Safeguarding and Promoting the Welfare of our Young People

1. Staff Training Safeguarding and Promoting the Welfare of our Young People

2. Be aware of, and use, procedures and policies • Enable staff to be supported in their work • Start to build an understanding of Safeguarding matters • Recognise signs and symptoms of abuse • Understand our roles and responsibilities to the student and to ourselves • Be aware of the procedure for referral of concerns • Ensure College is a safe place to be for all of us Objectives of Safeguarding Training are to enable us to:

3. Update knowledge of Safeguarding procedures • Ensure training takes place • Keep Principal informed • Recording systems • Liaise with other agencies Role of the Designated Senior Person [DSP]

4. Safeguarding Definitions • Safeguarding aims to protect learners from harm and looks at preventative action • Preventative ChildProtection Child Protection looks at how we should respond to suspected abuse Responsive

5. Key Triggers for New Legislation: Holly and Jessica Baby P 2002 CRB [now DBS] New good practice guide is to be renewed every 3 years 2007 OFSTED A new Common Inspection Framework therefore a much bigger agenda item for OFSTED

6. Operation Yewtree 2012 Even after legislation for CRBs and setting up the DBS, we still haven’t got it right. DBS = Disclosure and Barring Service

7. CRB has now been replaced with DBS • As professionals working with young people, all teachers and other staff require enhanced DBS clearance • DBS checks enable safer recruitment • All safeguarding concerns about an adult are referred to the DBS • The DBS allows ‘snippets’ of information from different places to be collected together [Ian Huntley] CRB or DBS [2012]? CRB = Criminal Record Bureau DBS = Disclosure and Barring Service

8. Two parts to this training: 2. What you should do if you suspect a student is subject to abuse 1. Keeping yourself safe

9. Avoid responding to student behaviour in any way that could be construed as physically abusive • Avoid giving negative attention or ridicule • Remember that genuine attempts to support – restraint, comfort – could be misinterpreted as abuse • Best intentions can be seen by others as inappropriate –try to assess your behaviour as an on-looker might see it 1. Keeping Yourself Safe

10. What happens if a student makes an allegation? • All allegations must be followed by an investigation • If allegation substantiated then LADO [Local Area Designated Officer] notified • LADO gives advice on referral to DBS • College refers to DBS • DBS makes final decision about suitability to work with young people

11. Be alert to: • Treating students as peers • Sharing inappropriate comments • Over-familiarity • Socialising with students [You can still be friendly whilst maintaining a professional distance from students] • Strongly recommended that staff do not befriend students on Facebook • Staff should not give personal mobile numbers or email address to students • Email language should be professional [Everything done electronically can be traced and tracked] • Accessing student details unnecessarily • ‘Aside’ comments to colleagues or students Keeping yourself Safe

12. Could lead to:

13. Link to case of Megan Stammers and Jeremy Forrest: http://www.dailymail.co.uk/news/article-2208130/Megan-Stammers-teachers-knew-maths-teacher-Jeremy-Forrest-pupil-7-months-ago.htmlJeremy Forrest Megan Stammers

14. *A ‘child’ is any young person under the age of 18 & any vulnerable adult over the age of 18* As education professionals we have a legal duty of care to children i.e. under the age of 18 and all vulnerable adults 2. What should you do if you suspect a student is subject to abuse?

15. Different Types of Abuse and Possible Consequences Impairment on achievement Impairment to health Impairment to development Abuse Physical Emotional Sexual Neglect Suffering Physical Emotional Mental Intellectual For us this might manifest as: self harm, eating disorders, bullying, racism and forced marriage

16. Unexplained bruising or markings on skin • Unexplained absences • Fear of contact being made with parents • Eating disorders • Self harm • Isolation • Substance abuse • Inappropriate emotional responses Recognising some possible signs of abuse[these are not always signs of abuse and this is not a definitive list]

17. College feels a safe place to be • Their views and contributions are respected • We are respectful to each other • There is a culture of honesty and trust • Staff listen • There is space for privacy Young People Disclose When……….

18. Listen • Reassure- but don’t promise confidentiality or to solve the problem • React- no leading questions, no judgements, explain what you must do next • Write- brief notes • Support – the student has chosen you; you will not make things worse • Pass it on – always pass the information on Dealing with Disclosure

19. Ignore or dismiss • Investigate • Promise not to tell anyone • Have a word with the person concerned yourself Do not:

20. Where is the Policy?