Child Protection Training for Whole School Staff

1. Children & Young People’s Service Whole School Child Protection Training 2015 - 2016 North Yorkshire County Council 1

2. Aims and Objectives To help whole school staff to: Gain a basic knowledge of child abuse and neglect Recognise signs and symptoms of abuse Listen to and support children who are in need of protection Know how to respond if there are concerns about a child Identify the Designated Senior Person for Child Protection in school Recognise how to record concerns appropriately Be aware of child protection concerns in specific circumstances

3. Legislation & Statutory Guidance • Section 175 of the Education Act 2002places a duty on local authorities (in relation to their education functions), the governing bodies of maintained (state) schools and the governing bodies of further education institutions (which include sixth-form colleges) to exercise their functions with a view to safeguarding and promoting the welfare of children who are pupils at a school or who are students under 18 years of age attending further education institutions. • The same duty applies to independent schools (which include Academies and Free Schools) by virtue of regulations made under section 157 of this Act.

4. Policy, Procedures and Guidance School Child Protection Policy North Yorkshire SCB Procedures and Guidance and Training www.safeguardingchildren.co.uk “Keeping Children Safe in Education July 2015” www.education.gov.uk HM Government Guidance “What to do if you’re worried a child is being abused 2015 – Advice for Practitioners” www.gov.uk HM Government Guidance Information Sharing 2015 www.gov.uk

5. Levels of Intervention

6. Disabled Special Needs Medical needs Attachment needs Behaviour indicates a lack of parental control ‘Difficult’ /‘Demanding’/‘Odd’/ ‘Different’ Dependent Friendless/Isolated/Rejected Suffered previous trauma, abuse or neglect Struggling with identity (e.g. sexual) Attention seeking Bullied Lack of opportunities to develop resilience Viewed as ‘possessed’ Looked after Living away from home (including Private Fostering) Out of school / failing to attend Who go missing (including missing from Education) Living in temporary accommodation Who move frequently Migrant children Child victims of trafficking Unaccompanied asylum-seeking children Children whose names are changed Children at risk of Sexual Exploitation Children at risk of Female Genital Mutilation Children at risk of radicalisation Most Vulnerable Children

7. Resilience “Where home life is difficult, a concerned adult outside the home may prove to be a vital role model and source of hope and encouragement.” The Child’s World It seems likely that children will be more resilient to adverse circumstances if they have : • supportive relationships with at least one parent • supportive relationships with siblings and grandparents • a committed non-parental adult who takes a strong interest in the young person and serves as an ongoing mentor and role model • positive experience in school • positive friendships • a capacity to think ahead and plan their lives

8. What is Abuse and Neglect? • A form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. • Children may be abused in a family or in an institutional or community setting, by those known to them or, more rarely, by others, (eg. via the internet) • They may be abused by an adult or adults, or another child or children • Physical abuse • Sexual abuse • Emotional abuse • Neglect (Working Together 2015)

9. 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.

10. 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 and 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 or a child, though it may occur alone.

11. Neglect 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. 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.

12. 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 (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also 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 a sexually inappropriate ways, or 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.

13. Signs and Symptomsof Abuse and Neglect N.B. These lists are NOT prescriptive (or exhaustive)- there may be a number of other explanations for many of the signs and symptoms Handout 1 – ‘Normal child development’

14. Physical Abuse Physical signs Injuries that are not adequately or consistently explained Current bruising/injury, with a long history of bruises and accidents Injuries getting progressively worse, or occurring in a time pattern Untreated injuries/ delay in seeking medical attention Any injuries on non-mobile child Injuries not fitting with age or development Accidental injuries tend to be on bony areas, non accidental injuries tend to be on soft tissue areas Behaviours Over-pleasing/ compliant Aggressive ‘frozen watchfulness’ Attention seeking Reluctant to go home/Running away Avoiding P.E./ medicals Fearful of others Flinches when approached Low self esteem

15. Emotional Abuse Developmental delays Cognitive difficulties Mental health problems Neurotic behaviour (e.g. rocking, head banging, hair-twisting, thumb-sucking) Self harm Low self esteem Substance misuse Running away Eating disorders Sudden speech disorders Excessively sad Over-reaction to mistakes Acceptance of punishment which appears excessive Extremes of passivity or aggression Fear of new situations Fear of parents being contacted Excessive parental pressure to achieve Low warmth, high criticism Poor school attendance/punctuality

16. Neglect Looks extra-thin and poorly /‘failing to thrive’ Recent unexplained weight loss/excessive weight gain Complains of hunger, lacking energy/stealing Developmental delay Attachment disorder Poor concentration Low self esteem Feels unloved/isolated Indiscriminate affection Inadequate supervision Repeated ‘accidents’ /untreated condition or injury Repeatedly unwashed, smelly, dirty Inappropriate clothing Left alone at home/with inappropriate carers Not accessing medical/dental care Reluctant to go home/ attends school when ill Poor school attendance/ punctuality

17. Sexual Abuse Sudden changes in behaviour or school performance Inappropriate sexualised behaviour/knowledge/drawings Preoccupation with references to abuse in schoolwork Repeated inappropriate masturbation Tendency to cling or need constant reassurance Tendency to cry easily Regression to younger behaviour Fear of undressing for gym Fear of a specific person Unexplained gifts or money Secrecy Sleep disturbances or nightmares Depression and withdrawal Loss of self esteem Eating disorder Self harm Attempted suicide Running away Phobias or panic attacks Genital/anal itching or pain Chronic illnesses e.g. throat/genital/ urinary infections STI Unexplained pregnancy Wetting, day or night Absence from school

18. GROOMING “A process by which a person prepares a child, significant adults and the environment for the abuse of this child.” Gallagher (2000)

19. Specific goals include gaining access to the child, gaining the child’s compliance and maintaining the child’s secrecy to avoid disclosure. This process serves to strengthen the offender’s abusive pattern, as it may be used as a means of justifying or denying their actions. Craven et al (2006)

20. Common strategies used by sex offenders to gain victims' co-operation • Giving them non-sexual attention • Touching them non-sexually • Saying nice things about them • Saying loving, caring things to them Leclerc et al (2005) Handout 2 – Warning Signs

21. Group ExerciseWhat are the risk factors relating to parents (carers) and their environment?What factors may make a child more vulnerable/resilient?

22. Stress/Risk Factors relating to parents/carers and environment Social Exclusion: racism and other social isolation; poverty; high crime; poor housing; reduced access to childcare, transport, education and employment Domestic Abuse Mental illness Drug and alcohol misuse Learning Disability Poor parenting skills Peer pressure Poor understanding of child’s needs Unrealistic expectations/poor understanding of child development Inappropriate values, attitudes and beliefs re child care, ‘discipline’ and behaviour management Lack of social support, financial difficulties, harassment Power/control issues Attachment difficulties Personal experience of poor parenting/abuse (with caution) Abuse or neglect outside of the family: internet other children/young people other adults known to the child professionals institutions strangers sexual exploitation (prostitution) Cultural Practices: Female genital mutilation Forced marriage

23. Domestic Abuse For more information about the issue of domestic abuse, services available in North Yorkshire and an online basic awareness training course please see the IDAS (Independent Domestic Abuse Services) website:- www.idas.org.uk

24. Keeping Children Safe in Education July 2015 • Children Missing from Education • Female Genital Mutilation (FGM) • Preventing Radicalisation

25. Children Missing from Education • Schools should put in place appropriate safeguarding procedures and responses for children who go missing from education, particularly on repeat occasions. • This may help to identify the risk of abuse and neglect, including sexual exploitation and to help prevent the risks of going missing in the future.

26. continued • Staff should be alert to signs to look for and the individual triggers to be aware of when considering the risks such as travelling to conflict zones. FGM and forced marriage. • All schools must inform the local authority of any pupil who fails to attend school regularly, or has been absent, without permission, for a continuous period of 10 school days or more.

27. Female Genital Mutilation • Professionals need to be alert to the possibility of a girl being at risk of FGM or already having suffered FGM. • If staff have a concern they should make a referral to Children & Families. • Section 5B of the FGM Act 2003 places a statutory duty on teachers, along with social workers and healthcare professionals to report to the police where they discover that FGM appears to have been carried out on a girl under 18 (duty commences in October 2015)

28. Preventing Radicalisation • Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism. • Extremism is vocal or active opposition to fundamental British values. • From 1 July 2015 schools are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015 to have due regard to the need to prevent people being drawn into terrorism.

29. Prevent – Requirements on Schools • Assess risk of children being drawn into terrorism. Clear procedures in place for protecting children at risk of radicalisation within existing safeguarding procedures. • Ensure safeguarding arrangements take in to account the policies and procedures of the Safeguarding Board. • The DSP should undertake Prevent awareness training to provide support and advice to members of staff on protecting children at risk of radicalisation. • Schools must ensure that children are safe from terrorist and extremist material when accessing the internet at school.

30. Disclosure Listening and Responding

31. Barriers to disclosure What makes it difficult for children to tell? Feelings/emotions related to the abuse e.g. guilt, shame, embarrassment, confusion Not recognising the situation as abusive Think it’s their fault/ they deserved it Promised to ‘keep the secret’ Think they’ll be in trouble Worry about what others will think of them/how they will react Previous experiences of telling/ fear of disbelief Fear of rejection Told not to tell by another Fear of consequences for themselves and others Positive feelings towards ‘abuser’ Fear of loss of school placement Threats Uncertainty about procedures/ what will happen next Not having the words Think ‘everyone will know’ Can’t trust anyone Fear that everyone else will make decisions-they’ll lose control

32. BARRIERS TOEFFECTIVE LISTENING The Adult Own pain, experiences, memories, sexuality. View of child/alleged abuser . Values, attitudes, beliefs Pity, Horror, Shame, Distress, Embarrassment, Anger, Disgust, Uncertainty Will I cope? Will I make it worse? Is it true? What next? Practicalities ( time, other responsibilities etc.), Knowledge, Skills, Confidence, Legislation, Language, Support available, Possible repercussions. Personal Feelings Doubts Professional

33. Listening and RespondingGolden Rules DO Listen carefully Be patient and let child go at own pace Reassure where necessary, (but not ‘reward’) Allow the child to speak freely, without interruption Avoid any ‘I’ agenda Keep open questions to a minimum, use only to clarify/check meaning DO NOT Judge / criticise the alleged perpetrator or the child Ask ‘leading’ or ‘closed’ questions Interrogate, investigate or decide if the child is telling the truth Promise confidentiality Put words in to the child’s mouth

34. AND…… Do not ask the pupil to repeat it all for another member of staff Ensure that the child has an opportunity to say how they are feeling about disclosing and any hope/fears they now have Keep the child informed of any action you are preparing to take and what is happening Make sure the child is safe and supported

35. Confidentiality“If I tell you something, will you promise not to tell anybody ?” Child protection information cannot be kept completely confidential The welfare of the child(ren) is paramount Children should be sensitively told that information must be shared , be reassured that this is to protect their welfare and that the ‘need to know’ principle will be applied Listen to and take seriously the child’s views/fears, they may help you decide how best to proceed

36. Responding Consult immediately with the designated person Is there sufficient information/concern to warrant making a Child Protection referral? Does information need to be clarified or expanded on? Record Monitor

37. Recording and Monitoring Recording: What? How? Where? Who? Handout 3 Monitoring: What? When? How? Who?

38. CP in Specific Circumstances North Yorkshire Safeguarding Children Board procedures www.safeguardingchildren.co.uk These procedures are only available online and must be referred to when considering a child protection matter.

39. 9.49 Sexually harmful behaviour displayed by children and young people • There are no officially agreed ways of describing sexual behaviours which cause concern. Think of sexual behaviour as being on a continuum of healthy, problematic and harmful behaviours. • Guidance in understanding healthy sexual development in children and young people is that not all sexual behaviours displayed by children and young people are healthy; some are harmful, and some fall within the middle of this range (problematic), which means that they clearly have aspects that are not within the healthy range, but are not the most worrying behaviours. • The term problematic is used to indicate that the behaviour is a problem for someone, whether that is the child or young person themselves

40. Identifying where behaviour is a problem or concern • All staff working with children and young people have a role to play in identifying where a behaviour is a potential problem or concern. • If you are worried or concerned about a behaviour report this to the DSP • 2 Handouts – • Handout 4 - ‘Healthy Sexual Development’ • Handout 5 - ‘Worried about a Child’s Sexual Behaviour’

41. NYSCB Procedures Section 10: Managing Allegations Against Staff and Volunteers Who Work With Children Handout 6

42. Safer Working Practice • Guidance for Safer Working Practice for Adults who work with Children and Young People in Education and Early Years Settings. http://cyps.northyorks.gov.ukLog inSearch Education Child Protection

43. THANK YOU FOR TAKING PART IN THIS TRAINING