Level 2 Safeguarding Training for Schools

1. Level 2 Safeguarding Training for Schools Keeping children safe in education for governors, proprietors and management committees Jo Barclay, Safeguarding Manager for Schools and Early Years May 2019

2. What is safeguarding?

3. Safeguarding and promoting the welfare of children is defined in Keeping Children Safe in Education (DfE, 2018) 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”

4. government introduced the concept of ‘safeguarding children’ in 2004/05 Safeguarding’ much broader concept (than child protection) based around preventing children / young people from being harmed – focus upon promoting the child / young person’s welfare Child Protection is part of safeguarding and promoting welfare. It refers to activity undertaken to protect specific children identified as either suffering or at risk of suffering significant harm as a result of abuse or neglect. It is only multi-agency working which effectively safeguards children

5. Child Protection Anti Bullying Policies Staff Conduct Curriculum Safeguarding Safeguarding Attendance Managing Allegations Against Staff Behaviour Management A “Listening” School Health and Safety Building Design Safe Recruitment and Selection

6. The Essex Safeguarding Children Board (ESCB): • Statutory multi-agencyorganisation - Children Act 2004 required every local authority to set up a Local Safeguarding Children Board • Aim is to improve outcomes for children by co-ordinating the work of local agencies to safeguard and promote the welfare of children • Links with Southend and Thurrock (SET procedures – ESCB, 2019) • The Director for Education sits on the Board and the Headteacher associations are represented

7. SET Procedures 2019ESCB

8. SET Procedures (2019) The Southend, Essex and Thurrock (SET) Procedures set out how agencies and individuals should work together to safeguard and promote the welfare of children and young people Underpinned by Working Together to Safeguard Children (July 2018) - two key principles: • Safeguarding is everyone's responsibility: for services to be effective each individual and organisation should play their full part; • A child centred approach: for services to be effective they should be based on a clear understanding of the needs and views of children.

9. SET Procedures (2019) Schools should implement their duty to safeguard and promote the welfare of their pupils under the Education Act 2002 by having a Safeguarding policy that demonstrates how the school will: Create and maintain a safe learning environment for children by having arrangements in place to address a range of issues; Contribute to safeguarding and promoting the welfare of children through the curriculum, by developing children’s understanding, awareness, and resilience; Identify where there are child welfare concerns and take action to address them, in partnership with other agencies where appropriate.

10. SET Procedures (2019) Schools should ensure that they designate a member of the Senior Leadership team who has been appropriately trained to take overall responsibility for the Safeguarding arrangements within the school The designated lead should ensure that all staff in the school are aware of the indicators of abuse, changes in behaviour that give rise to concern or the failure of a child to develop, and that reporting arrangements in these circumstances are in place

11. SET Procedures (2019) The designated lead should ensure that appropriate staff are competent to work in partnership with the local authority children’s social care by: Contributing to the assessment of a child's needs; Implementing agreed actions to meet those needs The designated lead should ensure that the school’s system for recording concerns or files relating to Child Protection processes for individual children are kept safely and securely and appropriately transferred at time of transition from one school to another

12. SET Procedures (2019) • Part A – Section 7: Allegations against staff or volunteers, who work with children • Part B – Section 2.1.5: Designated safeguarding children lead • Part B – Section 2.9.20: Schools and further education institutions • Part B – Section 3: Sharing information • Part B – Section 6.1: Managing work with families where there are obstacles and resistance • Part B – Section 11: Professional Conflict Resolution • Part B – Section 12.1.1: Safer recruitment

13. SET Procedures (2019) • Part B – Section 21: Children not attending school • Part B – Section 24: Exploitation and Trafficking • Part B – Section 32: Bullying • Part B – Section 33: Fire setting • Part B – Section 34: Self-harming and suicidal behaviour • Part B – Section 39: Foreign exchange visits • Part B – Section 40: Child Abuse linked to faith or culture • Part B4 - appendices

14. Keeping Children Safe in Education (DfE, September 2018)

15. Keeping Children Safe in Education (DfE, September 2018) “Schools and colleges and their staff form part of the wider safeguarding system for children” Should be read in conjunction with Working Together to Safeguard Children (HMG, 2018) and SET Procedures (ESCB, 2019) 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

16. Keeping Children Safe in Education (September 2018) Guidance applies to governing bodies, proprietors / academy trusts and management committees Above persons should ensure that ALL STAFF read at least Part 1 (including Annex A – Further information – p.76) and that mechanisms are in place to assist staff to understand and discharge their role and responsibilities ‘Children’ includes everyone under age of 18

17. Responsibility of governing bodies, proprietors and management committees • Must ensure they comply with their legal duties and that all policies, procedures and training are effective / comply with law at all times • Should have lead at senior board level to take leadership responsibility for safeguarding arrangements • Must ensure there are appropriate policies and procedures in place – this should include: • Individual / effective CP policy (should reflect local procedures, be updated at least annually and be publically available) • Staff Behaviour / Code of Conduct policy • arrangements for children who go missing from education (particularly on repeat occasions) • more than one emergency contact (where reasonably possible)

18. Responsibility of governing bodies, proprietors and management committees All staff should be aware of systems within their school which support safeguarding - should be explained as part of staff induction (should take proportionate risk-based approach to information for temporary staff / volunteers). This includes: • the Child Protection Policy • the Behaviour Policy • the Staff Behaviour Policy (sometimes called a code of conduct) • the response to children who go missing from education • the role of the designated safeguarding lead (and identity of DL and any deputies)

19. Responsibility of governing bodies, proprietors and management committees • should ensure an appropriate senior member of staff, from the school or college leadership team, is appointed as DL (Annex B - role of DL) – the DL and Deputy DL should undergo appropriate training at least every 2 years and receive regular and relevant updates • Should ensure the school contributes to inter-agency working (in line with Working Together (HMG, 2018) • Should ensure arrangements take into account procedures and practice of ESCB

20. Responsibility of governing bodies, proprietors and management committees • Should recognise importance of sharing information between professionals and agencies and ensure this is done appropriately (including transfer of CP file to any new educational establishment when a pupil leaves, or sharing information in advance) • Should ensure all staff members receive regular safeguarding and CP updates • Should provide staff with the opportunity to contribute to and shape safeguarding arrangements and CP policy • Should ensure children are taught about safeguarding, including online safety, through teaching and learning opportunities as part of a broad and balanced curriculum (should not ‘overblock’ online)

21. Responsibility of governing bodies, proprietors and management committees • should prevent people who pose a risk of harm from working with children by following safer recruitment procedures (Part 3) • Should ensure procedures in place to handle allegations against staff and volunteers and for referral to the Disclosure and Barring Service (DBS) • Should ensure the CP policy includes procedures to minimise risk of peer on peer abuse and reflects different gender issues in relation to this • Should ensure wishes / feelings of children (where there is a safeguarding concern) are taken into account

22. Responsibility of governing bodies, proprietors and management committees • should ensure that appropriate staff have necessary information on a child’s looked after legal status – also care information and contact details for key professionals involved • Must appoint a designated teacher for looked after pupils (also responsible for educational achievement of children previously in care) • should ensure CP policy reflects additional barriers for children with SEN (and that pastoral support is provided if needed)

23. Responsibility of governing bodies, proprietors and management committees New section of ‘use of reasonable force’ (Part two, Section 108) – should ensure a ‘sensible’ approach is taken to this Arrangements should be published in appropriate policies – see local authority guidance ‘Keeping Pupils and Staff Safe’ (management of behaviour in schools, including use of physical contact and restrictive / non-restrictive physical intervention to address difficult and harmful behaviour)

24. Questions for you… • What do you do to ensure all statutory requirements for safeguarding are met? • How do you support and appropriately challenge the Headteacher / DL around safeguarding work? • How do you ‘test’ / check processes and systems? • Is there appropriate supervision and support in place for staff (particularly Headteacher / DL)

25. Essex School Infolink (ESI) Safeguarding page • Model Child Protection Policy • Level 2 training programme • Information on CSE • Information on PREVENT • Domestic abuse • Training opportunities • Key documents and useful resources • Safeguarding Audit • Feedback from Serious Case Reviews • How to make a child protection referral • How to manage allegations against members of the workforce • Templates for reporting and recording concerns

26. Key documents: • Keeping Children Safe in Education (DfE, 2018) • SET Procedures(ESCB, 2019) • Working Together (HMG, 2018) • What to do if you're worried a child is being abused (HMG, 2015)

27. Key documents: Inspecting safeguarding in early years, schools and skills settings (Ofsted, 2018) PREVENT Duty Guidance (HMG, 2015) - Counter-Terrorism and Security Act 2015 Effective Support for Children and Families in Essex (ESCB, 2017) Sexting in schools and colleges: responding to incidents and safeguarding young people(UKCCIS (now UKCIS), 2016)

28. Contact for Safeguarding Manager for Schools and Early Years jo.barclay@essex.gov.uk 033301 31078 http://schools.essex.gov.uk/Pages/EssexSchoolsInfolink.aspx