C hild Protection General Awareness Training

1. Child Protection General Awareness Training A training programme designed for use in education establishments - to be delivered by a Designated Child Protection Lead Person

2. Aims To explore the nature of Safeguarding, including child protection and identify how we should respond best to children, young people, parents, carers and colleagues when concerns arise

3. An Overview of the Safe School Agenda Has a protective ethos: Recognise the worries of children Recognise the signs and symptoms of abuse Understand the procedures in place to safeguard children in school Know your role and responsibilities and that of the Designated Child Protection Lead Person

4. What is “Safeguarding and Promoting Welfare”? • Protecting children from maltreatment • Preventing impairment of children’s health or development • Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care; ….and undertaking that role so as to enable those children to have the optimum life chances such that they enter adulthood successfully

5. Child Protection Intimate Care Restraint Anti Bullying Policies Staff Conduct Curriculum Safeguarding Attendance Managing Allegations Behaviour Management Safe Built Environment Health and Safety Safe Recruitment and Selection Whistle Blowing

6. Legislation and Guidance – key documents Children Act 1989 - Section 47 Children Act 2004 Working Together to Safeguard Children 2013 Education Act 2002 - Section 175 / 157 DFE Guidance ‘Safeguarding Children and Safer Recruitment in Education’ 2007 Safer Working Practices for Adults who work with Children -2009 Wolverhampton Safeguarding Children Board – Policy & Procedures 2006 Every Child Matter’s Recent Messages for Schools

7. Safeguarding and promoting the welfare of children is everyone’s responsibility • Child abuse happens in Wolverhampton… NOTICE THINGS

8. If you have a concern about a child … share the concern

9. At the end of the day on a full school double-decker bus At least 7 children are likely to be going home to families which they do not experience as loving or close NSPCC study 2000

10. At the end of the day on a full school double-decker bus • Most of the lower deck would at some time in their childhood be going home to serious worries • As many as 10 children may be shouldering a ‘double shift’ burden of house work and caring for parents who are incapacitated by their own health or social problems

11. At the end of the day on a full school double-decker bus Two or three will be going home in fear of the frequent violence between their parents while they were out or what might happen that evening

12. At the end of the day on a full school double-decker bus Two or three children will be returning to a life of regular beatings or denigrations

13. Group Exercise • Why are we, in this school/setting, well-placed to help protect children and young people, and to help keep them safe?

14. Key points: • Daily contact with children • Knowing them as individuals • One of few adults children tell about their fears – you may be the only person who can do something about it • Part of multi disciplinary network • Education staff have statutory duties

15. Group Exercise • What skills do you already have which equip you well for this role?

16. Education Act 2002: Lauren Wright • 6yrs old and lived with her father and stepmother • She attended a local school • Had been previously known to SSD • She was seen with bruises in school • Her weight fell from 6 stone to 2 stone in a six month period • Lauren died following a blow to her stomach caused by her stepmother

17. CLASS TEACHER: “Lots of times, often she was covered with lots of small bruises and major bruises about once per month. These included black eyes, bruising on her face and scratches on her back” HEAD TEACHER: “her physical deterioration had been apparent for at least five months before she died” What did they say Class Teacher was a NQT No designated teacher in school Poor information between agencies Stepmother was a member of staff Lauren’s Classroom teacher had received no child protection training the stepmother told the Paediatrician that the bruises were as a result of bullying in school no referral was made by either of the teachers to Social Services Think the unthinkable!! What else happened: Educations Act 2002 The findings….

18. Legal Responsibilities under Section 175 (S157 – Independent Schools) • Safeguarding & Promoting Welfare’- covers more than the contribution made to child protection in relation to individual children e.g. bullying, medical needs, school security etc • LAs, Governing Bodies and establishments must have in place relevant policies and procedures • Must have DCPL for child protection (and back-up person recommended - DCPL) • DCPL to update their cp training every two years • All staff to be inducted and receive updated training every three years • Safe recruitment procedures • Must adhere to Guidance issued by Secretary of State • Not about increased individual liability. Legislation refers to making and having in place ‘arrangements … … ‘

19. Myths and Realities

20. Children are more likely to be abused by people they know than by strangers Reality

21. There is more child abuse now than there has ever been Don’t Know

22. In the UK black and Asian children are more vulnerable to abuse than white children Myth

23. Disabled children are more likely to become victims of abuse than non-disabled children Reality

24. Most physical abuse is carried out by men, especially fathers and stepfathers Myth

25. Some young people are sexually abused by other young people Reality

26. Those in lower socio-economic groups are significantly more likely to experience all forms of abuse It depends…

27. What Is Abuse? “Child Abuse consists of anything which individuals, institutions or processes do, or fail to do, which directly or indirectly harms children or damages their prospects of safe and healthy development into adulthood.” 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. (National commission of enquiry into the prevention of child abuse) - Physical - Emotional - Sexual - Neglect

28. Physical Abuse • “Physical abusemay 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.” (WT 2010 -Paragraph 1.33)

29. Signs of Physical Abuse Common Sites for Non-accidental injury Eyes Ears Cheeks Mouth Shoulder Chest Upper Arms Inner arms Stomach Genitals Front thighs Buttocks Back of thighs Common Sites for Accidental injury Forehead Crown Bony spinal protuberances Elbows Iliac crest Knees Shins

30. Emotional Abuse • 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. • It may feature age or developmentally inappropriate expectations being imposed on children. • These may include interactions that are beyond the child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. • It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber-bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. • Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone”. (WT 2010 - Paragraph 1.34)

31. Sexual Abuse • “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, including assault by penetration (e.g. rape, or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside the clothing. • They may include 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, grooming a child in preparation for abuse (including via the internet). • Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children”. (WT 2010 Paragraph 1.35)

32. Neglect • “Neglectis the persistent failure to meet a child’s basic and/or psychological needs, likely to result in the serious impairment of the child’s health or development. 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. • It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.” (Paragraph 1.36)

33. Signs and Symptoms • Discuss the category of abuse your group has been given. • Write on the flip chart all the signs and symptoms you think may be present if a child was subjected to this type of abuse. (What physical symptoms may you see and what behaviours may be present?)

34. Associated Risk Factors • Domestic Abuse • Family Discord • Private fostering arrangements • Parental mental illness • Drug/Alcohol misuse • Low Tolerance to stress/impulsivity • Poor attachment • Forced Marriage • Larger family size/lower socio economic status • Rigid attitudes to discipline/unrealistic expectations • Female Genital Mutilation- (FGM) • High mobility – disappearing from school • Lower educational performance • Gang Activity • Sexual Exploitation • Trafficking

35. Internet and mobile phonesThe risks to children and young people include: • Increased exposure to sexually inappropriate content • Access to sites which may promote harmful behaviours, such as promoting anorexia, demonstrating how to make weapons and explosives or explaining how to take one’s own life • Being coerced, tricked or forced into sexual conversations, or sexual acts which are filmed and uploaded onto websites • Meeting people who present a risk • Cyber bullying and harassment • The distribution of inappropriate photographs taken on mobile phones A nursery worker has been charged with seven offences including sexual assault, making and distributing indecent images of children • Operation Ore 2002 identifies 6,500 people in the UK who accessed sites using their credit cards • In 2005, a convicted Surrey teacher had 750,000 images • 1 in 3 in the USA in 2003 arrested for possession of indecent images, also had contact offences

37. DVD • Consequences • Jigsaw

39. School Staff should be familiar with the Child Protection Policy be aware of the indicators of possible abuse be familiar with the referral process know who the designated teacher is keep accurate records KEY Education Personnel Headteacher CP Designated teacher Nominated CP Governor LA Lead Officer Safeguarding Children & Staff YOUR ROLE IS NOT VOLUNTARY

40. Safeguarding in Education Child protection Safe Recruitment & Selection ICT / E-safety Duty to Safeguard & Promote Welfare Whistle-blowing SEN and LAC Behaviour Management Managing Allegations Extended Services Staff Conduct PSHE & Curriculum Anti-Bullying School Security & Physical Environment Attendance admissions exclusions

41. Responsible for maintaining child welfare and child protection records centrally, securely and, where appropriate (i.e. CP records), confidentially Responsible for sharing records appropriately when children leave or move schools Responsible for co-ordinating action in child protection situations e.g. monitoring and support plans in school, referring to other agencies, attending Child Protection Conferences and other meetings Ensures that a CP policy is in place and that staff are aware Reviews policy annually and ensures sign-off by Governing Body Attends refresher training every 2 yrs (inc. multi-agency training) Ensures all staff receive induction and an update every 3 yrs Offers support and advice to staff , day to day, who may have concerns about children in school. Designated Child Protection Lead Person’s Role and Responsibilities

42. What to do with disclosures ?

43. Keep an open mind Reassure the child that they are right to tell Listen carefully Work at the child’s pace Ask only open questions – if you must ask them, clarify the facts, don’t interrogate Explain what you need to do next Record accurately and quickly using child’s words Pass on to DCPL same day Make false promises about confidentiality Interrupt Interrogate / investigate Assume e.g. this child tells lies Make suggestions about what is being said Speculate or accuse anyone Show anger, shock etc Tell the child to go and speak to someone else Forget to record accurately and/or pass on to DCPL Talking and Listening

44. Recording • Brief notes at the time, if possible • Write-up using child’s own words (keep original notes) • Record date, time and behaviour • Consult immediately with the designated Child Protection Lead person • Seek support for yourself • Keep yourself safe, record of any behaviour or incident that could compromise you

45. Safer SchoolsSafer Staff

46. What Next? • Am I clear enough about my role in school and that of other key people? • Am I clear about the relevant policies and procedures in school? • Am I clear about what I should do if I am concerned about a child’s welfare? • Am I clear about the appropriate sources of advice and support available to me? • Is there anything I need to speak to the DCPL about?

47. Key Messages • Safeguarding and promoting the welfare of children is everyone’s responsibility • Child abuse happens in WOLVERHAMPTON… NOTICE THINGS • If you have a concern about a child follow the WSCB flow chart and … share the concern

48. Any questions?