Safeguarding Children in Education

1. Safeguarding Children in Education Child Protection Training (Secondary Sector) This presentation and the accompanying notes are intended to support the Designated Child Protection Co-ordinator meet the training needs of all staff and volunteers working in the establishment. Education staff have a crucial role to play in helping identify welfare concerns, and indicators of abuse or neglect, at an early stage: referring those concerns to the appropriate person or organisation in a sensitive and timely way. Safeguarding children is a task for everyone. This cannot be emphasised too strongly and this presentation highlights the importance of establishing clear communication pathways within the establishment which will respect the balance between confidentiality and the need to take action when concerns about a child�s welfare are identified. This presentation should be read in conjunction with: - The establishment�s own child protection policy �Safeguarding Children and Safer Recruitment in Education� (Crown Copyright 2006) DfES Publications ISBN: 978-1-84478-854-5 You can download this at www.everychildmatters.gov.uk You can also download this publication or order copies online at www.teachernet.gov.uk/publications It is also one of the documents on the Essex School�s �Infolink� under �Service areas / Children's Safeguarding Service What To Do If You�re Worried A Child Is Being Abused (full version) You can access this document on the Essex Safeguarding Children Board website www.escb.co.uk Essex Child Protection Guidance (The SET Child Protection Procedures) www.escb.co.ukThis presentation and the accompanying notes are intended to support the Designated Child Protection Co-ordinator meet the training needs of all staff and volunteers working in the establishment. Education staff have a crucial role to play in helping identify welfare concerns, and indicators of abuse or neglect, at an early stage: referring those concerns to the appropriate person or organisation in a sensitive and timely way. Safeguarding children is a task for everyone. This cannot be emphasised too strongly and this presentation highlights the importance of establishing clear communication pathways within the establishment which will respect the balance between confidentiality and the need to take action when concerns about a child�s welfare are identified. This presentation should be read in conjunction with: - The establishment�s own child protection policy �Safeguarding Children and Safer Recruitment in Education� (Crown Copyright 2006) DfES Publications ISBN: 978-1-84478-854-5 You can download this at www.everychildmatters.gov.uk You can also download this publication or order copies online at www.teachernet.gov.uk/publications It is also one of the documents on the Essex School�s �Infolink� under �Service areas / Children's Safeguarding Service What To Do If You�re Worried A Child Is Being Abused (full version) You can access this document on the Essex Safeguarding Children Board website www.escb.co.uk Essex Child Protection Guidance (The SET Child Protection Procedures) www.escb.co.uk

2. 2011 - 2012 OBJECTIVES By the end of the session, participants will be able to: - State their role in safeguarding children from harm Define the different categories of child abuse Identify the signs and indicators of child abuse in order to respond appropriately in accordance with the school�s child protection policy and the established local procedures. Explain how they should respond to child welfare concerns Identify situations when they might feel vulnerable. Ask the participants to discuss, in small groups, why they think school staff need to know about child protection. (2-3 minutes) Ask for feedback. Emphasise the following points; they spend a lot of time with children and are likely to notice any changes in behaviour or appearance children are likely to talk to them about a range of issues including those which raise child protection concerns education staff play a vital role in liaising with other agencies i.e. police, social services, health etc there is a legal duty on those working with children. Explain that this will be covered in more detail later Ask the participants to discuss, in small groups, why they think school staff need to know about child protection. (2-3 minutes) Ask for feedback. Emphasise the following points; they spend a lot of time with children and are likely to notice any changes in behaviour or appearance children are likely to talk to them about a range of issues including those which raise child protection concerns education staff play a vital role in liaising with other agencies i.e. police, social services, health etc there is a legal duty on those working with children. Explain that this will be covered in more detail later

3. 2011 - 2012 PRINCIPLES OF WORKING TOGETHER For the purposes of this training, case details or individual views should remain confidential unless the information given or the views expressed compromise the safety of children or young people. The very nature of child protection training means that uncomfortable feelings or memories may resurface during the session. If this is the case, please look after yourself and perhaps consider speaking to the trainer once the session has concluded. No one will be �put on the spot� although some of the activities will promote discussion and any contributions or questions would be welcome. At the outset it is important to establish an agreement about the boundaries of confidentiality. Although the session is not designed for personal disclosures or the sharing of case specific detail, it is important to establish the principle that any personal issues shared during the training session will remain confidential unless, of course, to do so would cause risk to the safety or welfare of a child or compound an offence It is also vital to acknowledge that Child Protection training deals with sensitive issues that some participants may find difficult due to their own past experiences. Welcome any contributions or questions from the participants, but also remind them that they do not have to share any personal information. At the outset it is important to establish an agreement about the boundaries of confidentiality. Although the session is not designed for personal disclosures or the sharing of case specific detail, it is important to establish the principle that any personal issues shared during the training session will remain confidential unless, of course, to do so would cause risk to the safety or welfare of a child or compound an offence It is also vital to acknowledge that Child Protection training deals with sensitive issues that some participants may find difficult due to their own past experiences. Welcome any contributions or questions from the participants, but also remind them that they do not have to share any personal information.

4. 2011 - 2012 CHILDHOOD �Children are real living people. But childhood is a set of ideas about what children are and ought to be like, and how they should behave and relate to adults�. (Alderson, 2003, p.7) A reminder that the concept of childhood is time specific. A reminder that the concept of childhood is time specific.

5. 2011 - 2012 PREFACE Children spend half their waking hours in school and for some it is their only safe place in their daily life. Teachers are often the first people to identify concerns that children are being abused or the first people that children may tell about their experience of abuse. Recent NSPCC research found that 52% of NQTs had been involved with at least one child protection case during their first year of teaching (Baginsky, 2003) Having introduced yourself as the Designated Child Protection Co-ordinator for the establishment, use this slide to establish the importance of school life in promoting children�s safety and welfare. However the NSPCC research that identifies that 52% of NQTs find themselves involved in at least one child protection case during their first year of teaching highlights the need for training to enable all staff to be alert to child protection issues and prepare for the eventuality of a child disclosing. Recent DfES guidance �Safeguarding Children and Safer Recruitment in Education� stipulates that all staff who work with children, regardless of their role, need to have basic child protection training and should undertake refresher training at 3 yearly intervals. As the Designated Child Protection Co-ordinator, you need to receive training every 2 years. Having introduced yourself as the Designated Child Protection Co-ordinator for the establishment, use this slide to establish the importance of school life in promoting children�s safety and welfare. However the NSPCC research that identifies that 52% of NQTs find themselves involved in at least one child protection case during their first year of teaching highlights the need for training to enable all staff to be alert to child protection issues and prepare for the eventuality of a child disclosing. Recent DfES guidance �Safeguarding Children and Safer Recruitment in Education� stipulates that all staff who work with children, regardless of their role, need to have basic child protection training and should undertake refresher training at 3 yearly intervals. As the Designated Child Protection Co-ordinator, you need to receive training every 2 years.

6. 2011 - 2012 LISTENING TO CHILDREN �Experience, and consultation with children, shows they they will talk about their concerns and problems to people they feel they can trust and feel comfortable with. It will not necessarily be a teacher�. Safeguarding Children in Education, Annex B.9 Remind them that if a child chooses to disclose that it will not necessarily be to a teacher or to the Designated Child Protection Co-ordinator. Use this quote from �Safeguarding Children in Education� to remind participants how important it is that they are aware of the school�s child protection procedures and what the �golden rules� for responding to a child�s concerns are. �Experience, and consultation with children, shows that they will talk about their concerns and problems to people they feel they can trust and feel comfortable with. This will not necessarily be a teacher. It is therefore essential that all staff and volunteers in a school or establishment know how to respond sensitively to a child�s concerns, who to approach for advice about them, and the importance of not guaranteeing complete confidentiality.� Safeguarding Children in Education Social Services and the police are the lead agencies for child protection and they are responsible for any investigations in cases of suspected child abuse.Remind them that if a child chooses to disclose that it will not necessarily be to a teacher or to the Designated Child Protection Co-ordinator. Use this quote from �Safeguarding Children in Education� to remind participants how important it is that they are aware of the school�s child protection procedures and what the �golden rules� for responding to a child�s concerns are. �Experience, and consultation with children, shows that they will talk about their concerns and problems to people they feel they can trust and feel comfortable with. This will not necessarily be a teacher. It is therefore essential that all staff and volunteers in a school or establishment know how to respond sensitively to a child�s concerns, who to approach for advice about them, and the importance of not guaranteeing complete confidentiality.� Safeguarding Children in Education Social Services and the police are the lead agencies for child protection and they are responsible for any investigations in cases of suspected child abuse.

7. 2011 - 2012 WHO CHILDREN TELL? Friends - 30.4% mothers -24% Childline -11.1% Fathers -11% Another close relative i.e. aunt -6.8% No-one - 6.6% Teacher - 5.4%

8. 2011 - 2012 WHY ARE WE HERE THEN? Change for Children Children Act 2004 following death of Victoria Climbi� Bichard Enquiry following the Soham Murders Change to the Education Act 2002 following the death of Lauren Wright Details of relevant legislation can be found in Chapter 1 Introduction of �Safeguarding Children and Safer Recruitment in Education� (2006) and in Appendix 3 (p.381) of the Main Manual of the SET procedures www.escb.co.uk Details of relevant legislation can be found in Chapter 1 Introduction of �Safeguarding Children and Safer Recruitment in Education� (2006) and in Appendix 3 (p.381) of the Main Manual of the SET procedures www.escb.co.uk

9. 2011 - 2012 SAFEGUARDING IS EVERYONE�S BUSINESS �Tragically, it required nothing more than basic good practice being put into operation�. Lord Laming (2003) Victoria Climbi�

10. 2011 - 2012 �The support and protection of children cannot be achieved by a single agency . . . . Every service has to play its part. All staff must have placed upon them the clear expectation that their primary responsibility is to the child and his or her family.� Use this slide to emphasise the multi-agency response required to support and protect children - An integrated approach. Judgements on how best to intervene when there are concerns about harm to a child will often, and unavoidably, entail an element of risk. �The way to proceed in the face of uncertainty is through competent professional judgements, based on a sound assessment of the child�s needs, the parents capacity to respond to those needs � including their capacity to keep the child safe from significant harm � and the wider family circumstances� (p.33, Working Together to Safeguard Children�, 2006, HM Government www.tso.co.uk)Use this slide to emphasise the multi-agency response required to support and protect children - An integrated approach. Judgements on how best to intervene when there are concerns about harm to a child will often, and unavoidably, entail an element of risk. �The way to proceed in the face of uncertainty is through competent professional judgements, based on a sound assessment of the child�s needs, the parents capacity to respond to those needs � including their capacity to keep the child safe from significant harm � and the wider family circumstances� (p.33, Working Together to Safeguard Children�, 2006, HM Government www.tso.co.uk)

11. 2011 - 2012 This slide opens up discussions about the continuum of need in respect of responding to children. Universal services, such as schools, will be in a position to identify individual children who may require additional support. From time to time this additional support may require the interventions of other agencies.This slide opens up discussions about the continuum of need in respect of responding to children. Universal services, such as schools, will be in a position to identify individual children who may require additional support. From time to time this additional support may require the interventions of other agencies.

12. Legal Framework

13. 2011 - 2012 FRAMEWORK OF LEGISLATION & GUIDANCE Note on DCSF Guidance Three new departments were set up by the Prime Minister on 28 June 2007. They replace the Department for Education and Skills (DfES) and the Department of Trade and Industry (DTI). The Department for Children, Schools and Families (DCSF) is responsible for improving the focus on all aspects of policy affecting children and young people, as part of the Government�s aim to deliver educational excellence.Note on DCSF Guidance Three new departments were set up by the Prime Minister on 28 June 2007. They replace the Department for Education and Skills (DfES) and the Department of Trade and Industry (DTI). The Department for Children, Schools and Families (DCSF) is responsible for improving the focus on all aspects of policy affecting children and young people, as part of the Government�s aim to deliver educational excellence.

14. 2011 - 2012 UNITED NATIONS CONVENTION ON THE RIGHTS OF THE CHILD 1989 The UN lists the responsibilities which governments, parents and other adults have for the lives of children: Article 19 � Children have the right to be protected from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation including sexual abuse by those looking after them. Article 3 � When organisations make decisions which affect children, the best interests of the child must be a primary consideration

15. 2011 - 2012 �EVERY CHILD MATTERS�Outcomes Framework Being healthy Staying safe Enjoying and achieving by getting the most out of life and developing skills for adulthood. Making a positive contribution to society Economic well-being. �Well being� is based on the five outcomes; their achievement is dependent in part upon the effective safeguarding and promotion of children�s welfare. All children deserve the opportunity to achieve their full potential. To achieve this, children need to feel loved and valued, and be supported by a network of reliable and affectionate relationships. If they are denied the opportunity and support they need to achieve these outcomes, children are at increased risk not only of an impoverished childhood, but also of disadvantage and social exclusion in adulthood. Abuse and neglect pose particular problems (Chapter 1 � Introduction Working Together to Safeguard Children 2006).�Well being� is based on the five outcomes; their achievement is dependent in part upon the effective safeguarding and promotion of children�s welfare. All children deserve the opportunity to achieve their full potential. To achieve this, children need to feel loved and valued, and be supported by a network of reliable and affectionate relationships. If they are denied the opportunity and support they need to achieve these outcomes, children are at increased risk not only of an impoverished childhood, but also of disadvantage and social exclusion in adulthood. Abuse and neglect pose particular problems (Chapter 1 � Introduction Working Together to Safeguard Children 2006).

16. 2011 - 2012 EVERY CHILD MATTERS � THE VISION Improved outcomes for children Focus on opportunities for all and narrowing gaps Support for parents, carers and families Shift to prevention, early identification and intervention Integrated and personalised services

17. 2011 - 2012 KEY THEMES Outcomes Participation Integration of services Accountability for services Accessibility of services

18. 2011 - 2012 CHILDREN ACT 2004 Seeks to make fundamental changes to the way children�s services will be delivered and co-ordinated across a range of agencies. Section 10 Co-operation to improve well-being Section 11 Arrangements to safeguard & promote welfare Section 12 Information databases Section 13 Establishment of local safeguarding children boards (LSCBs) Staff in Essex will be aware of these changes most obviously in the emerging Teams Around the Schools, Children, Families and Communities (TASCC Teams). These arrangements deliver a fully integrated, locally focused multi-disciplinary team within a designated area charged with ensuring a focus on early intervention and prevention services to vulnerable children and the need to safeguard and promote the welfare of children. TASCC Teams will deliver year on year improvements in the 5 Every Child Matters (ECM) outcomes, underpinned by the Essex C&YP Plan and LAA priorities.Staff in Essex will be aware of these changes most obviously in the emerging Teams Around the Schools, Children, Families and Communities (TASCC Teams). These arrangements deliver a fully integrated, locally focused multi-disciplinary team within a designated area charged with ensuring a focus on early intervention and prevention services to vulnerable children and the need to safeguard and promote the welfare of children. TASCC Teams will deliver year on year improvements in the 5 Every Child Matters (ECM) outcomes, underpinned by the Essex C&YP Plan and LAA priorities.

19. 2011 - 2012 CHILDREN ACT 1989 Comprehensive and far reaching reform. Promotes children�s welfare. Support for parents and extended family. Protection of children from harm. Intervention to safeguard the child�s welfare. Interagency networking Despite change to the statutory framework, the Children Act 1989 remains an important piece of legislation that places a duty on Local Authorities to promote and safeguard the welfare of children in need in their area (s.17)Despite change to the statutory framework, the Children Act 1989 remains an important piece of legislation that places a duty on Local Authorities to promote and safeguard the welfare of children in need in their area (s.17)

20. 2011 - 2012 THE ACT�S MAIN PRINCIPLES ... Children are best cared for within their own families. The welfare of the child is the paramount consideration. State should not intervene in family life. Local authorities work in partnership with families. Local authorities must have regard to children�s racial origin, cultural and linguistic background and religious persuasion.

21. Lauren Wright1994 - 2000 Lauren Wright, aged 6, died tragically at the hands of her step-mother in May 2000. Although the physical signs of deterioration were obvious, no referral was made to Social Care. Her step mother and father were convicted of manslaughter and neglect. Lauren attended a 30 pupil two teacher village school. As is usual practice, when a child dies, and abuse or neglect is suspected to be a factor in the tragedy, a decision is made by the Area child Protection Committee to conduct a review of the case to consider if any lessons can be learnt. The death of this six year old led to a change in the law relating to schools and education settings (Section 175 Education Act 2002 which was implemented in June 2004) Note The same duty is put on independent schools, including academies, by Regulations under Section 157 of that Act. Lauren Wright, aged 6, died tragically at the hands of her step-mother in May 2000. Although the physical signs of deterioration were obvious, no referral was made to Social Care. Her step mother and father were convicted of manslaughter and neglect. Lauren attended a 30 pupil two teacher village school. As is usual practice, when a child dies, and abuse or neglect is suspected to be a factor in the tragedy, a decision is made by the Area child Protection Committee to conduct a review of the case to consider if any lessons can be learnt. The death of this six year old led to a change in the law relating to schools and education settings (Section 175 Education Act 2002 which was implemented in June 2004) Note The same duty is put on independent schools, including academies, by Regulations under Section 157 of that Act.

22. 2011 - 2012 LAUREN WRIGHT � 1994 - 2000

23. 2011 - 2012 LAUREN WRIGHT �I think that the key failure in Lauren�s case was the schooling. She was at school for 16 months before her death. She was aged 6 and lost 4 stone in that time and quite a lot of her hair and presented at school with bruising, as is evidenced in the trial. Yet staff did not report any concerns ��

24. 2011 - 2012 LAUREN WRIGHT 1994 - 2000 When she died, she had lost four stone and weighed just two stone. Lauren often appeared with bruises which were explained away. Lauren was killed by her step-mother What do people think about the facts on the slide? What do people think about the facts on the slide?

25. 2011 - 2012 LAUREN WRIGHT1994 - 2000 �Lots of times, often she was covered with lots of small bruises and with major bruises about once a month. These included black eyes, bruising on her face and scratches across her back�. Class Teacher �her physical deterioration had been apparent for at least five months before she died� Head Teacher The above quotes from Lauren�s class teacher and Head Teacher were reported in House of Commons Hansard Debates for 16 July 2003; Column 379The above quotes from Lauren�s class teacher and Head Teacher were reported in House of Commons Hansard Debates for 16 July 2003; Column 379

26. 2011 - 2012 WHAT WENT WRONG? Lauren�s class teacher had received no child protection training The Step-mother told the paediatrician that the bruises were the result of bullying in school. The Designated Child Protection Co-ordinator had left the school. A Governor offered to take on the responsibility for child protection. No referral was made by either of the teachers to Social Care. Training in child protection is essential for anyone dealing with children so that all staff know how to identify and respond to concerns about child welfare. In the tragic case of Lauren Wright, her classroom teacher was an N.Q.T. and had received no child protection training. She did not suspect that anything was wrong. She knew that the child was seeing the Paediatrician and thought Lauren had some medical condition. Neither she nor the Head teacher knew that the stepmother had told the Paediatrician that the bruises were as a result of bullying in school. Lauren had not been bullied in school. After the designated teacher for child protection had left the school, the Head had told the Governing Body that she was not prepared to take on the responsibility of designated child protection teacher. A Governor who had received child protection training in another authority offered to take on the responsibility for child protection in the school. This meant that the staff did not have someone who was always available in school for them to discuss any child protection issues with. This shows what went wrong and highlights the importance of having clear child protection procedures in place. It also emphasises the importance of your role as Designated Senior Person for Child Protection No expression of concern, nor any referral, was made by either of the teachers to social services. Training in child protection is essential for anyone dealing with children so that all staff know how to identify and respond to concerns about child welfare. In the tragic case of Lauren Wright, her classroom teacher was an N.Q.T. and had received no child protection training. She did not suspect that anything was wrong. She knew that the child was seeing the Paediatrician and thought Lauren had some medical condition. Neither she nor the Head teacher knew that the stepmother had told the Paediatrician that the bruises were as a result of bullying in school. Lauren had not been bullied in school. After the designated teacher for child protection had left the school, the Head had told the Governing Body that she was not prepared to take on the responsibility of designated child protection teacher. A Governor who had received child protection training in another authority offered to take on the responsibility for child protection in the school. This meant that the staff did not have someone who was always available in school for them to discuss any child protection issues with. This shows what went wrong and highlights the importance of having clear child protection procedures in place. It also emphasises the importance of your role as Designated Senior Person for Child Protection No expression of concern, nor any referral, was made by either of the teachers to social services.

27. 2011 - 2012 WHAT WENT WRONG? Lauren�s Step-mother was a member of staff in the school. Perhaps because Lauren�s Step-mother was a member of staff, it was difficult for Lauren�s teachers to imagine that someone they knew in the community was abusing her. In retrospect it was as if the staff did not believe that kind of thing could happen in their school. So staff need to take on board �it can happen here�. They also need to know their responsibilities in safeguarding and promoting the welfare of children; Ensure all staff realise that, however rarely, the abuse of children may be by one or more of their colleagues. We need to recognise that people who abuse children may tell lies or conceal information. It is by sharing information and concerns with other professionals such as social workers that lies or gaps in information may be exposed; Perhaps because Lauren�s Step-mother was a member of staff, it was difficult for Lauren�s teachers to imagine that someone they knew in the community was abusing her. In retrospect it was as if the staff did not believe that kind of thing could happen in their school. So staff need to take on board �it can happen here�. They also need to know their responsibilities in safeguarding and promoting the welfare of children; Ensure all staff realise that, however rarely, the abuse of children may be by one or more of their colleagues. We need to recognise that people who abuse children may tell lies or conceal information. It is by sharing information and concerns with other professionals such as social workers that lies or gaps in information may be exposed;

28. 2011 - 2012 BARRIERS TO DIAGNOSIS �The biggest barrier to diagnosis is the existence of emotional blocks in the minds of professionals. These can be so powerful that they prevent diagnosis even being considered in quite obvious cases. All those working with children should be warned that their overwhelming impulse on confronting their first case is to cover it up.� British Medical Journal (1989) Use this quote from the British Medical Journal to demonstrate that a common barrier to identifying child abuse can be the reluctance in the minds of professionals to identify abuse. ***** If you are delivering 2 x 1 hour training sessions, this is an appropriate point at which to end the first session. Encourage participants to think about what they have heard so far and to make a note of any questions or thoughts that they would like to raise at the next session. Use this quote from the British Medical Journal to demonstrate that a common barrier to identifying child abuse can be the reluctance in the minds of professionals to identify abuse. ***** If you are delivering 2 x 1 hour training sessions, this is an appropriate point at which to end the first session. Encourage participants to think about what they have heard so far and to make a note of any questions or thoughts that they would like to raise at the next session.

29. Safeguarding Children in Education

30. 2011 - 2012 SECTION 175 EDUCATION ACT 2002 (1) A local education authority shall make arrangements for ensuring that the functions conferred on them in their capacity as a local education authority are exercised with a view to safeguarding and promoting the welfare of children. Explain that LAs and governing bodies have a duty to have arrangements in place about safeguarding and promoting the welfare of children. This was introduced by section 175 of the Education Act 2002 which came into force on 1st June 2004. Explain that LAs and governing bodies have a duty to have arrangements in place about safeguarding and promoting the welfare of children. This was introduced by section 175 of the Education Act 2002 which came into force on 1st June 2004.

31. 2011 - 2012 SECTION 175 EDUCATION ACT 2002 (2) The Governing Body of a maintained school shall make arrangements for ensuring that its functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils of the school.

32. 2011 - 2012 SAFEGUARDING All agencies to ensure the risks to children�s welfare are minimised. Where there are concerns, all agencies take action to address those concerns. Working to agreed local policies and procedures. Working in full partnership with other local agencies. In the Joint Chief Inspectors Report, Safeguarding Children (Social Services Inspectorate et al, 2002), a definition of safeguarding is provided. Use this quote to show what the joint inspectors have taken the term to mean: �all agencies working with children, young people and their families take all reasonable measures to ensure that the risks of harm to children's welfare are minimised; and where there are concerns about children and young peoples welfare, all agencies take all appropriate action to address those concerns, working to agreed local policies and procedures in full partnership with other local agencies.� In the Joint Chief Inspectors Report, Safeguarding Children (Social Services Inspectorate et al, 2002), a definition of safeguarding is provided. Use this quote to show what the joint inspectors have taken the term to mean: �all agencies working with children, young people and their families take all reasonable measures to ensure that the risks of harm to children's welfare are minimised; and where there are concerns about children and young peoples welfare, all agencies take all appropriate action to address those concerns, working to agreed local policies and procedures in full partnership with other local agencies.�

33. How do we safeguard children in our daily activities? Group Activity : How do we safeguard children in our day to day activities? Materials: Flip chart papers, marker pens Time: 20mins Split into small groups (2/3 per group). Start each group at a station (piece of flip chart paper) labelled with the role of a member of school staff i.e; Flip chart 1 - �Teacher�, Flip chart 2 - �Secretary�, Flip chart 3 - �Midday Assistant�, Flip chart 4 - �Care-taker�, Flip chart 5 - �Teaching Assistant�, etc. Create as many stations as necessary. Each group to write one way that the person�s role on the flip chart paper contributes to safeguarding children in their day to day activities. (2 - 3 mins.) When all groups have completed this task, all to move round the room clockwise onto the next station and repeat the exercise. Continue until all groups have visited all stations and are back to the station they started at. This gives all groups the chance to read the other delegates� work and eliminates the need for in-depth and possibly timely feedback. (You may wish display the results of this exercise in the staff-room/ staff handbook). In summarising, make the point that all staff play a valuable role in safeguarding children e.g. care-takers -school security, teachers and T.A.s via PSHE, midday assistants - noticing bullying, secretary - listening to children etc. Group Activity : How do we safeguard children in our day to day activities? Materials: Flip chart papers, marker pens Time: 20mins Split into small groups (2/3 per group). Start each group at a station (piece of flip chart paper) labelled with the role of a member of school staff i.e; Flip chart 1 - �Teacher�, Flip chart 2 - �Secretary�, Flip chart 3 - �Midday Assistant�, Flip chart 4 - �Care-taker�, Flip chart 5 - �Teaching Assistant�, etc. Create as many stations as necessary. Each group to write one way that the person�s role on the flip chart paper contributes to safeguarding children in their day to day activities. (2 - 3 mins.) When all groups have completed this task, all to move round the room clockwise onto the next station and repeat the exercise. Continue until all groups have visited all stations and are back to the station they started at. This gives all groups the chance to read the other delegates� work and eliminates the need for in-depth and possibly timely feedback. (You may wish display the results of this exercise in the staff-room/ staff handbook). In summarising, make the point that all staff play a valuable role in safeguarding children e.g. care-takers -school security, teachers and T.A.s via PSHE, midday assistants - noticing bullying, secretary - listening to children etc.

34. 2011 - 2012 Use this diagram to demonstrate that safeguarding covers more than just child protection. Ask for examples from the participants of how each area helps to safeguard children e.g: staff conduct; safe practice for the safety of staff and pupils curriculum; providing opportunities for pupils to learn about keeping safe managing allegations against staff; following procedures which protect staff and children (Module 12 SET procedures Main Manual) building design; keeping any unwanted visitors out of school safe recruitment and selection; particularly topical in light of the Soham tragedy whistle blowing; to raise concerns about a colleague�s conduct, see whistle blowing policy health and safety; a safe environment behaviour management; having clear strategies and consistent responses for managing behaviour attendance; so we know that our pupils are safe when they are absent anti-bullying policies; help to promote positive behaviour in staff and pupilsUse this diagram to demonstrate that safeguarding covers more than just child protection. Ask for examples from the participants of how each area helps to safeguard children e.g: staff conduct; safe practice for the safety of staff and pupils curriculum; providing opportunities for pupils to learn about keeping safe managing allegations against staff; following procedures which protect staff and children (Module 12 SET procedures Main Manual) building design; keeping any unwanted visitors out of school safe recruitment and selection; particularly topical in light of the Soham tragedy whistle blowing; to raise concerns about a colleague�s conduct, see whistle blowing policy health and safety; a safe environment behaviour management; having clear strategies and consistent responses for managing behaviour attendance; so we know that our pupils are safe when they are absent anti-bullying policies; help to promote positive behaviour in staff and pupils

35. 2011 - 2012 SHARED OBJECTIVE Provide a safe environment for children and young people to learn in education setting. Identify children and young people who are suffering or likely to suffer significant harm and take action with the aim of keeping them safe. Everyone in the Education service shares an objective to help keep children and young people safe by contributing to: Providing a safe environment for children and young people to learn in education settings. Identify children and young people who are suffering or likely to suffer significant harm and take action with the aim of keeping them safe. Achieving these aims require systems designed to: Prevent unsuitable people working with children and young people; Promote safe practice and challenge unsafe practice; Identify instances in which there are grounds fro concern about a child�s welfare, and initiate / take appropriate action to keep them safe; Contribute to effective partnership working between all those involved with providing services for children Everyone in the Education service shares an objective to help keep children and young people safe by contributing to: Providing a safe environment for children and young people to learn in education settings. Identify children and young people who are suffering or likely to suffer significant harm and take action with the aim of keeping them safe. Achieving these aims require systems designed to: Prevent unsuitable people working with children and young people; Promote safe practice and challenge unsafe practice; Identify instances in which there are grounds fro concern about a child�s welfare, and initiate / take appropriate action to keep them safe; Contribute to effective partnership working between all those involved with providing services for children

36. 2011 - 2012 CHILD ABUSE �FACTS AND FIGURES� 31% bullied during childhood 7% are seriously physically abused by parents or carers during childhood. 1% sexually abused by a parent or carer during childhood. 3% sexually abused by another relative during childhood. One average 1 child is killed by a parent or carer every week in England and Wales. NSPCC These figures can be used to illustrate the need for all those working with children to have an awareness of their roles and responsibilities for safeguarding children These figures can be used to illustrate the need for all those working with children to have an awareness of their roles and responsibilities for safeguarding children

37. Roles and Responsibilities

38. 2011 - 2012 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.

39. 2011 - 2012 THE ROLE OF THE DESIGNATED PERSON Use this slide to emphasise the role of the designated CP co-ordinator within the school See Appendix 3 Broad Areas of Responsibility Proposed for the Designated Senior Person for Child Protection, p. 83 �Safeguarding Children and Safer Recruitment in Education�, (2006)Use this slide to emphasise the role of the designated CP co-ordinator within the school See Appendix 3 Broad Areas of Responsibility Proposed for the Designated Senior Person for Child Protection, p. 83 �Safeguarding Children and Safer Recruitment in Education�, (2006)

40. 2011 - 2012 RESPONSIBILITIES OF THE DESIGNATED PERSON FOR CHILD PROTECTION To ensure that all staff, know about, and have access to; an electronic or paper copy of the �SET PROCEDURES 2011� the school�s internal procedures for child protection so that all cases of suspected abuse are reported in the correct way. www.escb.co.uk Handbook is in school Main Manual is on linewww.escb.co.uk Handbook is in school Main Manual is on line

41. 2011 - 2012 RESPONSIBILITIES OF THE DESIGNATED PERSON FOR CHILD PROTECTION

42. 2011 - 2012 THE ROLE OF GOVERNING BODIES Child Protection Policy and Procedures Ensure safe recruitment procedures Procedures for dealing with allegations against staff and volunteers Designated Child Protection Co-ordinator who is trained for the role Ensure school staff are fully trained Remedy any deficiencies or weaknesses Designated Governor for Child Protection Annual review of Child Protection policies and procedures reported to the LEA

43. What is Abuse and Neglect?

44. 2011 - 2012 WHAT IS ABUSE AND NEGLECT? 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. This quote from �What To Do If You�re Worried A Child Is Being Abused� can be used to summarise and to establish a broad definition of abuse and neglect. This quote from �What To Do If You�re Worried A Child Is Being Abused� can be used to summarise and to establish a broad definition of abuse and neglect.

45. 2011 - 2012 CHILDREN ACT 1989 Children At Risk (Section 47) The Local Authority shall make enquiries where there is reasonable cause to suspect that a child or young person living in the area is suffering or is likely to suffer significant harm.

46. 2011 - 2012 ACTIVITY Discuss the signs you might encounter which could indicate possible abuse. Activity (10 minutes) Ask the participants to give some examples of some of the possible indicators of abuse. Write these up on a flip chart. When summarising, explain that there are 4 categories of abuse: Physical abuse Emotional abuse Sexual abuse Neglect Use the slides to support the feedback. Activity (10 minutes) Ask the participants to give some examples of some of the possible indicators of abuse. Write these up on a flip chart. When summarising, explain that there are 4 categories of abuse: Physical abuse Emotional abuse Sexual abuse Neglect Use the slides to support the feedback.

47. 2011 - 2012 CATEGORIES OF ABUSE Physical Neglect Emotional Sexual

48. 2011 - 2012 SIGNS & INDICATORS OF ABUSE

49. 2011 - 2012 NEGLECT Neglect is the persistent failure to meet a child�s basic physical and psychological needs, likely to result in the serious impairment of the child�s health or development. Use this as a definition of neglect, based on that given in the guide �Working Together to Safeguard Children�. Use this as a definition of neglect, based on that given in the guide �Working Together to Safeguard Children�.

50. 2011 - 2012 NEGLECT Failing to provide adequate food, clothing and shelter. Failure to protect a child from physical harm or danger. Failing to ensure access to appropriate medical care or treatment. Neglect of, or unresponsiveness to, a child�s basic emotional needs.

51. 2011 - 2012 NEGLECT

52. 2011 - 2012 EMOTIONAL ABUSE Is the persistent emotional ill-treatment of a child such as to cause severe and persistent adverse effects on the child�s emotional development. Use this as a definition of emotional abuse, based on that given in the guide �Working Together to Safeguard Children�. As an example you could suggest that we might all have said things to a child that might not be ideal. This does not necessarily constitute emotional abuse. Draw attention to the words �severe� and �persistent�. A further quote which may help to define emotional abuse and its impact is; �Some level of emotional abuse is involved in all types of ill-treatment of a child, though it may occur alone...Underlying emotional abuse may be as important, if not more so, than other more visible forms of abuse in terms of its impact on the child. Domestic violence, adult mental health problems and parental substance misuse may be features in families where children are exposed to such abuse.� Use this as a definition of emotional abuse, based on that given in the guide �Working Together to Safeguard Children�. As an example you could suggest that we might all have said things to a child that might not be ideal. This does not necessarily constitute emotional abuse. Draw attention to the words �severe� and �persistent�. A further quote which may help to define emotional abuse and its impact is; �Some level of emotional abuse is involved in all types of ill-treatment of a child, though it may occur alone...Underlying emotional abuse may be as important, if not more so, than other more visible forms of abuse in terms of its impact on the child. Domestic violence, adult mental health problems and parental substance misuse may be features in families where children are exposed to such abuse.�

53. 2011 - 2012 EMOTIONAL ABUSE Persistently withholding love & affection. Constantly shouting at, threatening, or demeaning the child. Persistently being over-protective. Racial or other harassment that undermines the child�s self-esteem. Regularly humiliating a child, threatening to send them away from home or tell them their parents wish they were never born. It may involve: conveying to children they are worthless, unloved or inadequate conveying to children that they are valued only insofar as they meet the needs of another person inappropriate expectations for their age or development causing children to feel frightened or in danger the exploitation or corruption of children It may involve: conveying to children they are worthless, unloved or inadequate conveying to children that they are valued only insofar as they meet the needs of another person inappropriate expectations for their age or development causing children to feel frightened or in danger the exploitation or corruption of children

54. 2011 - 2012 EMOTIONAL ABUSE - INDICATORS Excessively clingy. Attention seeking behaviour. Low self-esteem. Apathy. Fearful or withdrawn. Constantly seek to please. Be over-ready to relate to anyone, even strangers

55. 2011 - 2012 EMOTIONAL ABUSE - INDICATORS Depression Regressive behaviour. Sleep disorders. Compliant and passive or aggressive and demanding. Neurotic behaviours e.g. Rocking, hair twisting. Self-harming behaviours. Drink, drugs or solvent abuse.

56. 2011 - 2012 PHYSICAL ABUSE Use this as a definition of physical abuse, based on that given in the guide �Working Together to Safeguard Children�. Use this as a definition of physical abuse, based on that given in the guide �Working Together to Safeguard Children�.

57. 2011 - 2012 Common Sites For Accidental Injury Use this diagram to demonstrate some of the common sites for accidental injury. Not all bruising or marking is cause for concern. However when explanations do not correlate or the bruising is in an unusual place, this should be recorded and discussed with the Senior Designated Person. Use this diagram to demonstrate some of the common sites for accidental injury. Not all bruising or marking is cause for concern. However when explanations do not correlate or the bruising is in an unusual place, this should be recorded and discussed with the Senior Designated Person.

58. 2011 - 2012 Common sites for physical injury Use this diagram to illustrate some of the areas that are suggestive of physical abuse. Reinforce the need to share any concerns with the Designated Senior Person. Use this diagram to illustrate some of the areas that are suggestive of physical abuse. Reinforce the need to share any concerns with the Designated Senior Person.

59. 2011 - 2012 PHYSICAL ABUSE

60. 2011 - 2012 PHYSICAL ABUSE - INDICATORS Flinching when approached or touched. Reluctant to change for PE lessons. Wary of adult contact. Difficult to comfort. Apprehension when others cry. Crying / irritability. Afraid to go home.

61. 2011 - 2012 PHYSICAL ABUSE - INDICATORS Rebelliousness in adolescence. Behavioural extremes. Regresses to childlike behaviour. Apathy. Depression. Poor peer relationships. Panics in response to pain.

62. 2011 - 2012 SEXUAL ABUSE Involves forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening. Use this as a definition of sexual abuse, based on that given in the guide �Working Together to Safeguard Children�. It is important to note here that; �All staff should clearly understand the need to maintain appropriate boundaries in their dealings with pupils. Intimate or sexual relationships between staff and pupils will be regarded as a grave breach of trust. Any sexual activity between a member of staff and a pupil under 18 years of age may be a criminal offence.� Teachernet, Abuse of Trust More information can be obtained from the �Sexual Offences Act 2003�. Use this as a definition of sexual abuse, based on that given in the guide �Working Together to Safeguard Children�. It is important to note here that; �All staff should clearly understand the need to maintain appropriate boundaries in their dealings with pupils. Intimate or sexual relationships between staff and pupils will be regarded as a grave breach of trust. Any sexual activity between a member of staff and a pupil under 18 years of age may be a criminal offence.� Teachernet, Abuse of Trust More information can be obtained from the �Sexual Offences Act 2003�.

63. 2011 - 2012 SEXUAL ABUSE

64. 2011 - 2012 SEXUAL ABUSE - INDICATORS Age inappropriate sexual behaviour or knowledge. Promiscuity. Sudden changes in behaviour & mood swings. Running away from home. Wary of adults. Feeling different from other children / young people.

65. 2011 - 2012 SEXUAL ABUSE - INDICATORS Poor peer relationships. Eating disorders. Self-harm. Night terrors Depression. Unexplained gifts or money.

66. 2011 - 2012 WHAT STOPS CHILDREN TELLING? Direct threats. Fear. Guilt and shame. Awareness of possible implications. Silence protects others. Lack of appropriate vocabulary. May not recognise abusive experience as abuse. May love the abuser and feel they are special. Lack of opportunity to be heard.

67. 2011 - 2012 A CHILD�S DRAWING This picture was drawn by a child at a primary school in Warrington. Concerns were raised and it was not until a referral had been made to Social Services and the social worker began to speak to the child that it became clear that the picture was a drawing of two camels and their tails. Use this to highlight the importance of using open questions to clarify the facts. This picture was drawn by a child at a primary school in Warrington. Concerns were raised and it was not until a referral had been made to Social Services and the social worker began to speak to the child that it became clear that the picture was a drawing of two camels and their tails. Use this to highlight the importance of using open questions to clarify the facts.

68. 2011 - 2012 BARRIERS TO COMMUNICATION The barriers to communicating with children should not be underestimated but if children are to be properly protected it is vital they are overcome. Use this slide to illustrate the barriers to communication. Why an onion? Open questions, when asked, will provide information and give clues - Peeling back layers to allow professional judgements to be made about the child�s welfare and the most appropriate response to those concerns. School staff need to be mindful that it is not their responsibility to investigate child protection concerns, allegations or disclosures. Their responsibility is to clarify and refer in a timely way to the most appropriate agency. It would be for social care or the police to investigate. Onions of course also have a tendency to make you cry. A reminder that the school needs to consider how to support all parties.Use this slide to illustrate the barriers to communication. Why an onion? Open questions, when asked, will provide information and give clues - Peeling back layers to allow professional judgements to be made about the child�s welfare and the most appropriate response to those concerns. School staff need to be mindful that it is not their responsibility to investigate child protection concerns, allegations or disclosures. Their responsibility is to clarify and refer in a timely way to the most appropriate agency. It would be for social care or the police to investigate. Onions of course also have a tendency to make you cry. A reminder that the school needs to consider how to support all parties.

69. 2011 - 2012 Golden Rules DO Listen carefully 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

70. 2011 - 2012 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.

71. 2011 - 2012 SAFEGUARDING IS EVERYONE�S BUSINESS �Tragically, it required nothing more than basic good practice being put into operation�. Lord Laming (2003) Victoria Climbi�

72. 2011 - 2012

73. Case Studies Secondary Sector

74. 2011 - 2012 SECONDARY SCHOOL: CASE STUDY 1 Brian is 15 and is physically quite large and you know him as being cheeky and an outgoing young man. He comes into school one day with a bruised eye. He tells you he has had a fight with his father because he (Brian) had been stealing food from the fridge. He boasts to you that his father came off much worse. What would you do and why?

75. 2011 - 2012 SECONDARY SCHOOL: CASE STUDY 1 Listen carefully � don�t interrupt Clarify the facts � don�t interrogate Reassure the child Avoid leading questions Do not promise confidentiality Record accurately using the child�s own words Pass on information to Designated Child Protection Co-ordinator. Designated Child Protection Co-ordinator would discuss with parents and Social Services. The slide displays some general principles about listening to a disclosure. Explain that in this case, whether or not it is true that Brian�s father has been injured, this still needs to be passed on to the Designated Senior Person (DSP) as the information indicates that an adult has harmed a child. This may need further investigation by Social Services. Remind participants that it is important to clarify the facts. What does Brian mean by �had a fight�? This could refer to a verbal argument, but open questions should be used to clarify this. Why did they �fight�? Participants may want to ask Brian what the reason for the fight was and why he was stealing food. They could ask open questions to clarify this. Give examples of some open questions; questions beginning with what, when, where, how, why, who. Give some examples of leading (or closed questions) i.e. �Did he hit you?� In other words, do not ask questions in a way that suggests the answers you want. Explain about the steps that you (as DSP) would take after receiving this information i.e speak to parents, discuss with Social Services etc. The slide displays some general principles about listening to a disclosure. Explain that in this case, whether or not it is true that Brian�s father has been injured, this still needs to be passed on to the Designated Senior Person (DSP) as the information indicates that an adult has harmed a child. This may need further investigation by Social Services. Remind participants that it is important to clarify the facts. What does Brian mean by �had a fight�? This could refer to a verbal argument, but open questions should be used to clarify this. Why did they �fight�? Participants may want to ask Brian what the reason for the fight was and why he was stealing food. They could ask open questions to clarify this. Give examples of some open questions; questions beginning with what, when, where, how, why, who. Give some examples of leading (or closed questions) i.e. �Did he hit you?� In other words, do not ask questions in a way that suggests the answers you want. Explain about the steps that you (as DSP) would take after receiving this information i.e speak to parents, discuss with Social Services etc.

76. 2011 - 2012 SECONDARY SCHOOL: CASE STUDY 2 Paula is 13 and has poor expressive language skills. She says she wants to talk to you in confidence. She tells you her mother has a new partner, Alan, and is happier than she has been in ages. Paula tells you that her mother works in a pub three days a week. When Paula�s Mum is out, Alan�s behaviour towards her makes her feel uncomfortable. Her brother is usually in bed at the time and she tries to get out of Alan�s way, but he usually follows her. Paula feels she can�t tell her Mum as she really loves Alan and probably won�t believe her. What do you think you should do next? Why?

77. 2011 - 2012 SECONDARY SCHOOL: CASE STUDY 2 Listen carefully � don�t interrupt Clarify the facts � don�t interrogate Reassure the child Avoid leading questions Do not promise confidentiality Record accurately using the child�s own words Pass on information to Designated Child Protection Co-ordinator Do NOT discuss with parents. These are again some general principles, but some key issues are: clarify the facts. What does Paula mean by �makes her feel uncomfortable�? Ask open questions. If there are concerns about abuse, pass this on immediately to the Designated Senior Person. Explain what action you (as DSP) would take now. Make it clear that if there were concerns of familial sexual abuse (abuse by someone who is not a stranger) that it would not be discussed with the parents, it would be referred directly to Social Services. Explain that to forewarn the family could result in evidence being destroyed. It is important to acknowledge that disabled children may be especially vulnerable to abuse. The following reasons for this are taken from �Working Together to Safeguard Children�. Some disabled children may: have fewer outside contacts than other children receive intimate personal care have an impaired capacity to resist or avoid abuse have communication difficulties, making it difficult to tell others be inhibited about complaining because of fear of losing services be especially vulnerable to bullying and intimidation be more vulnerable than other children to abuse by their peers These are again some general principles, but some key issues are: clarify the facts. What does Paula mean by �makes her feel uncomfortable�? Ask open questions. If there are concerns about abuse, pass this on immediately to the Designated Senior Person. Explain what action you (as DSP) would take now. Make it clear that if there were concerns of familial sexual abuse (abuse by someone who is not a stranger) that it would not be discussed with the parents, it would be referred directly to Social Services. Explain that to forewarn the family could result in evidence being destroyed. It is important to acknowledge that disabled children may be especially vulnerable to abuse. The following reasons for this are taken from �Working Together to Safeguard Children�. Some disabled children may: have fewer outside contacts than other children receive intimate personal care have an impaired capacity to resist or avoid abuse have communication difficulties, making it difficult to tell others be inhibited about complaining because of fear of losing services be especially vulnerable to bullying and intimidation be more vulnerable than other children to abuse by their peers

78. 2011 - 2012 SECONDARY SCHOOL: CASE STUDY 3 Natalie is 15. She has missed a lot of school lately as her mother has mental health problems and she has been worried about leaving her alone. She has also needed to look after her brother and sister, ages 6 and 10. Her father no longer lives with the family and is rarely in contact. Natalie is anxious about the amount of school time she has missed. You discover she is not allowed out of the house on her own except for school, as her mother is worried she will be kidnapped. She is also not allowed to have friends in the home in case they bring in germs What should you do and why?

79. 2011 - 2012 SECONDARY SCHOOL: CASE STUDY 3 Discuss your concerns with Designated Child Protection Co-ordinator Designated CP Co-ordinator to discuss with parents/carers Designated CP Co-ordinator to discuss with Social Services School to involve other agencies (Education Welfare Service/ parenting course/ primary school) Monitor Record Report any concerns / changes The slide displays some key actions. Include the following points in the discussion: this should be discussed with the Designated Senior Person because of the concerns about Natalie caring for her siblings and the impact of not being allowed out of the house or to have friends round the school should discuss the concerns with the parent and clarify the facts i.e. how often Natalie is required to care for her siblings emotional abuse can be very difficult to prove, however Social Services can be consulted for advice Social Services may not accept this as a referral without the permission of the parent/carer at this stage. What about TASCC Team / CAF process? the school could play a role in monitoring the situation and also in referring to and working alongside the Education Welfare Service to address the reasons for the recent poor school attendance the situation may improve with the support of the Education Welfare Service and the primary school that her siblings attend the school may be able to refer the family to a parenting course to help address issues around supporting children in making and sustaining appropriate friendships continue to monitor and report any concerns/changes. The slide displays some key actions. Include the following points in the discussion: this should be discussed with the Designated Senior Person because of the concerns about Natalie caring for her siblings and the impact of not being allowed out of the house or to have friends round the school should discuss the concerns with the parent and clarify the facts i.e. how often Natalie is required to care for her siblings emotional abuse can be very difficult to prove, however Social Services can be consulted for advice Social Services may not accept this as a referral without the permission of the parent/carer at this stage. What about TASCC Team / CAF process? the school could play a role in monitoring the situation and also in referring to and working alongside the Education Welfare Service to address the reasons for the recent poor school attendance the situation may improve with the support of the Education Welfare Service and the primary school that her siblings attend the school may be able to refer the family to a parenting course to help address issues around supporting children in making and sustaining appropriate friendships continue to monitor and report any concerns/changes.

80. 2011 - 2012 SECONDARY SCHOOL: CASE STUDY 4 You have been working at the school for 6 months and you get on well with all members of staff. You are aware that one of your colleagues has some personal problems at the moment and this has had an effect on her at work. You notice she is particularly sharp with one girl and you saw her drag the girl by the arm to remove her from the room. This made the girl cry and the member of staff then swore at her. The girl has a reputation for being naughty. What do you think you should do next? Why

81. 2011 - 2012 SECONDARY SCHOOL: CASE STUDY 4 Pass on the concerns to the Head Teacher Concerns about staff conduct should be passed on to the Head teacher (if the Designated Senior Person is not the Head teacher). Module 12 SET procedures If the concerns are regarding the Head teacher then these concerns should go to the Chair of Governors or Senior Designated Person. The Head teacher with the Children's Safeguarding Service, will then make a decision about how to deal with the concern. It could be through either; child protection process criminal proceedings school disciplinary proceduresConcerns about staff conduct should be passed on to the Head teacher (if the Designated Senior Person is not the Head teacher). Module 12 SET procedures If the concerns are regarding the Head teacher then these concerns should go to the Chair of Governors or Senior Designated Person. The Head teacher with the Children's Safeguarding Service, will then make a decision about how to deal with the concern. It could be through either; child protection process criminal proceedings school disciplinary procedures

82. 2011 - 2012 IDENTIFY SITUATION WHEN YOU MIGHT BE VULNERABLE when you are likely to be alone with a child administering first aid restraining a child when a child wants affection when providing intimate care or a service that involves touching children, such as dealing with incontinence Ask participants to take a couple of minutes to discuss in pairs some situations when they might be vulnerable to an allegation being made against them. Ask for feedback. Use the slide to demonstrate some examples. Remind staff that we are working together to safeguard children AND staff. More information regarding staff conduct can be found at www.teachernet.gov.uk in the IRSC document �Guidance for Safe Working Practice for the Protection of Children and Staff in Education Settings�. Ask participants to take a couple of minutes to discuss in pairs some situations when they might be vulnerable to an allegation being made against them. Ask for feedback. Use the slide to demonstrate some examples. Remind staff that we are working together to safeguard children AND staff. More information regarding staff conduct can be found at www.teachernet.gov.uk in the IRSC document �Guidance for Safe Working Practice for the Protection of Children and Staff in Education Settings�.

83. 2011 - 2012 SECONDARY SCHOOL: CASE STUDY 5 Shane (11 years) has frequently been arriving late for school recently. He appears to be tired and is finding it difficult to concentrate in his lessons. On a couple of occasions, he has not brought his lunch box and has had to borrow money from the school office. His shirt is noticeably dirty and some of the other pupils have commented on this What do you think you should do next? Why

84. 2011 - 2012 SECONDARY SCHOOL: CASE STUDY 5 Discuss your concerns with Designated CP Co-ordinator Designated CP Co-ordinator to discuss with parents Designated CP Co-ordinator to discuss with Social Services if still concerns Monitor Record Report any concerns / changes Explain to the participants that they should discuss their concerns with the Designated Senior Person. Action that may follow could include: clarifying the facts with the parent/carer. Although there is the possibility of several explanations for these incidents, the facts should be clarified a discussion with the parent and possibly with Social Services Social Services may not accept this as a referral without the permission of the parents at this stage in this case, the school could possibly play a role in monitoring the situation. continue to monitor and report any concerns/changes. Explain to the participants that they should discuss their concerns with the Designated Senior Person. Action that may follow could include: clarifying the facts with the parent/carer. Although there is the possibility of several explanations for these incidents, the facts should be clarified a discussion with the parent and possibly with Social Services Social Services may not accept this as a referral without the permission of the parents at this stage in this case, the school could possibly play a role in monitoring the situation. continue to monitor and report any concerns/changes.