing helpline 0800 028 0285 8.00 am
– 8.00 pm Monday to Friday or email [email protected]
INTIMATE CARE
Policy Context
To provide guidelines for the management of intimate care for the children at Middle Park Primary
school and are to be viewed as expectations upon staff, which are designed to protect both children
and staff alike.
Intimate Care
Please ensure the following procedures are followed. Only a staff member with a full and current
CRB check is able to carry out this sort of care.
Children who are not yet toilet-trained should not be excluded from taking part in activities.
GOOD PRACTICE GUIDELINES
Every child is treated with dignity and respect. Privacy is ensured appropriate to the child’s age and
situation, regardless of whether it is staff or a parent or carer attending to the child’s needs.
The child should be involved as much as possible in his or her own intimate care. Try and avoid
doing things for a child, allow the child to be as independent as possible. This is important for tasks
such as removing underclothes as it is for washing the private parts of a child’s body. Support
children in doing all that they can for themselves. If a child is fully dependent on you, talk with him /
her about what you are doing and give choices where possible.
Be responsive to a child’s reactions. It is appropriate to ‘check’ your practices by asking the child
(particularly a child you have not previously cared for) – “is it ok to do it this way?”, “Can you wash
there?” If a child expresses dislike of a certain person carrying out his / her intimate care, try and
find out why. Conversely, if a child appears distressed or dislikes you, ensure your manager is
aware of this.
Encourage the child to have a positive image of his / her own body. Confident, assertive children
who feel their body belongs to them are less vulnerable to abuse. As well as the basics like privacy,
the approach you take to a child’s intimate care can convey lots of messages about what his / her
body is worth.
Your attitude to a child’s intimate care is important. As far as appropriate and keeping in mind the
child’s age, routine care of a child should be enjoyable, relaxed and fun.
Certain intimate care or treatment procedures can only be carried out by nursing or medical staff.
Staff that have been formally trained and assessed as competent must only carry out other
procedures, such as rectal Valium or suppositories. If any member of staff is unsure about how to
manage personal or intimate care then they should ask either the Foundation Stage leader or a
suitable member of staff.
Report any incident as soon as possible to the Designated Person and make a brief written note of
it. This is for two reasons: first, because some of these could be cause for concern, and secondly,
because the child or another adult might possibly misconstrue something you have done.
If you are concerned that during the intimate care of a child:
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You accidentally hurt the child
The child seems sore or unusually tender in the genital area
The child misunderstands or misinterprets something
The child appears to be sexually aroused by your actions
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The child has a very strong emotional reaction without apparent cause (sudden crying or
shouting)
All of these points must be reported immediately to your centre manager or Centre Designated
Person for Child Protection, in line with the Child Protection Policy.
APPENDIX 1
Designated staff responsible for Child Protection.
The designated person for Child Protection in Middle Park Primary School is the Deputy
Headteacher CARRIE HOGGER.
The Home School Liaison Worker CAROLINE WENDON has also received designated person
training.
The designated deputy for Child Protection in Middle Park Primary School is CLAIRE EVANS
(SenCo.)
GEORGINA OSEI TANOH is the Governor who is responsible for Child Protection at Middle Park
Primary School.
Both the Headteacher DONNA ADKINSON and the Deputy Headteacher TERRI ADAMS have also
received designated person training.
APPENDIX 2
SIGNS AND SYMPTOMS OF CHILD ABUSE
These are possible indicators that a child may have suffered or be suffering abuse. All
symptoms are of a concern, but are of a greater concern if there are a number of signs or
any one persists. The age of the child may also be of greater significance for some
indications.
If there is any doubt refer your concerns to the Designated Person.
Physical Abuse:
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Unexplained injuries or injuries that are inconsistent with the explanation given.
Untreated injuries or ones that are getting worse
Injuries that have a time pattern to them
Grip and/or slap marks
Long marks (belt/cane), or round cigarette stub marks
Teeth/bite marks
Symmetrical bruising
Scalding on feet
Bruised eyes
Withdrawal from physical contact
Kept away from school medicals
Attention seeking or over compliance
Watchfulness
Low self esteem
Self destructive tendencies
Aggression to others
Reluctance to go home
Disclosure by the child
Neglect:
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Constant hunger/scavenging
Poor personal hygiene
Untreated medical conditions
Repeated accidents, especially burns
Left alone at home
Poor state of clothing
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Frequent lateness and/or non school attendance
Low self esteem
No social relationships
Compulsive stealing
Running away
Disclosure by the child
Emotional Abuse:
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Development delays or setbacks
Continual self deprecation
Sudden speech disorders
Inappropriate emotional response to painful situations
Neurotic behaviour
Self mutilation and or aggression
Fear of parents being contacted
Overreaction to making mistakes
Withdrawal or timidity
Inability to play
Sadness
What a child discloses
Sexual Abuse:
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Sexualised behaviour/sexual drawings and play
Presence of sexually transmitted disease
Recurrent infections
Repeated open masturbation
Soreness around genital area/injuries to genital area
Aggressive outburst and/or temper tantrums
Persistent problems with sleeping, bedwetting, nightmares.
Unhappiness, depression, low self esteem
Eating disorders
Alcohol/drug abuse
Suicide attempt/self mutilation
Lying, delinquency, stealing
Disclosure by the child
Ratified
CAROL LADBROOK
Date
September 2016
Chair of governors
Keeping children
safe in education
Information for all school and college
staff
March 2015
Contents
Summary 3
What school and college staff should know and do 3
Types of abuse and neglect 8
Specific safeguarding issues 9
Summary
Keeping Children Safe in Education is statutory guidance for schools and colleges who
must have regard to it when carrying out their duties to safeguard and promote the
welfare of children.
Governing bodies of maintained (including maintained nursery schools), non-maintained
special schools, and colleges, proprietors of independent schools (including academies,
free schools and alternative provision academies) and management committees of pupil
referral units (PRUs), further education colleges and sixth form colleges are asked to
ensure that all staff read at least part one of the guidance.
For ease, part one is set out here as a standalone document.
What school and college staff should know and do
1. Safeguarding and promoting the welfare of children is defined for the purposes of
this guidance 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.
2. Children includes everyone under the age of 18.
3. Where a child is suffering significant harm, or is likely to do so, action should be
taken to protect that child.1 Action should also be taken to promote the welfare of a child
in need of additional support, even if they are not suffering harm or are at immediate
risk.2
The role of the school or college
4. Everyone who comes into contact with children and their families has a role to play in
safeguarding children. School and college staff are particularly important as they are
in a position to identify concerns early and provide help for children, to prevent
concerns from escalating. Schools and colleges and their staff form part of the wider
safeguarding system for children. This system is described in statutory
guidance Working Together to Safeguard Children 2015. Schools and colleges should
work with social care, the police, health services and other services to promote the
welfare of children and protect them from harm.
1
Such action might be taken under section 47 and section 44 of the Children Act 1989.
2
Such action might be taken under section 17 of the Children Act 1989.
3
5. Each school and college should have a designated safeguarding lead who will
provide support to staff members to carry out their safeguarding duties and who will liaise
closely with other services such as children’s social care.
The role of school and college staff
6. 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. 3
7. All school and college staff have a responsibility to provide a safe environment in
which children can learn.
8. All school and college staff have a responsibility to identify children who may be in
need of extra help or who are suffering, or are likely to suffer, significant harm. All staff
then have a responsibility to take appropriate action, working with other services as
needed.
9. In addition to working with the designated safeguarding lead staff members should
be aware that they may be asked to support social workers to take decisions about
individual children.
What school and college staff need to know
10. All staff members should be aware of systems within their school or college which
support safeguarding and these should be explained to them as part of staff induction.
This includes: the school’s or college’s child protection policy; the school’s or college’s
staff behaviour policy (sometimes called a code of conduct); and the role of the
designated safeguarding lead.
11. All staff members should also receive appropriate child protection training which is
regularly updated.
What school and college staff should look out for
12. All school and college staff members should be aware of the signs of abuse and
neglect so that they are able to identify cases of children who may be in need of help or
protection.
13. Staff members working with children are advised to maintain an attitude of ‘it could
happen here’ where safeguarding is concerned. When concerned about the welfare of a
child, staff members should always act in the interests of the child.
3
The Teachers' Standards apply to: trainees working towards QTS; all teachers completing their statutory induction
period (newly qualified teachers [NQTs]); and teachers in maintained schools, including maintained special schools,
who are subject to the Education (School Teachers’ Appraisal) (England) Regulations 2012.
4
14. There are various expert sources of advice on the signs of abuse and neglect.
Each area’s Local Safeguarding Children Board (LSCB) should be able to advise on
useful material, including training options. 4 One good source of advice is provided on
the NSPCC website. Types of abuse and neglect, and examples of specific safeguarding
issues, are described in paragraphs 24-29 of this guidance.
15. Knowing what to look for is vital to the early identification of abuse and neglect. If
staff members are unsure they should always speak to the designated safeguarding lead.
In exceptional circumstances, such as in emergency or a genuine concern that
appropriate action has not been taken, staff members can speak directly to children’s
social care.
16. A child going missing from education is a potential indicator of abuse or neglect.
School and college staff members should follow the school’s or college’s procedures for
dealing with children who go missing from education, particularly on repeat occasions, to
help identify the risk of abuse and neglect including sexual abuse or exploitation and to
help prevent the risks of their going missing in future. More information can be found in
departmental advice about school attendance and statutory guidance about children who
run away or go missing from home or care.
What school and college staff should do if they have concerns about a child
17. If staff members have concerns about a child they should raise these with the
school’s or college’s designated safeguarding lead. The safeguarding lead will usually
decide whether to make a referral to children’s social care, but it is important to note that
any staff member can refer their concerns to children’s social care directly. Where a child
and family would benefit from coordinated support from more than one agency (for
example education, health, housing, police) there should be an inter-agency assessment.
These assessments should identify what help the child and family require to prevent
needs escalating to a point where intervention would be needed via a statutory
assessment under the Children Act 1989. The early help assessment should be
undertaken by a lead professional who could be a teacher, special educational needs
coordinator, General Practitioner (GP), family support worker, and/or health visitor.
18. If, at any point, there is a risk of immediate serious harm to a child a referral
should be made to children’s social care immediately. Anybody can make a
referral. If the child’s situation does not appear to be improving the staff member
with concerns should press for re-consideration. Concerns should always lead to
help for the child at some point.
19. It is important for children to receive the right help at the right time to 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: failing to act
4
Department for Education training materials on neglect.
5
on and refer the early signs of abuse and neglect, poor record keeping, failing to listen to
the views of the child, failing to re-assess concerns when situations do not improve,
sharing information too slowly and a lack of challenge to those who appear not to be
taking action.5
20. The Department for Education has produced advice What to do if you are worried
a child is being abused 2015- Advice for practitioners to help practitioners identify child
abuse and neglect and take appropriate action in response.
What school and college staff should do if they have concerns about another staff
member
21. If staff members have concerns about another staff member then this should be
referred to the headteacher or principal. Where there are concerns about the
headteacher or principal this should be referred to the chair of governors, chair of the
management committee or proprietor of an independent school as appropriate. Full
details can be found in Part 4 of this guidance.
What school or college staff should do if they have concerns about safeguarding
practices within the school or college
22. Staff and volunteers should feel able to raise concerns about poor or unsafe
practice and potential failures in the school or college’s safeguarding regime. Appropriate
whistleblowing procedures, which are suitably reflected in staff training and staff
behaviour policies, should be in place for such concerns to be raised with the school or
college’s management team.
23. Where a staff member feels unable to raise the issue with their employer or feels
that their genuine concerns are not being addressed, other whistleblowing channels may
be open to them.6
5
Brandon et al- Learning from Serious Case Reviews (SCRs) 2011
6
Advice on whistleblowing
6
Action when a child has suffered or is likely to suffer harm
This diagram illustrates what action should be taken and who should take it where there
are concerns about a child. If, at any point, there is a risk of immediate serious harm to a
child a referral should be made to children’s social care immediately. Anybody can
make a referral.
*In cases which also involve an allegation of abuse against the staff member, see part four of this guidance which
explains action the school or college should take in respect of the staff member.
** Where a child and family would benefit from coordinated support from more than one agency (e.g. education, health,
housing, police) there should be an inter-agency assessment. These assessments should identify what help the child
and family require to prevent needs escalating to a point where intervention would be needed via a statutory
assessment under the Children Act 1989. The early help assessment should be undertaken by a lead professional who
could be a teacher, special educational needs coordinator, General Practitioner (GP), family support worker, and/or
health visitor.
** Where there are more complex needs, help may be provided under section 17 of the Children Act 1989 (children in
need). Where there are child protection concerns local authority services must make enquiries and decide if any action
must be taken under section 47 of the Children Act 1989, see Chapter 1 of Working Together to Safeguard Children
2015 for more information.
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Types of abuse and neglect
24. Abuse: 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. They may be abused by an adult or
adults or another child or children.
25. Physical abuse: a form of abuse which 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.
26. Emotional abuse: 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. It may include not giving the child
opportunities to express their views, deliberately silencing them or ‘making fun’ of what
they say or how they communicate. It may feature 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. It may
involve 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.
27. Sexual abuse: 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.
28. Neglect: 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.
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.
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Specific safeguarding issues
29. Expert and professional organisations are best placed to provide up-to-date
guidance and practical support on specific safeguarding issues. For example information
for schools and colleges can be found on the TES website and NSPCC website. Schools
and colleges can also access broad government guidance on the issues listed below via
the GOV.UK website:
• child sexual exploitation (CSE) – and see page 10
• bullying including cyberbullying
• domestic violence
• drugs
• fabricated or induced illness
• faith abuse
• female genital mutilation (FGM) – and see page 10
• forced marriage
• gangs and youth violence
• gender-based violence/violence against women and girls (VAWG)
• mental health
• private fostering
• preventing radicalisation - and see page 10
• sexting
• teenage relationship abuse
• trafficking
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Further information on Child Sexual Exploitation
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.
Further information on Female Genital Mutilation
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 on pages 16-17 of the Multi-Agency
Practice Guidelines referred to above. Staff should activate local safeguarding
procedures, using existing national and local protocols for multi-agency liaison with police
and children’s social care.
Further information on Preventing Radicalisation
The Counter-Terrorism and Security Act, which received Royal Assent on 12 February
2015, places a duty on specified authorities, including local authorities and childcare,
education and other children’s services providers, in the exercise of their functions, to
have due regard to the need to prevent people from being drawn into terrorism (“the
Prevent duty”). This guidance will be updated further to reflect the implications of the
Prevent duty, which is expected to come into force later in 2015.
The Counter-Terrorism and Security Act 2015 will also place a duty on local authorities to
ensure Channel panels are in place. The panel must include the local authority and chief
officer of the local police. Panels will assess the extent to which identified individuals are
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vulnerable to being drawn into terrorism, following a referral from the police and where
considered appropriate and necessary consent is obtained, arrange for support to be
provided to those individuals. The Act will require partners of Channel panels to cooperate with the panel in the carrying out of its functions and with the police in
undertaking the initial assessment as to whether a referral is appropriate. Schools and
colleges which are required to have regard to Keeping Children Safe in Education are
listed in the Act as partners of the panel. The relevant provisions of the Act will come into
force on 12 April 2015 but many local authorities already have Channel panels set up in
their area.
© Crown copyright 2015
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