Safeguarding Children in Education August 2016

1. Safeguarding Children in EducationAugust 2016 Karen Lees, Education Consultant & Associate Tutor

2. To identify key pieces of legislation and guidance underpinning safeguarding children in education. To build a basic understanding of child protection matters likely to be encountered by adults in schools. To inform staff about what to do if they have concerns about children that relate to child protection matters. To identify situations in which adults in schools might be vulnerable and discuss possible strategies to minimise the potential risks. AIMS OF THE COURSE

3. WHAT IS SAFEGUARDING?DEFINITION: • All agencies working with children, young people and their families take all reasonable measures to ensure that the risks to harm to children’s welfare are minimised; and • Where there are concerns about children and young people’s welfare, all agencies take all appropriate actions to address those concerns, working to locally agreed policies and procedures in full partnership with other agencies.

4. CHILD PROTECTION NETWORKWho are they?

5. FACTS AND FIGURES For further information: Bentley,H., O’Hagan,O., Raff,A. and Bhatti,I. (2016) How safe are our children? The most comprehensive overview of child protection in the UK 2016. London NSPCC

6. Child Protection Safer recruitment and selection Behaviour Management Buildings and security Anti bullying policies Safeguarding A listening school Curriculum E-safety Governance Whistle-blowing SEN and Inclusion Health and Safety Transition arrangements Attendance, exclusions and children missing education Staff code of conduct and safer working practice

7. WHAT WENT WRONG? • Lauren’s class teacher had not received child protection training • The Designated Teacher had left the school • A Governor offered to take on the role • Lauren’s stepmother told the paediatrician that the bruising was the result of Lauren being bullied at school. • No referral was made by either of the teachers Other case studies to be aware of: Victoria Climbie, Daniel Pelka, Holly Wells and Jessica Chapman.

8. Background and Legislation 1989 The Children Act. 1999 Protection of Children Act 2000Framework for the Assessment of Children in Need and their families 2002The Education Act (S 157 and 175) 2003Every Child Matters 2003 Sexual Offences Act 2004The Children Act. 2005/6Local Safeguarding Children Boards established 2006Safeguarding Vulnerable Groups Act 2007Safeguarding Children and Safer Recruitment in Education 2009The School Staffing (England) Regulations 2009 2011Munro Review of Child Protection 2012Protection of Freedoms Act 2015Working Together to Safeguard Children - What to do if you're worried a child is being abused Information Sharing: Advice for practitioners 2016Keeping Children Safe in Education

9. WHAT IS CHILD ABUSE? “Suffering, or being at risk of suffering significant harm, where harm means ill-treatment or the impairment of health or development”. Children Act 1989 A person may abuse or neglect a child by inflicting harm or by failing to prevent harm. Children and young people may be abused in a family or in an institutional or community setting; by those known to them or, more rarely, by a stranger.

10. SIGNS AND SYMPTOMSCATEGORIES OF ABUSE: • Physical • Neglect • Emotional • Sexual Often interlinked

11. PHYSICAL ABUSE

12. Some specific safeguarding issues: • Child Missing from Education (CME) • Child Sexual Exploitation (CSE) • Bullying (including cyberbullying) • Domestic violence • Drugs • Fabricated/induced illness • Faith abuse • Female genital mutilation (FGM) forced marriage • Gangs and youth violence • Gender-based violence/violence against women and girls (VAWG) • Mental health • Missing children – from home or Care • Preventing radicalisation • Sexting • Teenage relationship abuse • Trafficking

13. The Prevent Duty In July 2015 the government produced a document called; The Prevent Duty Departmental guidance for schools and childcare providers. It states: • “From 1 July 2015 all schools , registered early years childcare providers and registered later years childcare providers are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015, in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”. Under Section 26 of the Act, schools are required…to have “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty

14. Schools: • are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology • should be able to demonstrate that they have a general understanding of the risks affecting children and young people in the area and a specific understanding of how to identify individual children who may be at risk of radicalisation and what to do to support them • should have clear procedures in place for protecting children at risk of radicalisation • must ensure children are safe from terrorist and extremist material when accessing the internet in schools • should ensure suitable filtering is in place • should teach pupils about online safety more generally • staff should understand when it is appropriate to make a referral to the Channel programme (a programme which focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism).

15. DUTY TO REFER All professionals have a duty to refer cases where abuse is known to have occurred or is suspected. No professional has the right or responsibility to withhold information or to respect a child’s/young person’s wish for confidentiality. Be aware of systems within the school: • Safeguarding Policy • Staff Behaviour Policy • The name of the Designated Safeguarding Lead and how to access them • Regular training • Know the signs and symptoms to look out for

16. Golden Rules DO • Listen carefully • Clarify the facts • Make accurate notes using the child’s words • Inform the designated person for child protection • Tell the child that they have done the right thing by telling you DON’T • Ask leading questions • Use your own words to describe events • Investigate • Promise confidentiality

17. Where can we go for more information? Your place of training will have a named person for Safeguarding and your tutors/mentor(s) will also be able to advise you In school speak to the DSP, read information, policies, etc. www.education.gov.uk/childrenandyoungpeople/ safeguardingchildren/protection And each local authority has a Local Safeguarding Children Board (LSCB)

19. ACTIONS INTERPRETED AS ABUSIVE Emotional Abuse & Neglect Racial / homophobic comments or Behaviour, or failing to address this in others. Persistent sarcasm or belittling pupils. Bullying pupils, or failing to address it in others. Inappropriate punishments. Creating a climate of fear. Failing to protect a child from physical danger. Sexual Abuse Abuse of position of trust. Any form of sexual assault. Possession of indecent photographs or images of children. Showing indecent or pornographic material to children. Inappropriate touching, language or Behaviour towards a child. Physical Abuse Any form of physical assault (including attempts):- Kicking Punching Pushing Slapping Shaking Throwing a missile

20. MORE INFORMATION AND GUIDANCE • Keeping children safe in education – Statutory guidance for schools and colleges. DfE April 2016 (replaces earlier version March 2015) • Working together to safeguard children 2015. DfE March 2015 (replaces earlier versions) • Section 175 of the Education Act 2002 • Ofsted briefing: Inspecting safeguarding in maintained schools and Academies. September 2014 (ref.no: 140143) • DfE Characteristics of Children in Need in England 2012-13. October 2013 • Guidance to the Safer Working Practice for Adults who Work with Children and Young People in Education Settings. DfE 2015 • Preventing and tackling bullying. DfE March 2014 • Use of reasonable force. DfE July 2015 • Local Safeguarding Children Boards (LSCBs) • The Prevent Duty DfE June 2015