Tel: 07711 443 463 E-mail: info@safeguardingfirst Website safeguardingfirst

1. Tel: 07711 443 463 E-mail: info@safeguardingfirst.com Website www.safeguardingfirst.com Pam Gartland: Safeguarding First ‘App’ available from the App Store find us on Twitter - @safeguarding1st

2. Keeping Children Safe Whole Workforce Training Keeping Children Safe Is Your Business My Business It’s Everyone's Business

3. Session Format • Key documents and mandatory responsibilities • Keeping Children Safe in Education 2019 • Expectations in safeguarding • Local solutions • Types of abuse and vulnerability • Thresholds • Children’s Mental Well being • Case study • Knife crime • Child’s voice and disclosure

4. Safeguarding Children Vulnerable Adults Safe People Our responsibilities to Safeguarding in schools and settings Safe Premises & Places Safe Children

5. County lines Peer on Peer abuse Sexual Violence and Harassment Keeping Children Safe in Education 2019 Contextual Safeguarding Use of the Curriculum to Safeguard Roles, expectations and thresholds

6. Key Documents to Understand Children’s Act 1989 Working Together to Safeguard Children 2018 Keeping Children Safe in Education 2019 Your own school’s Child Protection Policy Staff Behaviour Policy Health and Safety Protocol Induction Policy Information Sharing Protocol GDPR

7. Mandatory Duties to Remember • Prevent - 1st July 2015 • FGM - 31st October 2015

8. Expectations in Safeguarding V erify O pportunity nstinct I C ollaborate E xecute

9. Expectations in Safeguarding as A Member Of The Workforce • Culture of vigilance • Safe spaces to talk • Professional curiosity • Sharing concerns immediately • Recording actions • Safety on and off site • Use of the formal and informal curriculum

10. Making a Referral in Sunderland • Information shared directly to the Designated Safeguarding Lead (DSL) • DSL contacts the Integrated Contact & Referral Team (ICRT) Children’s Safeguarding via on 0191 561 7007 • Followed up by written referral • DSL may contact the Police on 101 or the Police Safeguarding Department (Previously known as PVP) via the same number • in the event of any emergency call 999.

11. Framework for the assessment of Children in Need and their families (DH2000) • The importance of families in caring for and protecting children and vulnerable adults • Safeguarding is everybody’s business • We identified the need to develop policy, practice and services to reflect these two points... • To promote joint working between child & adult focussed services

13. Early Identification of Need Engage children and parents in maintaining good communication with you. Act quickly and offer support before the situation needs to be resolved through statutory intervention. Record all actions, interventions and observations you make. Listen to the voice of the child and the needs of the family. You can be the person that prevents the escalation.

14. Risk of Significant Harm: Section 47 (Child Protection) Early Help Legislation: Children’s Act 1989 Section 17 (Child in Need) Children removed and placed in care (Section 20 (voluntary agreement), Section 38 (Interim Care Order) Section 31 (Care Order)

15. Types of Abuse and Neglect All school/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 another child or children. KCSIE 2019

16. Categories of Abuse • Physical • Neglect • Sexual • Emotional Working Together 2018

17. All staff need to be particularly alert to a child who: • is disabled and has specific additional needs • has special educational needs (whether or not they have a statutory Education, Health and Care Plan) • is a young carer • is showing signs of being drawn in to anti-social or criminal behaviour, including gang involvement and association with organised crime groups • is frequently missing/goes missing from care or from home • is at risk of modern slavery, trafficking or exploitation • is at risk of being radicalised or exploited • is in a family circumstance presenting challenges for the child, such as drug and alcohol misuse, adult mental health issues and domestic abuse • is misusing drugs or alcohol themselves • has returned home to their family from care • is a privately fostered child KCSIE 2019

18. Additional Advice/Further Areas of Vulnerability to Consider Abuse Bullying including Cyber Bullying Children and the Court System Children Missing from Education, home and care Children with family members in prison Child Sexual Exploitation – MSET Child Criminal Exploitation - County Lines Domestic Abuse Drugs and Alcohol Misuse Honour based violence ‘so called’ (FGM, Forced Marriage and Breast Ironing) Health and Well Being Homelessness Online Private Fostering Radicalisation Peer on Peer Abuse Sexual Violence and Sexual Harassment between children in schools and Colleges Upskirting Violence For more information please see Annex A of KCSIE 2019.

19. What are your worries in safeguarding? ?

20. Solutions • Discussion and communication • Supervision • Open door policy • Feeling able to seek support • Recognising that everything can not be fixed • Reflection

21. What difference can you make? • Be a safe person. • Create a safe space and opportunity. • Listen. • Don’t judge. • Be prepared to take responsibility for the information you hear. Communicate, report, record. • Keep going despite any immediate outcome or not!

22. Stay Calm, Think Palm! • HOUSE - Who lives in that child’s home • APPEARANCE - What is the physical and mental appearance of that child • NOTICE - observe, recognise change, have ears and eyes open at all times • DISCLOSURE - be prepared for the disclosure and how to manage it • SAFEGUARDING procedures - record, report, take action, follow up, challenge.

23. Safe in Our Hands HOUSE APPEARANCE NOTICE DISCLOSURE SAFEGUARDING

24. Managing Children’s Mental Well-being • 1 in 4 people in the UK will experience a mental health issue at some point in their life. • At any one point a 1/6th of the population will be experiencing a mental health problem. • 1 in 10 school children have a diagnosable mental health condition. • 75% of all mental health problems are established by the time someone is 18. • 75% of young people who are experiencing a mental health problem aren’t receiving treatment. • Mental health is the single biggest cause of disability in the UK. MentalHealth.org.uk

25. Managing Children’s Mental Well-being - Help from School • Prevention - Safe environments, broad and balanced curriculum (mental well-being) and supporting resilience and safe strategies. • Identification - recognising emerging issues. • Early support - identifying early interventions. • Access to specialist support - referring to specialist services.

26. Achieving Mindfulness • Factoring time into the day to be mindful - 5 minutes silence, exercises like yoga, switching off from technology. • Engaging in talking/conversations particularly around conflict resolution. • Exercise and fresh air. • Undertaking acts that help others. • Open door policy where everyone has a chance to talk.

27. Random Act of Kindness Cards

28. What are your worries around dealing with mental health? ?

29. Knife Crime • 1% of all recorded crime is homicides and knife and gun crime (Home Office) • 57% rise in police recorded knife crime between 2013/14 and 2017/18 (Office for National Statistics (ONS)) • 34% rise in police recorded firearms offences between 2013/14 and 2017/18 (ONS) • 32% rise in murders and manslaughters between 2013/14 and 2017/18 (ONS) • 3/4 of homicide victims has previously been a victim of crime (Metropolitan Police Service) • 3% of 14-year-olds have carried a weapon (Millenium Cohort Study) • 51% rise in number of under 18s suffering assaults with a sharp object in the last four year (NHS) Office for National Statistics

30. The Law on Knife Crime • It is illegal to sell a knife to anyone under the age of 18. • It is illegal to carry any knife if there is intent to use it, even defensively, as a weapon. Even if the knife belongs to someone else, such as a friend or a boyfriend. • Police can and will search someone if they believe they are carrying a knife. Police and school staff can also search young people for weapons at school. • Carrying a knife could mean being arrested, going to court and ending up with a criminal record or even a prison sentence. This can affect the rest of someone’s life. Having a criminal record can prevent that person getting a job, going to university or college or even travelling abroad to some countries. • Prison sentences can be from 4 months to 4 years. knifecrimes.org

31. Case Study Callum is in year 6. He is quite a vulnerable young pupil, he is struggling academically in school and has difficulty making and sustaining friendships. He has experienced neglectful circumstances in his home life. His mam has poor mental health and his father misuses substances. Callum would rather spend more time out in the community than in his family home. However when he is out in the community older children encourage him to engage in crime, steal, graffiti, criminal damage and suspected drug involvement. Callum is easily influenced by these older peers as he wants to fit in. Some of the other boys in year 6 tell you that Callum showed them a knife he is carrying in school but that he uses when he is out with the other boys because he might need it when he is ‘out doing a job’.

32. Case Study continued • How would you deal with this case? • What advice might you seek and from whom? • What would you do in school? • How would you support in the curriculum?

33. Being an effective recorder • Listen. • Gain clarity. • Stick to the facts. • Gain the voice of the child. • Don’t make assumptions about others existing knowledge. • Be prepared to give evidence on what you write. • Communicate concerns effectively. • If you are unsure - seek help and training. • PURPOSE, ACTION, OUTCOME.

34. The Child’s Voice Do you give children the chance to be heard? Do you value your relationship with the young person and create a time and a place to listen? Do you stick to the facts rather than your belief as to what may be happening? Do you do something with even the smallest piece of information or do you assume someone else already knows? Can you put yourself in the shoes of the child and imagine how you may feel sharing that information?

35. The Child’s Voice • Use their language, their description, their words. • Record everything accurately as soon as possible. • Act with urgency. • Do not promise to keep secrets. • Respect your relationship with the child and see it as a compliment that they have chosen you to help them.

36. Disclosure Receiving information from a child or young person either directly or indirectly

37. How Do You RespondTo A Disclosure? Be ready to act immediately Understand that a child might find it difficult to share Be supportive of the child and your own well being Be sure that the child understands the next steps you will take Listen to the voice of the child and be clear to use their words Engage and Initiate your safeguarding procedures

38. Actions where there are concerns about a child School/College action Staff have concerns about child and take immediate action. Staff follow their child protection policy and speak to designated safeguarding lead (1) Other agency action Referral not required, school/college takes relevant action, possibly including pastoral support and/or early help (2) and monitors locally Referral (3) made if concerns escalate Designated safeguarding lead or staff make referral (3) to children's social care (and call police if appropriate). Within 1 working day, social worker makes decision about the type of response that is required Child in need of immediate protection: referrer informed Section 47 (4) enquires appropriate: referrer informed Section 17 (4) enquiries appropriate: referrer informed No formal assessment required: referrer informed School/college considers pastoral support and/or early help assessment (2) accessing universal services and other support Appropriate emergency action taken by social worker, police or NSPCC (5) Identify child at risk of significant harm (4): possible child protection plan Identify child in need (4) and identify appropriate support Staff should do everything they can to support social workers. At all stages, staff should keep the child’s circumstances under review (involving the designated safeguarding lead (or deputies) as required), and re-refer if appropriate, to ensure the child’s circumstances improve – the child’s best interests must always come first (1) In cases which also involve a concern or an allegation of abuse against a staff member, see Part four of KCSIE 2019. (2) Early help means providing support as soon as a problem emerges at any point in a child’s life. Where a child would benefit from co-ordinated early help, an early help inter-agency assessment should be arranged. Chapter one of Working Together to Safeguard Children provides detailed guidance on the early help process. (3) Referrals should follow the process set out in the local threshold document and local protocol for assessment - Chapter one of Working Together to Safeguard Children . (4) Under the Children Act 1989, local authorities are required to provide services for children in need for the purposes of safeguarding and promoting their welfare. Children in need may be assessed under section 17 of the Children Act 1989. Under section 47 of the Children Act 1989, where a local authority has reasonable cause to suspect that a child is suffering or likely to suffer significant harm, it has a duty to make enquiries to decide whether to take action to safeguard or promote the child’s welfare, Full details are in Chapter one of Working Together to Safeguard Children. (5) Could include applying for an Emergency Protection Order (EPO).

39. Safeguarding Children Vulnerable Adults Safe People Our responsibilities to Safeguarding in schools and settings Safe Premises & Places Safe Children

40. Safe People Keeping Your Workforce Safe The responsibility of Governors and senior leaders, is to clarify the roles and expectations of the whole workforce, through a through induction policy and staff behaviour policy - with reference to the guidance for safe working practices and your staff handbook. Let’s examine the areas to cover and how to ensure consistency of practice across your setting.

41. Expectations in Safeguarding V erify O pportunity nstinct I C ollaborate E xecute

42. Expectations in Safeguarding As a Member Of The Workforce • Culture of vigilance • Safe spaces to talk • Professional curiosity • Sharing concerns immediately • Recording actions • Safety on and off site • Use of the formal and informal curriculum

43. A Culture of Vigilance Making a Difference for Children Ensure that children feel safe by reflecting the school ethos back to the children and instilling the same value base. Remember you are often the biggest constant in a child’s life and are more likely to deal with disclosures than any other person in a child’s life. As Staff you are role models for our children, if children see staff showing each other care and respect, then they begin to develop an understanding of what a healthy relationship can be. If children trust staff they are more likely to seek their help and support no matter what the issue may be without hesitation.

44. SCRs & the lessons learnt which inform our practice now…

45. From April 2012-2016: 586 teachers referred to prohibited misconduct panels of which 370 have been prohibited

46. “For those agencies whose job it is to protect children and vulnerable people, the harsh reality is that if a sufficiently devious person is determined to seek out opportunities to work their evil, no one can guarantee that they will be stopped. Our task is to make it as difficult as possible for them to succeed...” Bichard Report, 2004, p 12, para 79

47. Why Have Safe Behaviour Guidance? How can it help? • Keep children safe by clarifying which behaviours constitute safe practice and which behaviours should be avoided. • Assist adults working with children to work safely and responsibly and to monitor their own standards and practice. • Support managers and employers in setting have clear expectations of behaviour and/or codes of practice relevant to the services being provided. • Support employers in giving a clear message that unlawful or unsafe behaviour is unacceptable and that, where appropriate, disciplinary or legal action will be taken. • Support safer recruitment practice. • Minimise the risk of misplaced or malicious allegations made against adults who work with children and young people. • Reduce the incidence of positions of trust being abused or misused. N.B guidance should be provided thorough staff induction (induction policy) and staff behaviour policy.

48. Principles For The Whole Workforce • The welfare of the child is paramount. • It is the responsibility of all adults to safeguard and promote the welfare of children and young people. This responsibility extends to a duty of care for those adults employed, commissioned or contracted to work with children and young people. • Adults who work with children are responsible for their own actions and behaviour and should avoid any conduct which would lead any reasonable person to question their motivation and intentions. • Adults should work and be seen to work, in an open and transparent way. • The same professional standards should always be applied regardless of culture, disability, gender, language, racial origin, religious belief and/or sexual identity. • Adults should continually monitor and review their practice and ensure they follow the settings policies and practice.

49. Let’s Examine What are the roles and expectations of all staff in relation to the following areas: Are they explicit? Are they consistently applied across the whole workforce? What might need reviewing? Are there any gaps?

50. Primary Case Studies for Keeping Staff Safe: For each of these case studies consider what you would do and what policies and procedures would need to be considered? Just before break time, you are passing through the corridor and see a new supply member of staff, shouting quite angrily at a pupil in the corridor. At home time Jennifer’s mother stops to ask you about Jennifer’s progress. Meanwhile another pupil, Charlie is returned to your class by another parent. He thought he had seen his grandad and ran out while you were talking to Jennifer’s mother. Geri in Year 5 informs you that the class teacher took images of the school trip on his mobile phone because the school camera was broken. Samuel who was handed over to his mother at home time has gone missing. His mother was talking to her friend on the yard and didn’t notice he had gone. David has a medical condition that means he is regularly soiling his clothes in school. A member of the public rings school concerned that a group of your school’s children are regularly stealing and targeting a local shopkeeper in the area. It appears to be racially motivated. You overhear a child call another child’s shoes ‘gay’.