What does ‘outstanding’ safeguarding look like and how will it be judged? 7 th February 2013 www.carolyneyre.com 0

What does ‘outstanding’ safeguarding look like and how will it be judged?7thFebruary 2013www.carolyneyre.com 07956 210 120

Roles & responsibilities of schools – Child Protection • Schools should have at least one Designated Person to co-ordinate child protection; • Schools should contribute to the prevention of child abuse, including via the curriculum; • Schools should have a child protection policy and procedures in accordance with local authority guidance and locally agreed inter-agency procedures; • Schools should operate ‘safer recruitment’ processes; • The school should have written procedures for the management of allegations of professional abuse – this includes staff, volunteers and (in some cases) prefects; • All staff, whether permanent or temporary, and volunteers should be given a written statement of the school’s policy / procedures & the contact details of the Designated Person plus out-of-hours arrangements • Head teachers & all other staff should undertake training that equips them with the knowledge and skills necessary to carry out their responsibilities for child protection, and refresher training every 3 years; • Governors should undertake training about child protection and safer recruitment.

Safeguarding outcomes for children and young people • Two key inspection issues:- • The effectiveness of settings & services in taking reasonable steps to ensure that children and learners are safe • The effectiveness of settings & services in helping to ensure that children and learners feel safe

So what do you do that contributes to the safeguarding agenda? Jot down 6 things that your school does really well ….

Safeguarding is not just about protecting children from deliberate harm ....... • Learner Health and Safety • Risk management rather than risk elimination • Bullying (esp homophobic) / racist abuse • E-safety & cyber-bullying • Behaviour policy • Use of physical intervention • Meeting the needs of pupils with medical conditions • Providing first aid & intimate care • Drug and substance misuse • Educational visits / travel arrangements • School / site security • Issues which may be specific to a particular area or population eg gang activity / violent extremism

Other issues to consider … • Evidence of ‘Safer Recruitment’ compliance • The single central record of staff/volunteers • Arrangements for contractors or agency staff • Safe Working Practice / Code of Conduct • How you make pupils aware of keeping themselves safe and what behaviour towards them is unacceptable • Safe management of pedestrian / vehicle movement at start & end of school day and any parent / carer parking issues • Fire arrangements / water safety • Asbestos management plan? • School crisis plan • Effective use of risk assessments, not only for school activities but in admitting or re-admitting pupils with behaviour that could place themselves or others at risk

NMS 2013 - Boarding schools & Residential Special Schools • “The school will be inspected against the standards in order to determine whether there is satisfactory compliance with the legal obligation to safeguard and promote the welfare of boarding (residential) pupils.” • In addition to previous slides, the NMS include:- • Statement of (boarding) principles & practice • Written information for new boarders (boarding only) • Specific induction - new boarding (residential) staff • Checks of non-employees living on premises • Clarity on whether guardians / lodgings are appointed by school or home • Independent person / advocate • Arrangements for laundry, personal possessions • Provision of toilets / washing / shower facilities • Safeguarding policies are uploaded to school website **

Best practice …… “… complies with requirements and often moves beyond them; it is not seen as a burden but as a reasonable and essential part of the fabric of the school; it pays attention to the meticulous and systematic implementation of policies and routines; it involves every member of the school community in some way …” ‘Safeguarding in schools: best practice’ Ofsted 2011

Common features of outstanding schools • A culture where safeguarding is everyone’s business and everyone’s responsibility • Safeguarding policies written in plain English, often exceeding minimum requirements • Training is high priority and goes beyond basic requirements • Accountability is established at all levels in the school • QA is integral to daily practice and any findings are acted upon quickly • Parents and children are involved at all levels • Security is “tight but not obtrusive … visitors feel welcomed rather than scrutinised” • NB Ofsted appears to be advocating electronic recording systems … and may ask you about FGM • ‘Safeguarding in schools: best practice’ Ofsted 2011

Developing policies & procedures • LSCB development officer / adviser? • Web-based or paper? • Who represents independent schools on the Board and any sub-groups? • How is information collected and cascaded? • Is there a model policy for schools? • How are new procedures consulted on or circulated? • Does your local HSE office have an education adviser? • In many areas, outstanding schools / organisations work in partnership with others to support policy development & best practice

Communicating with staff • All new staff (& volunteers) must have CP as part of induction training; • HT and all staff must have CP / safeguarding training at least every 3 years; • Designated CP staff must have training at least every 2 years. • Training provision: • LA / LSCB training officer • Independent training providers • E-learning (eg virtual college, Educare) • In-house – does your LSCB offer T4T and / or supporting materials? • Work-books • Staff meetings (keep minutes of) • Staff handbook • Information sheet for visitors

When it just isn’t good enough • Weaknesses in safeguarding are usually related to broader failings in leadership, management and governance. Common themes include: • A failure to maintain a single central record of recruitment and vetting checks covering all adults who had regular contact with children • Insufficient child protection training • Key risk assessments not completed • Failure by the governing body to monitor and review the policies to protect children • ‘Safeguarding in schools: best practice’ Ofsted 2011

Myths & media • Schools will not fail their s5 inspection for having a gap in the fence or ... • .. for having a public footpath across the playing field or ... • .. for making the inspectors a coffee before checking their ID or ... • .. for admitting to an allegation against a member of staff or ... • .. for having a couple of missing dates on the SCR!!!

The Single Central Record • No gaps – no empty boxes • Initials of the person completing the checks • Overseas checks – yes, really! • Barred list check must always be before the start date

Need a quick fix? • Check that:- • References are not out-dated (eg WT 2006, Safeguarding Children in Education 2004); • Definitions are most recent available (WT 2010); • If using model policies, content has been adjusted to reflect your own school & all [blanks] have been filled in; • Names of key staff are updated; • GB and / or proprietor approval and review dates are clear and timely; • Where relevant, staff, parents, pupils & other stakeholders (eg LSCB) have been consulted. • Key policies / procedures are available on school website *

Definitions of abuse Physical abusemay 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 Sexual abuse 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 act of sexual abuse as can other children

Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child's emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may 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 the child's developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child in participating in normal social interaction. It may also involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber bullying), 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 though it may occur alone.

Neglect is the persistent failure to meet a child's basic physical and/or psychological needs, likely to result in the serious impairment of the child's health or development. Neglect may occur during pregnancy as a result 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);- ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child's basic emotional needs. Ref: Working Together to Safeguard Children, DCSF 2010

Need a quick fix? • Check that:- • References are not out-dated (eg WT 2006, Safeguarding Children in Education 2004); • Definitions are most recent available (WT 2010); • If using model policies, content has been adjusted to reflect your own school & all [blanks] have been filled in; • Names of key staff are updated; • GB and / or proprietor approval and review dates are clear and timely; • Where relevant, staff, parents, pupils & other stakeholders (eg LSCB) have been consulted. • Key policies / procedures are available on school website *

Useful links Watch out for the ‘new’ Working Together 2012 some time in 2013!!! http://www.education.gov.uk/childrenandyoungpeople/safeguardingchildren Independent School Standards and School Premises Regs were replaced in January 2013 – ISC website has more information http://www.isc.co.uk/education-campaigns/campaigns/school-regulation-and-inspection/school-regulation-and-inspection-alerts/new-standards-for-2013-november A range of Ofsted s5 briefing papers can be found at http://www.ofsted.gov.uk/resources/briefings-and-information-for-use-during-inspections-of-maintained-schools-and-academies DfE advice on health and safety for schools replaces H&S 2001 and HASPEV http://media.education.gov.uk/assets/files/pdf/h/health%20and%20safety%20advice.pdf

Thank you www.carolyneyre.com 07956 210 120

What does ‘outstanding’ safeguarding look like and how will it be judged? 7 th February 2013 www.carolyneyre.com 0