Primary Safeguarding

1. Primary Safeguarding Induction 2017/18

3. Working together to safeguard children Before we begin – Discuss with your neighbour: under what circumstances would it be OK to have physical contact with a child.

4. Before we begin – Discuss with your neighbour: should you use terms of endearment such as “sweetheart” when talking to children?

5. Working together to safeguard children

6. CEOP Ambassador – trained to deliver e-safety training to children, parents and teachers Primary School governor Previously Senior Manager in Secondary School with safeguarding responsibility Rachel CooperSenior Teaching FellowDesignated safeguarding lead

7. If you are affected by the issues… Student Support Services 024 7652 3761 or internal extension 23761 Email address: counselling@warwick.ac.uk Website address: www.warwick.ac.uk/counselling Samaritans 08457 90 90 90 www.samaritans.org National Association of People Abused in Childhood http://www.napac.org.uk/

8. Teacher Standards • Preamble: • Teachers make the education of their pupils their first concern ... • Set high expectations which inspire, motivate and challenge pupils: • establish a safe and stimulating environment for pupils • Promote good progress and outcomes by pupils • be accountable for pupils’ attainment, progress and outcomes

9. Adapt teaching to respond to the strengths and and needs of all pupils • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development • Fulfil wider professional responsibilities • communicate effectively with parents with regard to pupils’ achievements and well-being

10. Part Two • Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

21. Outcomes By the end of this lecture, trainees will: • Understand the impact of abuse and neglect on children and young people who are, or may be, neglected or abused; • Understand some of the ways in which schools are able to provide support to these children and young people; • Be introduced to the Government’s ‘Prevent Strategy’

22. The stuff kids say…

23. Key document Keeping Children Safe in Education 2016

24. As you have all read KCSIE 2016…

25. What is the difference between Safeguarding and Child Protection? Safeguarding means proactively involving everyone in keeping all children and young people safe and promoting their welfare. Having the appropriate policies and procedures in place also safeguards volunteers, workers and trustees or committee members. It also means you can tell parents and carers the safeguards that are in place to protect their children and young people. Child Protection is a central part of safeguarding. It is about protecting an individual child or young person who is identified as either suffering harm or at risk of suffering harm as a result of neglect or abuse.

26. ‘Teachers are ideally placed to notice when children in their care may not be behaving normally, or seem distressed or upset.’ (Tarr et al., 2013, p. 108).

27. Those staff working in schools and other education establishments are well placed to identify children who are potentially vulnerable and at risk of abuse and neglect (Bandele, 2009).

28. Preventing child abuse is not the preserve of children’s social care but of a wider group of professionals; citizens and also companies have a role to play. Their actions will not only determine how effective children’s social care can be as an emergency service, but can also change the course of a child’s life. (NSPCC How safe are our children 2014)

29. Local Safeguarding Children Boards • Local Safeguarding Children Boards (LSCBs) were established by the Children Act 2004 which gives a statutory responsibility to each locality to have this mechanism in place.  • The main responsibilities of the LSCB as set out in section 14 of the Children Act 2004 are to co-ordinate and quality assure the safeguarding children activities of member agencies. • Local Safeguarding Children Boards monitor the effectiveness of partner agencies and are key to improving multi-agency working, to support and enable partner organisations to adapt their practice and become more effective in safeguarding children.

30. Multi Agency Safeguarding Hubs Multi agency working is key to early and effective identification of risk, improved information sharing, joint decision making and coordinated action. MASH offer a single point of contact for referral of concerns regarding children or vulnerable adults. Facilitate information sharing – often by co-location of agencies

31. Child abuse - definition There are four types of child abuse. They are defined in the UK Government guidance Working Together to Safeguard Children 2010 (1.33 – 1.36) as follows: Physical abuse Emotional abuse Sexual abuse Neglect Online sexual abuse* NSPCC 2010 The definitions and signs of child abuse *included in NSPCC How Safe are our Children 2016

32. Physical abuse… 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.

33. 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.

34. 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, ... 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.

35. 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. It includes failing to protect a child from physical and emotional harm or danger; failure to ensure adequate supervision including the use of inadequate caretakers; or the failure to ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

36. Neglect may occur during pregnancy as a result 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 care-givers); or ensure access to appropriate medical care or treatment.

37. Online sexual abuse… The use of technology to manipulate, exploit, coerce or intimidate a child to (but not limited to): engage in sexual activity; produce sexual material/content; force a child to look at or watch sexual activities; encourage a child to behave in sexually inappropriate ways; or groom a child in preparation for sexual abuse (either online or offline).

38. The scale of sexual abuse… • According to the Crime Survey for England and Wales, about 11% of women and 3% of men said they had been sexually assaulted during childhood. • One in every 14 adults in England and Wales suffered sexual abuse as a child, a survey suggests. • The Office for National Statistics introduced new questions about childhood abuse in 2016's survey. • Some 35,000 adults and 3,000 children were questioned for the report. • The survey also suggested that 567,000 females aged between 16 and 59, and 102,000 males in the same age bracket, had experienced "sexual assault by rape or penetration" when they were children.

39. The report also found: • Apart from sexual abuse, 9% of adults said they had suffered psychological abuse and 7% physical abuse • Some 8% said they had witnessed domestic violence or abuse at home • Other than in physical abuse cases, women were "significantly" more likely to report they had been an abuse victim than men • Rape and penetration attack survivors said the most likely attacker was a friend or acquaintance (30%) or other family member (26%) • For other types of sexual assault, victims said the most common perpetrator was a stranger (42%) • Boys were most likely to be abused aged 11 and girls at age 14

40. Learn more. • NSPCC Preventing Abuse

41. Michelle’s Story

42. Effects of neglect

43. DfE – Working Together Training resources on childhood neglect DfE resources on www.gov.uk https://www.gov.uk/government/collections/childhood-neglect-training-resources Resources on YouTube https://www.youtube.com/ search term: “Training resources on childhood neglect”

44. Northants SCB Toolkits • Female Genital Mutilation (FGM) Risk Assessment Toolkit • Neglect Toolkit • Self-Harm Toolkit • Tackling Child Sexual Exploitation Toolkit http://www.northamptonshirescb.org.uk/police/toolkits-professionals/

45. Signs, symptoms and effects of child abuse and neglect Children develop and mature at different rates. So what’s worrying for a younger child, might be normal behaviour for an older child. If a child looks or acts a lot older or younger than their age, this could be a cause for concern. However, if a child develops more slowly than others of a similar age and there’s not a cause such as physical or learning disabilities, it could be a sign they’re being abused.

46. 5 – 11 years • Becomes secretive and reluctant to share information. • Reluctant to go home after school. • Unable to bring friends home or reluctant for professionals to visit the family home. • Poor school attendance and punctuality, or late being picked up.

47. Parents show little interest in child’s performance and behaviour at school. • Parents are dismissive and non-responsive to professional concerns. • Is reluctant to get changed for sports etc. • Wets or soils the bed.

48. Radicalisation

50. Extremism… is where someone holds views that are intolerant of people who are of a different ethnicity, culture, religion, gender or sexual identity. It also includes calls for the death of members of the armed forces, both in this country and abroad. Extremists may try to force their views on others and in some cases, may believe that these views can justify the use of violence in order to achieve certain aims.