Safeguarding and Promoting Welfare of Children: A Comprehensive Guide

1. Level 2 Safeguarding Training for Schools 2019 / 20 Keeping Children Safe in Education Jo Barclay, Safeguarding Manager for Schools and Early Years September 2019

2. What is safeguarding?

3. Safeguarding and promoting the welfare of children is defined in Keeping Children Safe in Education (DfE, 2019) as: “protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes”

4. government introduced the concept of ‘safeguarding children’ in 2004/05 Safeguarding is much broader concept (than child protection) based around preventing children / young people from being harmed – focus upon promoting the child / young person’s welfare Child protection is part of safeguarding and promoting welfare. It refers to activity undertaken to protect specific children identified as either suffering or at risk of suffering significant harm as a result of abuse or neglect. It is only multi-agency working which effectively safeguards children

5. Child protection Anti-bullying Staff conduct Curriculum Safeguarding Safeguarding Attendance Managing allegations against staff Behaviour Site management Well-being of pupils and staff Health and Safety Safer recruitment

6. The Essex Safeguarding Children Board (ESCB): • Working Together 2018 removed statutory requirement for LSCBs – in Essex, ESCB name and brand will remain as part of multi-agency safeguarding arrangements (from September 2019) • Aim is to improve outcomes for children by co-ordinating the work of local agencies to safeguard and promote the welfare of children • Links with Southend and Thurrock (SET procedures – ESCB, 2019) • Director for Education sits on the Board and the Headteacher associations are represented • Safeguarding Manager for Schools sits on Stay Safe Groups and other ESCB sub-committees

7. Working Together to Safeguard Children (HMG, 2018) Two key principles: • Safeguarding is everyone's responsibility: for services to be effective each individual and organisation should play their full part; • A child centred approach: for services to be effective they should be based on a clear understanding of the needs and views of children.

8. SET Procedures 2019ESCBThe Southend, Essex and Thurrock (SET) Procedures set out how agencies and individuals should work together to safeguard and promote the welfare of children and young people

9. SET Procedures (2019) Schools should implement their duty to safeguard and promote the welfare of their pupils under the Education Act 2002 by having a policy that demonstrates how the school will: Create and maintain a safe learning environment for children by having arrangements in place to address a range of issues, Contribute to safeguarding and promoting the welfare of children through the curriculum, by developing children’s understanding, awareness, and resilience; Identify where there are child welfare concerns and take action to address them, in partnership with other agencies where appropriate.

10. SET Procedures (2019) Schools should ensure that they designate a member of the Senior Leadership Team who has been appropriately trained to take overall responsibility for the safeguarding arrangements within the school The designated lead should ensure that all staff in the school are aware of the indicators of abuse, changes in behaviour that give rise to concern or the failure of a child to develop, and that reporting arrangements in these circumstances are in place

11. SET Procedures (2019) The designated lead should ensure that appropriate staff are competent to work in partnership with the local authority children’s social care by: Contributing to the assessment of a child's needs; Implementing agreed actions to meet those needs The designated lead should ensure that the school’s system for recording concerns or files relating to child protection processes for individual children are kept safely and securely and appropriately transferred at time of transition from one school to another

12. The role of Local Authority Designated Officer (LADO) Role initially introduced within ‘Working Together to Safeguard Children’ guidance in 2006 – reflected in SET procedures 4 LADOs in Essex within the Children Safeguarding Team ESI / LADO

13. The role of Local Authority Designated Officer (LADO) Involved where there is a concern or allegation that someone working or volunteering with children: • Has or may have harmed a child • May have committed a criminal related to a child • Behaved towards a child or children in a way that indicates they may pose a risk of harm to children

14. Families where there are obstacles and resistance • Large sibling groups / multiple children in family (additional pressures on parents) • Range of uncooperative behaviour by families towards professionals - four types of uncooperativeness: • Ambivalence • Avoidance • Confrontation • Violence • Disguised compliance

15. Cultural issues to consider: Professionals should seek advice to gain a better understanding, when there is a possibility that cultural factors are making a family resistant to having professionals involved. Professionals should be: • Aware of dates of the key religious events and customs; • Aware of the cultural implications of gender; • Acknowledge cultural sensitivities and taboos e.g. dress codes. Professionals may consider asking for advice from local experts, who have links with the culture. In such discussions the confidentiality of the family concerned must be respected (be aware of the potential risks with this where there may be concerns around forced marriage)

16. Professional conflict resolution “Professionals providing services to children and their families should work co-operatively across all agencies, using their skills and experience to make a robust contribution to safeguarding children and promoting their welfare within the framework of discussions, meetings, conferences and case management” Concern or disagreement may arise over another professional's decisions, actions or lack of actions - professionals should attempt to resolve differences in line with SET procedures (S.11)

17. Keeping Children Safe in Education (DfE, September 2019)

18. Keeping Children Safe in Education (DfE, September 2019) “Schools and colleges and their staff form part of the wider safeguarding system for children” Should be read in conjunction with Working Together to Safeguard Children (HMG, 2018) and SET Procedures (ESCB, 2019) The Teachers’ Standards 2012 state that teachers, including Headteachers, should safeguard children’s wellbeing and maintain public trust in the teaching profession as part of their professional duties

19. Keeping Children Safe in Education (September 2019) Guidance applies to governing bodies, proprietors / academy trusts and management committees Above persons should ensure that ALL STAFF read at least Part 1 (including Annex A) and that mechanisms are in place to assist staff to understand and discharge their role and responsibilities ‘Children’ includes everyone under age of 18

20. A child centred approach to safeguarding: • Safeguarding is EVERYONE’S responsibility - everyone who comes into contact with children and their families has a role to play • All practitioners should make sure their approach is child-centred and consider, at all times, what is in the best interests of the child • No single practitioner can have a full picture of a child’s needs and circumstances • If children and families are to receive the right help at the right time, everyone who comes into contact with them has a role to play in identifying concerns, sharing information and taking prompt action.

21. The role of staff: School and college staff are in a position to identify concerns early, provide help for children and prevent concerns escalating All staff have a responsibility to provide a safe environment in which children can learn All staff should be prepared to identify children who may benefit from early help (providing support as soon as a problem emerges in a child’s life) .

22. What staff need to know: All staff should be aware of systems in school which support safeguarding (should be part of staff induction). This includes: • the Child Protection Policy • the Behaviour Policy • the Staff Behaviour Policy (sometimes called a code of conduct) • safeguarding response to children who go missing from education • the role of the designated safeguarding lead (and identity of DL and any deputies) • This documentation and a copy of Part 1 of KCSIE should be provided to staff at Induction

23. What staff need to know: All staff should: receive appropriate safeguarding and child protection training which is regularly updated. In addition, all staff should receive updates (as required but at least annually) be aware of the early help process, and understand their role in it (being particularly alert to children with additional vulnerability or needs) be aware of the process for making referrals to children’s social care what to do if a child tells them they are being abused or neglected (involve the DL)

24. What staff should look out for: All staff should be aware of the signs of abuse and neglect so they are able to identify children who may be in need of help or protection Knowing what to look for is vital to early identification of abuse and neglect. If staff are unsure, they should always speak to the DL or DDL Staff members are advised to maintain an attitude of ‘it could happen here’ and should always act in the best interests of the child

25. What staff should do if concerned about a child: Act on it immediately (do not assume others have taken action) Speak with the DL (or DDL) – non availability of DL should not delay appropriate action being taken. Options will include: Managing support internally An early help assessment Referral for statutory services Do not assume that other professionals will share critical information - early information sharing is vital for effective identification, assessment and allocation of appropriate service provision

26. Early help Where early help is appropriate, DL / DDL will lead on linking with other agencies as appropriate Cases should be kept under constant review – referral to children’s social care for assessment for statutory services, if child’s situation does not appear to be improving or is getting worse Essex Effective Support / Directory of Services

27. Statutory assessment - children in need / significant harm: Local authority response to referral: CIN – assessment under S17 of Children Act 1989 (may be placed on CIN Plan) Significant harm – assessment under S47 of Children Act 1989 (may be placed on Child Protection Plan) Consider whether any further specialist assessments or services are required ESCALATE CONCERNS IF NO IMPROVEMENT!

28. Record keeping: All concerns, discussions and reasons for decisions should be recorded How do staff report concerns and how are they recorded? Is rationale for decisions / action recorded? What happens then with the information? Is there feedback to staff about their referral? Has all appropriate action been taken?

29. Why is this important? It is important for children to receive the right help at the right timeto address risks and prevent issues escalating. Research and Serious Case Reviews have repeatedly shown the dangers of failing to take effective action. Poor practice includes: • failure to act on and refer the early signs of abuse and neglect • poor record keeping • failure to listen to the views of the child • failure to re-assess concerns when situations do not improve • sharing information too slowly • a lack of challenge to those who appear not to be taking action

30. Concerns about another staff member: • All staff members should be made aware of the boundaries of appropriate behaviour and conduct – set out in the ‘Staff Code of Conduct’ (and signed for by all staff) • Position of Trust (Sexual Offences Act 2003) • Staff should refer any concerns about another member of staff to Headteacher • If concern is about Headteacher, staff should refer to Chair of Governors or to LADO if Headteacher is sole proprietor Remember – ‘it could happen here’

31. Concerns about practice: All staff should be able to raise concerns Where they feel unable to do so to an employer, or where they feel issues are not being addressed, they may contact the NSPCC whistleblowing helpline on: 0800 028 0285 (line is available from 8:00 AM to 8:00 PM, Monday to Friday) or by email at: help@nspcc.org.uk

32. What is abuse?

33. Abuse is… …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. A child may be abused by an adult or adults or another child or children. Categories: • Physical • Emotional • Sexual • Neglect

34. Physical: May involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

35. forehead nose bony spine chin forearm elbow hip knee shin Common Sites For Accidental Injury

36. SKULL – fracture, bruising or bleeding under skull EYES - bruising, (particularly both eyes) EARS - Pinch or slap marks, bruising CHEEK/SIDE OF FACE - bruising, finger marks NECK -bruising, grasp marks MOUTH - torn frenulum UPPER & INNER ARM - bruising, grasp marks SHOULDERS - bruising, grasp marks CHEST - bruising, grasp marks Linear bruising. Outline of belt/buckles. Scalds/burns GENITALS - bruising BACK } BUTTOCKS } THIGHS } KNEES - grasp marks Common sites for non-accidental physical injury

37. Some of the following signs may be indicators of physical abuse: • Children with frequent injuries • Children with unexplained or unusual fractures / broken bones • Children with unexplained: o bruises or cuts; o burns or scalds; or o bite marks.

38. Emotional: The persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve: • conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. • seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), 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, although it may occur alone.

39. Emotional: • not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate • age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction

40. Some of the following signs may be indicators of emotional abuse: • Children who are excessively withdrawn, fearful, or anxious about doing something wrong • Parents or carers who withdraw attention from their child, giving the child the ‘cold shoulder’ • Parents or carers blaming their problems on their child • Parents or carers who humiliate their child (eg: name-calling / making negative comparisons )

41. Sexual: 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 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.

42. Some of the following signs may be indicators of sexual abuse: • Children who display knowledge / interest in sexual acts inappropriate to their age • Children who use sexual language / have sexual knowledge that you wouldn’t expect them to have • Children who ask others to behave sexually / play sexual games • Children with physical sexual health problems, including soreness in the genital and anal areas, sexually transmitted infections / underage pregnancy

43. Neglect: 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.

44. Some of the following signs may be indicators of neglect: • Children living in a home that is indisputably dirty or unsafe • Children who are hungry or dirty • Children without adequate clothing (eg: not having a winter coat, shoes) • Children living in dangerous conditions (eg: around drugs, alcohol or violence) • Children who are often angry, aggressive or self-harm • Children who fail to receive basic health care • Parents who fail to seek medical treatment when their children are ill or are injured

45. Specific safeguarding issues: Staff should be aware of specific issues relating to peer on peer abuse: • Bullying (including on-line) • Physical • Sexual violence and harrassment • Sexting • Initiation / rituals All staff should be clear on policy and procedures on this

46. Specific safeguarding issues – Annex A: So-called ‘honour-based’ violence Preventing radicalisation Peer on peer abuse Sexual violence and sexual harassment between children Additional advice and support • Children / court system • CME • Children - family members in prison • CSE • Child criminal exploitation / county lines • Domestic abuse • Homelessness

47. Children and the court system Children missing education Children going missing (particularly repeatedly) warning sign of potential safeguarding issues Early intervention required to identify underlying cause and to prevent future risk • May be called to give evidence in court, either for crimes committed or crimes witnessed • Guides on different age groups - 5-11 and 12-17

48. Contextual safeguarding

49. Children with family members in prison CSE Involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities • Around 200,000 children affected each year – children at risk of poor outcomes • Essex CAPI Service • NICCO – support for professionals working with offenders and their children

50. Some of the following signs may be indicators of sexual exploitation: • Children who appear with unexplained gifts / new possessions • Children who associate with other young people involved in exploitation • Children who have older boyfriends or girlfriends • Children who suffer from sexually transmitted infections or become pregnant • Children who suffer from changes in emotional well-being • Children who misuse drugs / alcohol • Children missing for periods of time / regularly come home late • Children who regularly miss school or education