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Safeguarding & Child Protection Policy

Date of last review: September 2018

Reviewed by: Mr D Kirk

Agreed by Governors: 18th October 2018

Shared with all Staff: 27th September 2018

Frequency of review: Annually

Date of next review: September 2019

Designated Person For Child Protection: David Kirk, Head teacher dkirk@rosewood.dudley.sch.uk

Deputy Designated Lead Person For Child Protection: Bridget Guider, Teacher,                bguider@rosewood.dudley.sch.uk

Assistant Designated Person For Child Protection: Amie Cooper, Teacher, acooper@rosewood.dudley.sch.uk

Named Governor for Safeguarding and Child Protection: Paul Leyshon, H&S Governor, pleyshon@gmail.com

School LAC Designated Person: Lyndsay Stallard, Assistant Head, lstallard@rosewood.dudley.sch.uk

Privately Fostered Named Person(Dudley LA): Angela Marsh

School E-Safety Lead: Amie Cooper, Teacher, acooper@rosewooddudley.sch.uk

Local Authority Designated Officer (DO), for allegations against staff: Yvonne Nelson Brown Tel: 01384 813110 Referral e-mail: allegations@dudley.gcsx.gov.uk

Chair of Governors: Helen Edwards, helenmedwards41@hotmail.com

MASH: 0300 555 8574                                                                                              Out of Hours Duty Team: 033 555 8574

 

CSE Team: Nicki Burrows CSE.Team@dudley.gov.uk

School Nurse: Melanie Coxon, 01384 40899

 

Introduction to Safeguarding and Child Protection

Rosewood School recognises its legal duty under s.175/157 Education Act 2002 to work with other agencies in safeguarding and promoting the welfare of children and young people and protecting them from “significant harm”.  These duties are defined by:

  • Keeping Children safe in Education, September 2018
  • Safer working practices for working with children, 2018
  • “Safeguarding Children and Safer Recruitment in Education”
  • “Working Together to Safeguard Children” (2018)
  • Dudley Safeguarding Children Board (DSCB) - Safeguarding Children Procedures  http://safeguarding.dudley.gov.uk/
  • Prevent Duty for England and Wales (2015) under section 26 of the Counter-Terrorism and Security Act 2015 Section 5B of the Female Genital Mutilation Act 2003 (as inserted by section 74 of the Serious Crime Act 2015)
  • Dealing with Allegations of Abuse against Teachers and Other Staff (2012)
  • Children Act 1989
  • Children Act 2004
  • Education Act 2002

 

Rosewood School is committed to safeguarding and promoting the welfare of all children and young people both within the school environment and outside. Safeguarding and promoting the welfare of children is everyone’s responsibility.

 

Rosewood School is committed in ensuring that all staff who come into contact with children and their families and carers has a role to play in safeguarding children. In order to fulfil the responsibility effectively, the school will ensure their approach is child centred. This means that they will consider, at all times, what is in the best interests of the child.

 

Because of our day-to-day contact with children and young people, education staff are particularly well placed to observe outward signs of abuse, changes in children’s behaviour or their failure to develop. We need, therefore ‘to be alert to the possibility of abuse occurring, aware of the procedures to be followed if the school have suspicions and have the confidence to follow those procedures. This policy applies to all staff, governors and volunteers working in the school.

 

Policy Aims  

 

The aim of this policy is to provide information for all staff to carry out this duty of care responsibly.

The seven main elements of the policy are:

  • Ensuring we practice safe recruitment through checking the suitability of staff and volunteers to work with children.
  • Raising awareness of child protection issues and equipping children with the skills needed to keep them safe.
  • Implementing procedures for identifying and reporting cases, or suspected cases, of abuse.
  • Supporting pupils who have been abused in accordance with his / her child protection plan.
  • Establishing a safe environment in which children can learn and develop.
  • Ensuring pupils are kept safe from harm, including Prevent strategies to avoid radicalisation and extreme views.
  • Ensuring there are links with other safeguarding policies and procedures for example, anti–bullying, behaviour policy, attendance, physical intervention, medical conditions, first aid, intimate care, educational visits, sexual exploitation, sexting,  disability, homophobic abuse, racism, domestic abuse, female genital mutilation, radicalisation and extremism, honour based violence. For further information on some of these procedures, refer to the DSCB website. There is also separate guidance for school on what to do in the event of a death of a child, use of images and safer working practice guidance.

 

We recognise that because of the day-to-day contact with children, our staff are well placed to observe the outward signs of abuse. 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 curriculum for children to develop the skills they need to recognise and stay safe from harm.

 

Procedures

 

Rosewood School will ensure that all staff follow the procedures set out by the Dudley Safeguarding Children Board and take account of guidance issued by the Department of Education (DfE) to:

  • Ensure we have a designated safeguarding lead for child protection who has received appropriate training and support for this role. The designated safeguarding lead for the school is David Kirk.  The deputy designated safeguarding lead is Mrs B Guider, and Assistant Designated Safeguarding Lead is Mrs A Cooper.
  • Ensure we have a nominated governor responsible for child protection. The designated Governor for Child Protection for the school is Mr P Leyshon.
  • Ensure every member of staff (including temporary and supply staff and volunteers) and governing body knows the name of the designated safeguarding lead and deputies 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 safeguarding lead responsible for child protection.
  • 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. Parents should be made aware of the policies and procedures.
  • Ensure that parents are aware that this policy is available on request, and make the policy available on the school website.
  • Develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance at child protection meetings.
  • Develop links with other agencies that support the child such as Child and Adult Mental Health Service, Education Investigation and Education Psychology Service.
  • Keep written records of concerns about children, even where there is no need to refer the matter immediately.
  • When a child transfers to another School/College the records will be transferred securely.
  • Ensure all records are kept securely; separate from the main pupil file, and in locked locations.
  • Ensure that all staff are aware of what to do if there are concerns around a child.  Appendix 1 refers to what to do if you are concerned.   A multi-agency referral (MARF) must be completed when making a referral and can be accessed from the DSCB website.

 

Role and Responsibilities of Designated Safeguarding Lead

The Designated Safeguarding Lead has ultimate responsibility and management oversight and accountability for safeguarding and child protection. The team at Rosewood comprises the Head as DSL with a deputy DSL and an assistant. This is due to the high volume of child protection work carried out by the school. The team meet regularly to discuss caseloads and responses.

 

The Safeguarding Team will act as a source of support, advice and expertise for all staff. Ongoing training will ensure that the team have a solid understanding of current safeguarding themes and regularly disseminate new guidelines to all staff raising safeguarding awareness within the school and wider community.

 

The Team will ensure that they understand the assessment process for providing early help and statutory intervention, including local criteria for action and local authority children’s social care arrangements.

 

The school recognises a child centred and coordinated approach to safeguarding Schools and their staff are an important part of the wider safeguarding system for children. This system is described in statutory guidance Working together to safeguard children. Safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone who is exposed to children and their families has a role to play. In order to fulfil this responsibility effectively, all professionals should make sure their approach is child-centred. This means that they should consider, at all times, what is in the best interests of the child.

 

No single professional can have a full picture of a child’s needs and circumstances. If children and families are to receive the right help at the right time, everyone who comes into contact with them has a role to play in identifying concerns, sharing information and taking prompt action.

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.

 

Children includes everyone under the age of 18.

 

Guidelines on when to be concerned can be found in Appendix 2

 

When the school has concerns about a child, the Designated Safeguarding Lead will decide what steps should be taken.

Child protection information will be dealt with in a confidential manner.

Staff will be informed of relevant details only when the Designated Safeguarding Lead feels that those staff having knowledge of a situation will improve their ability to deal with an individual child and / or family. A written record will be made of what information has been shared with whom, and when.

 

Child protection records will be stored securely in a central place separate from academic records. Individual files will be kept for each child: the school will not keep family files. Files will be kept for at least the period during which the child is attending the school, and beyond that in line with current data legislation and guidance.

 

Access to these records by staff other than by the Designated Safeguarding Lead will be restricted.

Parents will be aware of information held on their children and kept up to date regarding any concerns or developments by the appropriate members of staff. General communications with parents will be in line with any home school policies and give due regard to which adults have parental responsibility. The Rosewood School will not disclose to a parent any information held on a child if this places the child at risk of significant harm.

 

If a pupil/student moves from our school, child protection records will be forwarded on to the Designated Safeguarding Lead at the new school, with due regard to their confidential nature and in line with current government guidance on the transfer of such records. Direct contact between the two schools may be necessary, especially on transfer from primary to secondary schools. The Rosewood School will record where and to whom the records have been passed and the date. If sending by post pupil records will be sent by “Special/Recorded Delivery”. For audit purposes a note of all pupil records transferred or received should be kept in either paper or electronic format. This will include the child’s name, date of birth, where and to whom the records have been sent and the date sent and/or received.

If a pupil/student is permanently excluded and moves to a Pupil Referral Unit, child protection records will be forwarded on to the relevant organisation.

 

Where a vulnerable young person is moving to a Further Education establishment, consideration should be given to the student’s wishes and feelings on their child protection information being passed on in order that the FE establishment can provide appropriate support.

 

See KCSiE 2018 Annex B in regards to specific responsibilities

 

Staff support

We recognise the stressful and traumatic nature of child protection work. We will support staff by providing an opportunity to talk through their anxieties with the Designated Safeguarding Lead and to seek further support as appropriate.

 

Roles and Responsibility of Governors and Governing Bodies

It is the responsibility of governing bodies and proprietors to ensure that they comply with their duties under legislation. They must have regards to this guidance to ensure that the policies, procedures and training in their schools are effective and comply with the law at all times.

The statutory guidance, Keeping Children Safe in Education 2018 places statutory requirements on all governing bodies. Governing bodies must make sure that their school has policies and procedures in place and take into account any guidance issued by the Secretary of State, any LA guidance and locally agreed inter- agency procedures.

  • Legislation and the law - Governing bodies and proprietors (in KCSiE Part 2, unless otherwise stated, this includes management committees) must ensure that they comply with their duties under legislation. They must have regard to this guidance, ensuring that policies, procedures and training in their schools or colleges are effective and comply with the law at all times.

 

  • Governing bodies and proprietors should have a senior board level (or equivalent) lead to take leadership responsibility for their schools or college safeguarding arrangements.

 

  • Include the role of the Governing Body in managing allegations against the head teacher

 

Involving Parents/Carers

In general, we will discuss any child protection concerns with parents /carers before approaching other agencies, and will seek their consent to making a referral to another agency. Appropriate staff will approach parents / carers after consultation with the Designated Safeguarding Lead. However there may be occasions when the school will contact another agency before informing parents/carers because it considers that contacting them may increase the risk of significant harm to the child. Parents / carers will be informed about our Child Protection Policy through our parent handbook, website, newsletter and designated board.

 

Safer Recruitment and Employment Practices

 

Rosewood School will follow Safer Recruitment processes (DSCB procedures) which will include the following:

  • Declaration of the intent to undertake a DBS check in the advertisement
  • Ensuring that at least one member of the interview panel has attended DSCB Safer Recruitment training
  • Ensuring that references are gained before interview
  • Ensuring that a safeguarding question is included in the interview
  • Ensuring that any gaps in employment are explored at interview
  • Undertake a DBS check at the relevant level to the position
  • All Governors now require an Enhanced DBS check The Prohibition of  teaching checks must be completed for everyone engaged in ‘teaching work’ , whether a qualified teacher or not: and recorded on the Single Central  Record

 

Rosewood School will follow the ‘‘Managing Allegations against Staff (DSCB Procedures). The Head Teacher will deal with allegations made against school staff. All allegations against the Head Teacher will be referred to the Chair of Governors.

In addition to this Rosewood School will have routine systems for continually monitoring the performance of staff ensuring compliance with both child protection procedures and the code of good practice?  All staff within Rosewood will adhere to the Guidance for Safer Working Practice for Children and Young People in Education Settings (October 2018). This covers a wide range of issues around staff conduct e.g. Use of Mobile Phones etc. All staff have access to the counselling service within Dudley Council.

If any concerns or allegations are made against members of staff, in the first instance these should be discussed with the Local Area Designated Officer (LADO). It is useful at this stage to also provide full names of the member of staff and child involved in the allegation, their dates of birth, addresses and details of any previous concerns, as this will avoid delay.  All allegations against people who work with children will be passed on to the LADO in accordance with the Working Together to Safeguard Children (2018) and the DSCB Safeguarding Children Procedures. A LADO Referral and Monitoring form will need to be completed.

If staff have concerns about a fellow colleague, they should follow the Whistle Blowing Procedures.

The NSCPCC whistle blowing helpline is available for staff within our School, who do not feel able to raise concerns regarding child protection failures internally. Staff can call: 0800 028 0285. The email address is help@nscpp.org.uk

 

Referral to Disclosure & Barring Service (DBS)

Any employee who is dismissed or resigns due to a child protection case will be referred to the DBS, who will consider the future risk and harm the individual possess to vulnerable groups including children.

 

The Single Central record must be in place and include all the areas covered in the Keeping Children Safe in Education (2018).  Further advice on this can be sought from your HR Officer linked to your school.

 

Information Sharing, Confidentiality and Record Keeping

Confidentiality is an issue, which needs to be discussed and fully understood by all those working with children, particularly in the context of child protection. Every effort should be made to ensure that confidentiality is maintained for all concerned. Information should be handled and disseminated on a need to know basis only.

Staff within our School are clear that if they have any concerns about a child (as opposed to a child being in immediate danger) they will need to decide what action to take. Where possible, they will have a conversation with the designated safeguarding lead to agree a course of action.  Although staff members can make a referral to children’s social care.

Rosewood School is committed to the Early Help approach and staff are able to identify learners who need support through this route.

If a child is in immediate danger or is at risk of harm a referral should be made to the Single Point of Access Team and / or the police immediately.

Telephone Contact - 0300 555 0050

Advice should be sought, from the Single Point of Access Team (SPA) where the child lives, on, who should approach the alleged abuser (or parents if the alleged abuser is a child).

Information will be stored in a secure place with restricted access to designated people and be maintained in line with data protection laws (e.g. that information is accurate, regularly updated, relevant and secure).

It may be necessary to liaise and where necessary, challenge other agencies involved, in order to obtain relevant information to support the child appropriately. If a child resides in another borough but attends a school in Dudley Rosewood will ensure that we liaise with the Local Authority in which the child resides.

If a child who is subject to a child protection plan leaves, their information should be transferred to the new school immediately and that child’s social worker is informed.

Early Help

The revised Early Help in Dudley ensuring the appropriate level of support is put in place for our children, young people and families. Early Help strategy was endorsed by the Young Peoples Alliance Board in April 2018 and sets out a pathway for Early Help in Dudley and will ensure that the appropriate level of support is put in place for our children, young people and families.

See Supporting Documents Page 13

 

The Curriculum

 

Child protection and wider child safety issues will be addressed through the curriculum as appropriate. For example self-esteem, emotional literacy, assertiveness, power, sex and relationship education, e-safety and bullying, British Values, Online safety, Radicalisation and extremism. Child Protection and wider child safety issues will be addressed through the curriculum as appropriate.

Our school will support pupils by:

Ensuring the content of the curriculum includes:

  • Social and emotional aspects of learning
  • E Safety/Internet Safety
  • Travel Training
  • Stranger Danger

Ensuring that child protection is included in the curriculum to help children stay safe, recognise when they do not feel safe and identify who they can talk to by:

  • Providing pupils with a number of appropriate adults to approach if they are in difficulties
  • Support the child’s development in ways that will foster security, confidence and independence.

 

Other areas of work

All our policies which address issues of power and potential harm, for example bullying, on-line safety, equal opportunities, handling, positive behaviour, will be linked to ensure a whole school approach.

Our Child Protection policy cannot be separated from the general ethos of the school, which should ensure that pupils/students are treated with respect and dignity, taught to treat each other with respect, feel safe, have a voice, and are listened to.

Staff will follow DSCB Children Procedures if there are concerns around peer on peer abuse. This is most likely to include, but not limited to: bullying (including cyber bullying), gender based violence / sexual assaults and sexting.

 

Virtual School Heads

Rosewood School is committed in working with the Virtual school Head and supporting the progress of looked after children in the school and meet the needs identified in the child’s personal education plan. Dudley’s are Matthew Osborne and Neil Hoskinson

 

Children with Special Educational Needs and Disabilities

The Rosewood School is committed to working with children with special educational needs (SEN) and disabilities who often face additional safeguarding challenges. This can include:

  • Assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration;
  • Children with SEN and disabilities can be disproportionally impacted by things like bullying without outwards showing any signs:
  • Communication barriers and difficulties in overcoming these barriers.

 

Training and Development

Rosewood School is committed to ensuring all staff are trained to a high standard. The detail around this is set out below.

According to ‘Keeping Children Safe in Education’ (2018), The Designated Safeguarding Lead and any deputies should undergo training to provide them with the knowledge and skills required to carry out the role.  The training should be updated every two years.

In addition to their formal training, as set out above, their knowledge and skills should be updated , (for example via e-bulletins, meetings other designated safeguarding leads, or taking time to read and digest safeguarding developments), At regular intervals, but at least annually, to keep up with any developments relevant to their role.

The Designated Safeguarding Lead must undertake Advanced training every two years. It is recommended good practice that the member of staff who deputises for the Designated Safeguarding Lead undertakes Advanced Training every two years as well.

Governing bodies and proprietors should ensure that all staff undergo safeguarding and child protection training at induction. The training should be regularly updated and in line with advice from DSCB.

In addition all staff members should ensure regular safeguarding and child protection updates (for example, via email, e. Bulletins, staff meetings), as required, but at least annually, to provide them with the relevant skills and knowledge to safeguard children effectively.

 

Whistleblowing

All staff and volunteers should feel able to raise concerns about poor or unsafe practice and potential failures in the school safeguarding regime and know that such concerns will be taken seriously by the senior leadership team.

Appropriate whistleblowing procedures, which are suitably reflected in staff training and staff behaviour policies are in place for such concerns to be raised with the schools senior leadership team.

Where a staff member feels unable to raise an issue with their employer, or feels that their genuine concerns are not being addressed, other whistleblowing channels may be open to them:

General guidance can be found at: Advice on whistleblowing https://www.gov.uk/whistleblowing or via our whistleblowing policy.

The NSPCC whistleblowing helpline is available as an alternative https://www.gov.uk/government/news/home-office-launches-child-abuse-whistleblowing-helpline

Implementation, Review and Monitoring

Implementation will take place by ensuring this policy is discussed at the governors meeting and ensuring all staff are made aware of its existence.

This Policy will be monitored and reviewed on an annual basis. A copy of this Policy is also available on the School website.

 

Supporting Documents

Keeping Children Safe in Education (2018): KCSiE: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2

Early Help: http://www.dudley.gov.uk/resident/care-health/children-and-family-care/early-help-for-children-and-families/

DSCB Safeguarding Children Procedures:  http://safeguarding.dudley.gov.uk/

Working Together to Safeguard Children (2017)

Keeping Children Safe in Education (2018)

Guidance for safer working practice for those working with children and young people in education setting (October 2015)

Safer Working Practice

Schools Anti-Bullying Policy, updated annually

Dealing with Allegations of Abuse against Teachers and Other Staff. Guidance for LA’, Head Teachers, School Staff, Governing Bodies and Proprietors of Independent Schools (Department of Education, Oct 2012).

Schools Complaints Procedure

 

Addition School Policies which take into account Safeguarding and Child Protection

Behaviour Policy

Confidentiality Policy

Anti-Bullying Policy

Safer Recruitment Policy

Physical Intervention Policy

 

APPENDIX 1

Signs and Symptoms of Abuse

 

All school and college staff should be aware that abuse, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases, multiple issues will overlap with one another.

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. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. They may be abused by an adult or adults or by another child or children.

Physical abuse: a form of abuse that 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.

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 over protection and limitation of exploration and learning, or preventing the child from 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.

 

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. Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Adult males do not solely perpetrate sexual abuse. Women can also commit acts of sexual abuse, as can other children. The sexual abuse of children by other children is a specific safeguarding issue in education.

 

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, for example, because 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 caregivers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

 

Appendix 2

 

Specific safeguarding issues

All staff should have an awareness of safeguarding issues that can put children at risk of harm. Behaviours linked to issues such as drug taking, alcohol abuse, deliberately missing education and sexting (also known as youth produced sexual imagery) put children in danger.

 

Peer on peer abuse and relationship abuse: See KCSiE Annex A, p83

All staff should be aware that safeguarding issues could manifest themselves via peer on peer abuse. This is most likely to include, but may not be limited to:

• bullying (including cyberbullying)

• physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing     physical harm;

• sexual violence and sexual harassment;

• sexting (also known as youth produced sexual imagery); and

• initiation/hazing type violence and rituals.

 

See Anti-Bullying Policy

 

Child Sexual Exploitation: See KCSiE Annex A, p76

Child sexual exploitation is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact: it can also occur through the use of technology.

 

Child Criminal Exploitation - County lines: See KCSiE Annex A, p77

Criminal exploitation of children is a geographically widespread form of harm that is a typical feature of county lines criminal activity: drug networks or gangs groom and exploit children and young people to carry drugs and money from urban areas to suburban and rural areas, market and seaside towns. Key to identifying potential involvement in county lines are missing episodes, when the victim may have been trafficked for the purpose of transporting drugs and a referral to the National Referral Mechanism98 should be considered.

98 national crime agency human-trafficking http://www.nationalcrimeagency.gov.uk/about-us/what-we-do/specialist-capabilities/uk-human-trafficking-centre/national-referral-mechanism

 

Female Genital Mutilation - mandatory reporting duty for teachers. See KCSiE Annex A, p80

Where FGM has taken place, since 31 October 2015 there has been a mandatory reporting duty placed on teachers99 that requires a different approach (see following section).

FGM mandatory reporting duty for teachers

Section 5B of the Female Genital Mutilation Act 2003 (as inserted by section 74 of the Serious Crime Act 2015) places a statutory duty upon teachers along with regulated health and social care professionals in England and Wales, to report to the police where they discover (either through disclosure by the victim or visual evidence) that FGM appears to have been carried out on a girl under 18. Those failing to report such cases will face disciplinary sanctions.

 

Preventing Radicalisation & Prevent – See KCSiE Annex A, p81

All schools and colleges are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015 (the CTSA 2015), in the exercise of their functions, to have “due regard16 to the need to prevent people from being drawn into terrorism”.17 This duty is known as the Prevent duty.

The Prevent duty should be seen as part of schools’ and colleges’ wider safeguarding obligations.

 

Sexual violence and sexual harassment between children in schools and colleges – see KCSiE Annex A p83

Sexual violence and sexual harassment can occur between two children of any age and sex. It can also occur through a group of children sexually assaulting or sexually harassing a single child or group of children.

Children who are victims of sexual violence and sexual harassment will likely find the experience stressful and distressing. This will, in all likelihood, adversely affect their educational attainment. Sexual violence and sexual harassment exist on a continuum and may overlap, they can occur online and offline (both physical and verbal) and are never acceptable. It is important that all victims are taken seriously and offered appropriate support. Staff should be aware that some groups are potentially more at risk. Evidence shows girls, children with SEND and LGBT children are at greater risk

Advice is available here: https://www.gov.uk/government/publications/sexual-violence-and-sexual-harassment-between-children-in-schools-and-colleges

 

Contextual Safeguarding

 

Safeguarding incidents and/or behaviours can be associated with factors outside the school or college and/or can occur between children outside the school or college. All staff, but especially the designated safeguarding lead (or deputy) should be considering the context within which such incidents and/or behaviours occur. This is known as contextual safeguarding, which simply means assessments of children should consider whether wider environmental factors are present in a child’s life that are a threat to their safety and/or welfare. Children’s social care assessments should consider such factors so it is important that schools and colleges provide as much information as possible as part of the referral process. This will allow any assessment to consider all the available evidence and the full context of any abuse.

 

See KCSiE Annex A p75) contains important additional information about specific forms of abuse and safeguarding issues. School and college leaders and those staff who work directly with children should read the annex.

 

Children and the court system p76

Children missing from education p76

Children with family members in prison p76

Child sexual exploitation p76

Child criminal exploitation: county lines p77

Domestic abuse p78

Homelessness p79

So-called ‘honour-based’ violence p79

Preventing radicalisation p81

Peer on peer abuse p83

Sexual violence and sexual harassment between children in schools and college’s p83 Part 5 p 61 holds separate info.

Additional advice and support p86

 

Appendix 3

What to do if you are concerned:

(Concerns outside the immediate environment (e.g. a parent or carer))

  • Report your concerns to the, Designated Safeguarding Lead who should contact Single Point of Access (SPA) Team or the Police as soon as possible.
  • If the Designated Safeguarding Lead is not available, then the Head Teacher or the person currently responsible for the school should be informed.  (This is to ensure there is no delay in seeking advice or making a referral).
  • The SPA Team and the Designated Safeguarding Lead will decide how to involve the parents/carers. Parents should not be informed if to do so would increase risk to the child’.
  • Maintain confidentiality on a need to know basis only.

 

Information for social care or the police about suspected abuse

To ensure that this information is as helpful as possible, a detailed record should always be made at the time of the disclosure/concern, which should include the following:

  • The reasons for your concern
  • Full name and date of birth of the child
  • Names and dates of birth of the child's family/household members
  • Other agencies/professionals involved with the family
  • The child's first language and any special needs
    • The child’s developmental needs, family and environmental factors and parenting capacity
    • Any work you may have already undertaken with the child and family

                    

All incidents will be reported on a Multi –Agency Referral Form (MARF)

 

Responding to allegations or suspicions (about someone working with children or young people (e.g. a teaching assistant)

 

It is not the responsibility of anyone working within Rosewood, in a paid or unpaid capacity to decide whether or not child abuse has taken place. However, there is a responsibility to act on any concerns by reporting these to the appropriate officer or the appropriate authorities.

Rosewood School will ensure all staff/volunteers that it will fully support and protect anyone, who in good faith reports his or her concern that a colleague is, or may be, abusing a child.

All allegations or suspicions of abuse will be taken seriously and treated in accordance with these procedures. They will be applied when there is an allegation or concern that any person, who works with children, in connection with their employment, voluntary or personal activity, has:

 

  • Behaved in a way that has harmed a child, or may have harmed a child;
  • Possibly committed a criminal offence against, or related to a child;
  • Behaved towards a child or children in a way that indicates they are likely to pose a risk of harm to children

 

These behaviours will be considered within the context of the four categories of abuse (i.e. physical, sexual and emotional abuse and neglect). This includes concerns relating to inappropriate relationships between members of staff and children or young people, for example:

  • Having a sexual relationship with a child under 18 if in a position of trust in respect of that child, even if consensual (s16-19 Sexual Offences Act 2003);

 

  • ‘Grooming’, i.e. meeting a child under 16 with intent to commit a relevant offence (s15 Sexual Offences Act 2003);

 

  • Other ‘grooming’ behaviour giving rise to concerns of a broader child protection nature (e.g. inappropriate text / e-mail messages or images, gifts, socializing etc);

 

  • Possession of sexual images of children / pseudo-photographs of children.  

 

  • Female Genital Mutilation (FGM)

 

The definition of working with children includes paid and unpaid staff, volunteers and carers (including foster and adoptive carers). It may include everyone who works in Rosewood School, including administrative and other support staff.

 

Action if there are concerns

 

 Concerns about poor practice:

  •  If, following consideration, the allegation is clearly about poor practice; the Head Teacher will deal with it as a misconduct issue.
  •  If the allegation is about poor practice by the Designated , Safeguarding Lead, or if the matter has been handled inadequately and concerns remain, it should be reported to the Head Teacher / Chair of Governors who will decide on whether disciplinary action should be taken and the next steps to take.

 

Concerns about suspected abuse

  • Any suspicion that a child has been abused by either a member of staff or a volunteer must be reported to the Designated Safeguarding Lead / Head Teacher, who will take such steps as considered necessary to ensure the safety of the child in question and any other child who may be at risk.
  • The Designated Safeguarding Lead / Head Teacher will refer the allegation to the SPA Team who may involve the Police.  All allegations against people who work with children must be passed onto the LADO.
  • The parents or carers of the child will be contacted as soon as possible following advice from the SPA Team.
  • If the Designated Safeguarding Lead is the subject of the suspicion/allegation, the concern must be shared with the Head Teacher. If the Head Teacher is the subject of the concern / allegation, the concern must be shared with the Chair of Governor. The Chair of Governors will liaise with the Designated Officer for Managing Allegations and HR.

 

Internal Enquiries and Suspension

  • The Head Teacher will liaise with the Chair of Governors and make an immediate decision about whether any individual accused of abuse should be temporarily suspended pending further police and social care inquiries. Advice can also be sought from the Human Resources Section and the LADO.

 

  • Irrespective of the findings of the SPA Team or Police inquiries the Head Teacher / Chair of Governors will assess all individual cases to decide whether an individual can be reinstated and how this can be sensitively handled. This may be a difficult decision; particularly where there is insufficient evidence to uphold any action by the police. In such cases, the Chair of Governors and Head Teacher must reach a decision based upon the available information which could suggest that on a balance of probability; it is more likely than not that the allegation is true. The welfare of the child should remain of paramount importance throughout.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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