Child Protection Policy 2015

ASHTON COMMUNITY SCIENCE COLLEGE Whole-School Policy for SAFEGUARDING and CHILD PROTECTION

Whole-School Policy on Child Protection A.

Named staff/personnel with specific responsibility for Child Protection

Academic Year 2014-2015

B.

Designated Senior Person & ‘Back-Up’ or Deputy DSP Sharon Asquith-DSL Claire Parkinson-DSL Debi Bradshaw-Deputy DSL Lisa Leach-2nd Deputy DSL

Mark Gutteridge

Training for Designated Staff in School (DSLs should refresh their training every 2 years KCSIE 2014)

Name of Staff Member / Governor Sharon Asquith Claire Parkinson Debi Bradshaw Lisa Leach Mark Gutteridge

C.

Nominated Governor

Date when last attended CP Training 6/5/14 21/10/14 23/4/13 16/5/14

Provided by Whom (e.g. LCC, Governor Services) LCC LCC LCC Phil Threlfall

Whole School Child Protection Training (all staff should receive induction and " regular" updated training KCSIE 2014)

Who attended (e.g. all teaching and welfare / support staff, Governors, volunteers) All staff

Date

7/1/13

All teaching staff completed on- September line CAF training 2013-January 2014

Training Delivered by

Phil Threlfall

Lancashire CAF team

All teaching staff given a copy of As part of their Claire Parkinson ‘Guidance for safer working induction practice for adults who work with children and young people in education settings’ and a copy of Part 1 KCSiE and asked to sign

a receipt

D.

Review dates for this policy (annual review required KCSIE 2014)

Review Date July 2014

July 2015

Changes made Changes made in the light recommendations by KCSIE 2014

By whom of

the Claire Parkinson

INTRODUCTION Ashton Community Science College recognises that the welfare of the child is paramount and takes seriously its responsibility to safeguard and promote the welfare of the children and young people in its care.

There are three main elements to our Child Protection Policy:  Prevention  Protection  Support This policy applies to the Principal, all staff (including supply and peripatetic staff), volunteers, governors or anyone working on behalf of Ashton Community Science College.

SCHOOL COMMITMENT We recognise that high self-esteem, confidence, peer support and clear lines of communication with trusted adults helps all children, and especially those at risk of or suffering abuse.

Ashton Community Science College will therefore:  Establish and maintain an ethos where children feel secure and are encouraged to talk, and are listened to. Each student is attached to a form tutor and a head of year. They are also aware that they can find a member of the Pastoral Team in the Attendance Office.  Give students the opportunity to carry out activities in PSHE which will equip them with the skills they need to stay safe and/ or communicate their fears or concerns about abuse. Students will also cover material which will help develop realistic attitudes to the responsibilities of adult life, particularly with regard to childcare and parenting skills. Details of these activities can be found in PSHE schemes of work.  Ensure that every effort will be made to establish effective working relationships with parents and colleagues from other agencies.

An organisation which can demonstrate a good safeguarding culture and ethos will have all of the aspects of the exemplar below in place

Policies

Child / VA protection Safer Recruitment & Selection Safe practice Whistle-blowing Governance Residential / Out of hours provision Practice

Procedures

ICT / E-safety

Duty to Safeguard & Promote Welfare

Learners with additional / complex needs Managing Allegations Curriculum Anti-bullying

Equality & diversity



Record-keeping

H&S, Security & Physical Environment

Training Inc induction

FRAMEWORK Effective safeguarding systems are those where:  The child’s needs are paramount, and the needs and wishes of every child, be they a baby or infant or an older child, should be put first so that every child receives the support they need before a problem escalates.  All professionals who come into contact with children and families are alert to their needs and any risks of harm that individual abusers, or potential abusers, may pose to those children.  All professionals share appropriate information in a timely way and can discuss concerns about an individual child with the DSL or Deputy DSL and Lancashire Children’s Social Care. Who will then work together to put together a plan so that the right solutions can be found for each individual child.  All professionals in school will contribute to whatever actions are needed to safeguard and promote the child’s welfare and will take part in regularly reviewing the outcomes for the child against specific outcomes. (Working Together to Safeguard Children 2013) Child protection is the responsibility of all adults and especially those working with children.

The development of appropriate procedures and the monitoring of good practice are the responsibilities of the Lancashire Safeguarding Children Board (LSCB).

ROLES AND RESPONSIBILITIES All adults working with or on behalf of children have a responsibility to protect children.

There are, however, key people within schools and the Local Authority who have specific

responsibilities under Child Protection procedures. The names of those carrying these responsibilities in school for the current year are listed on the cover sheet of this document.

Under s175 Education Act 2002, it became a legal requirement that all schools have in place a DSL. The requirements of the role are set out under the Act and further expanded upon in statutory guidance Safeguarding Children and Safer Recruitment 2007. One of the key requirements is that the person undertaking this role has to be of a sufficient level of seniority within the school i.e. being a member of SLT. Although not specified within statute or statutory guidance, it is a LA recommendation that there is also a backup DSL in place.

The Role of the DSL at ACSC  Refer cases of suspected abuse or allegations to the relevant investigating agencies.  Act as a source of support, advice and expertise within the educational establishment when deciding whether to make a referral by liaising with relevant agencies.  Liaise with Principal to inform her of any issues and ongoing investigations and ensure there is always cover for this role.  To recognise how to identify signs of abuse and when it is appropriate to make a referral.  Have a working knowledge of how LSCBs operate the conduct of a child protection case conference and be able to attend and contribute to these effectively when required to do so.  Ensure each member of staff has access to and understands the school’s child protection policy especially new or part time staff who may work with different educational establishments.  Ensure all staff have induction training covering child protection and are able to recognise and report any concerns immediately they arise.  Be able to keep detailed accurate secure written records of referrals and or concerns.  Obtain access to resources and attend any relevant or refresher training courses at least every two years.  Ensure ACSC’s child protection policy is updated and reviewed annually and work with the governing body regarding this.  Ensure parents see copies of the child protection policy which alerts them to the fact that referrals may be made by school in this to avoid conflict later.  Where children leave ACSC ensure their child protection file is copied for the new establishment as soon as possible but transferred separately from the main pupil file.

Roles and Responsibilities of the Principal  Ensure the policies and procedures adopted by the governing body or proprietor are fully implemented, and followed by all staff;  Ensure sufficient resources and time are allocated to enable the DSL and other staff to discharge their responsibilities, including taking part in strategy discussions and other interagency meetings, contributing to the assessment of children.  Ensure all staff and volunteers feel able to raise concerns about poor or unsafe practice with regard to children, and such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed whistle blowing policies, where appropriate.

Roles and Responsibilities of the governor responsible for Child Protection  Ensure the school has a child protection policy and procedures in place that are in accordance with local authority guidance and locally agreed interagency procedures, and the policy is made available to parents on request.

 

Ensure the school operates safe recruitment procedures for dealing with allegations of abuse against members of staff and volunteers that comply with guidance from the local authority and locally agreed interagency procedures.

Ensure senior member of the school’s leadership team is designated to take lead responsibility for dealing with child protection issues, providing advice and support to other staff, liaising with the local authority.

People within the Local Authority who can offer support and advice: Safeguarding in Education Mary Aurens CAF enquiries Nick Hepenstall 07817624891 LADO Tim Booth 01772 536694 Schools HR Jeanette Whitham 01772 531758

PROCEDURES If a member of staff believes a child is at immediate risk they know they must contact the DSL or Deputy DSL immediately. Once the DSL has been notified the member of staff knows that they must log what the child said on the form titled PART 1: INTERNAL NOTIFICATION of CP/WELFARE CONCERN TO THE DSL which can be found in the staffroom in the grey drawers.

The DSL will then decide a plan of action and this will be logged on the same form so there is a clear record.

Parents are made aware of the Child Protection policy through the school website All new staff are requested to see the DSL for an induction into Child Protection. They will be given a copy of this policy, a copy of the Guidance for safer working practice for adults who work with children and young people in education settings and a copy of Part 1 of KCSiE. They will sign a receipt for this which will be stored in the DSL’s office.

TRAINING AND SUPPORT Ashton Community Science College will ensure that the DSL and Deputy DSL and the nominated governor attend relevant training at intervals at no longer than 2 years. The DSP and Deputy DSL will also attend Multi Agency Child Protection Training within this timescale.

All staff will receive basic child protection training from the DSL when they begin work at ACSC. All staff will receive an update every 3 years by an outside agency.

Progress Leaders will be updated of any child protection issues concerning a student in their year group by the Deputy DSL attached to their year group. Individual staff will be told on a need to know basis.

SLT will also be updated by the DSL at meetings if there are any child protection issues which need raising at a Leadership level.

CONFIDENTIALITY Confidentiality is an issue which must be understood by all those working with children, particularly in the context of child protection.

The basic principles concerning confidentiality will be explained during the induction process.

All members of staff know that they cannot offer confidentiality to a child but staff do all they can reassure the child by explaining they will only tell the people who need to know.

E.g. the DSL. All staff know they should not pass private information onto other agencies unless the child is at risk. Any information which is shared must be recorded giving the information of why it was shared, with whom and why. (Data protection Act 1998, European Convention of Human Rights, Article 8)

RECORDS AND MONITORING Well-kept records are essential to good child protection practice. Staff at Ashton Community Science College are clear about the need to record any concerns held about a child or children within our school.

When a member of staff completes a PART 1: INTERNAL NOTIFICATION of CP/WELFARE CONCERN TO THE DSL this will initiate a folder will being created for the child in the DSP’s secure filing cabinet in their office. On this form there is room for the DSP to record what action they took and why. These forms are given directly to the DSP or Deputy DSP. If it is a welfare issue rather than a child protection issue they will place them in a confidential envelope in the DSPs tray.

All child protection files are kept in the DSL’s office which is double locked and only the DSL and Deputy DSL have a key. When a child has left ACSC their file is still kept in this double locked cupboard.

The Deputy DSLs will meet with the Pastoral Leaders weekly to discuss any welfare issues which could develop into Child protection cases. The Deputy DSLs and DSL have weekly meetings to discuss these issues and the DSL allocates each child protection issue either themselves or to one of the Deputy DSLs. Any students who have not yet reached child protection level but are a concern will be discussed at both these meetings. These names will be recorded in the red/black book by the DSL so that patterns can be spotted.

If a child moves to another school and has a CP file then the DSL or deputy DSL will contact the DSL at the new school and photocopy the students file and if possible deliver it in person.

Feedback to Staff Who Report Concerns to the DSL Rules of confidentiality dictate that it may not always be possible or appropriate for the Designated Senior Leader to feedback to staff who report concerns to them. Such information will be shared on a ‘need to know’ basis only and the Designated Senior Leader will decide which information needs to be shared, when and with whom. The primary purpose of confidentiality in this context is to safeguard and promote the child’s welfare.

Staff should never: Do nothing/assume that another agency or professional will act or is acting.

Attempt to resolve the matter themselves, the process in our school is that all concerns are reported to the DSL/Deputy DSL, if no one who is DSL trained is contactable, then the concerns are reported to the next most senior member of staff.

Making Referrals to CSC (Guidance for the Designated Senior Leader) As of 31st October 2013, the thresholds and documentation for referrals to CSC changed The Lancashire CoN provides 4 levels to described family circumstances LEVEL 1 Universal – thriving LEVEL 2 Additional Support Needs – Just coping LEVEL 3 Complex Support Needs – Struggling to Cope LEVEL 4 Intensive Needs – Not Coping The Customer Service Centre email address for referrals

0300 123 6720 cypreferrals@lancashire.gov uk

Emergency Duty Team (Out of Hours)

0300 123 6721/2

CHILD PROTECTION CONFERENCES The purpose of an initial child protection conference (ICPC) brings together family members, the child, where appropriate, and those professionals most involved with the child and family, following S47 enquiries. Its purpose is:



To bring together and analyse the available information (about the child’s health, development and functioning, and the parent/carer’s capacity to ensure safety and promote health and development) in a multi-disciplinary setting;  To make judgements about the likelihood of a child suffering significant harm in the future;  To decide what future action is needed to safeguard the child and promote his or her welfare, For ICPC the procedure is that all agencies will now complete one standard pro forma and that pro forma can be accessed using the link below. Once completed, the form must be sent securely to the relevant email address for your area, 2 working days prior to the ICPC. http://www.lancashire.gov.uk/corporate/web/view.asp?siteid=3829&pageid=34928&e=e Only the DSP or back-up DSPs will attend conferences.

SUPPORTING STUDENTS AT RISK ACSC recognises that children who are abused or who witness violence may find it difficult to develop a sense of worth and view the world in a positive way. School may be the only stable, secure and predictable elements in the lives of children at risk. Whilst at school their behaviour may still be challenging and defiant and there may even be moves to consider fixed term exclusions or even permanent exclusion.

We also recognised that some children who have experienced abuse may in turn abuse others.

This will require a considered, sensitive approach in order that the child can receive appropriate help and support.

We will endeavour to support students through:  The curriculum, to encourage self-esteem and self-motivation  The school ethos, which promotes a positive, supportive and secure environment which gives all students and adults a sense of being respected and valued  The implementation of school behaviour management policies  A consistent approach, which recognises and separates the cause of behaviour from that which the child displays.  Regular liaison with other professionals and agencies who support students and their families.  A commitment to develop productive, supportive relationships with parents, whenever possible and as long as it is in the student’s best interest.  The development and support of a responsive and knowledgeable staff group trained to respond appropriately in child protection situations.

At ACSC we recognise that, statistically, children with behavioural difficulties and disabilities are particularly vulnerable to abuse. School staff who work, in any capacity, with children with profound and multiple disabilities, sensory impairment and/or emotional and behaviour problems will need to be particularly sensitive to signs of abuse.

We also recognise that in a home environment where there is domestic violence, drug or alcohol misuse, children may also be particularly vulnerable and in need of support or protection.

SAFER SCHOOLS AND SAFER STAFF All staff receives a copy of the document Guidance for Safer Working Practice for Adults who work with children and young people in Education setting march 2009. All sign to say they have received a copy and will ask if they do not understand any part of it.

If the allegation is against a member of staff/volunteer then the Principal is the Case Manager who deals with this and liaises with the Local Authority. If the allegation is against the Principal then the Case Manager who deals with this is the Chair of Governors.

Keeping children safe in Education (KCSIE) details that part of the DSL role where an allegation has been made and it relates to a child, that the DSL is the person who refers it to LADO, CSC and the police. That where threshold for barring is met then the DSL refers it to Disclosure and Barring Service (DBS) .

In all instances, the Case Manager has no role of investigation at the onset of the allegation and advice should be sort from the LADO (Local Authority Designated Officer for Allegations) 01772 536694 or Safeguarding in Education Team 01772 531196.

Parents or carers of a child or children involved should be told about the allegation as soon as possible if they do not already know. However, there will be some cases that require a strategy discussion with CSC and/or the police and it will be within the strategy discussion that decisions are made as to what information can be disclosed to parents or carers. (KCSIE para116, p33) In the event of an allegation being made, our school will make every effort to maintain confidentiality and guard against unwanted publicity. Parents and carers will be made aware that under s141F of the Education Act 2011, there is a prohibition on reporting or publishing allegations about teachers, this includes via social media e.g. Facebook, Twitter etc. and if breached this could lead to prosecution. If parents or carers wish to apply to the court to have reporting restrictions removed, they will be advised to seek legal advice. (KCSIE para117, p33).

USE OF MOBILE PHONES AND CAMERAS Children have their photographs taken to provide evidence of their achievements for developmental records (The Early Years Foundation Stage, EYFS 2012). Staff, visitors, volunteers and students are only permitted to use their own digital technology to take photographs which demonstrate learning. At the earliest opportunity the photograph must be up loaded to the staff area and deleted from their digital technology.

Under the Data Protection Act 1998, the school must seek parental consent to use photographs and use video recorders of their children.

Cameras and mobile phones are prohibited in all toilet areas.

The Designated Senior Leader in School is: Claire Parkinson The Deputy DSL is Debi Bradshaw The 2nd Deputy DSL is Lisa Leach

T

This policy should be considered alongside the policies listed below:  E-Safety Policy  Anti-Bullying Policy  Behaviour Management Policy  Staff codes of Conduct policy  SEN policy  Health and safety policy  Handling Allegations of abuse against staff.  Children looked after policy

APPENDIX 1: TAKING ACTION ON CHILD WELFARE/PROTECTION CONCERNS IN SCHOOL

Staff member has concerns about a child’s health, development, safety or welfare Discusses with Designated Senior Leader (DSL) as soon as possible (and certainly within 24 hours) Action agreed and recorded by DSL

Designated Senior Leader considers     

Context & history/information available/inaccessible Explanations & contemporaneous life events Uses Framework for Assessment & CAF Evidence and nature of risk/need Balance of Probabilities

A Level of Need Is Identified    a) 

What level of need is identified?

What are the parent’s/child’s views?

What services might be accessed: in school; b) via the LA; c) via direct referral to non-statutory agencies Can these meet the level of need identified?

No

Yes

Access Input Monitor Record

Review

S.17 Child In Need CSC Referral to CSC – best practice to obtain consent but not needed

Assessment Advice Services

No Further Action/ Ongoing Monitoring and Support

Child suffering or likely to suffer significant harm

Inform parents of intention to refer unless this would:  Increase risk to child  Impede investigation  Cause undue delay

S.47 Child Protection Referral Telephone call to The Customer Service Centre 0300 1236720/ EDT 03001236721/2 (out of hours) CSC referral from emailed within 48 hrs cypreferrals@lancashire.gov.uk

APPENDIX 2: TALKING AND LISTENING TO CHILDREN If a child wants to confide in you, you SHOULD  Be accessible and receptive;  Listen carefully and uncritically, at the child’s pace;  Take what is said seriously;  Reassure children that they are right to tell;  Tell the child that you must pass this information on;  Make sure that the child is ok ;  Make a careful record of what was said (see Recording).

You should NEVER  Investigate or seek to prove or disprove possible abuse;  Make promises about confidentiality or keeping ‘secrets’ to children;  Assume that someone else will take the necessary action;  Jump to conclusions, be dismissive or react with shock, anger, horror etc;  Speculate or accuse anybody;  Investigate, suggest or probe for information;  Confront another person (adult or child) allegedly involved;  Offer opinions about what is being said or the persons allegedly involved;  Forget to record what you have been told;  Fail to pass this information on to the correct person (the Designated Senior Person).

Children with communication difficulties, or who use alternative/augmentative communication systems  While extra care may be needed to ensure that signs of abuse and neglect are interpreted correctly, any suspicions should be reported in exactly the same manner as for other children;  opinion and interpretation will be crucial (be prepared to be asked about the basis for it and to possibly have its validity questioned if the matter goes to court).

The LA’s Child Protection Information Pack (2004) provides guidance on these issues insofar as children with disabilities/complex needs are concerned – See Document C4.

Recordings should  State who was present, time, date and place;  Be written in ink and be signed by the recorder;  Be passed to the DSL or Head Teacher immediately (certainly within 24 hours);  Use the child’s words wherever possible;  Be factual/state exactly what was said;  Differentiate clearly between fact, opinion, interpretation, observation and/or allegation.

What information do you need to obtain?  Schools have no investigative role in child protection (Police and Children's Social Care will investigate possible abuse very thoroughly and in great detail, they will gather evidence and test hypotheses – leave this to them!);  Never prompt or probe for information, your job is to listen, record and pass on;

  

Ideally, you should be clear about what is being said in terms of who, what, where and when; The question which you should be able to answer at the end of the listening process is ‘might this be a child protection matter?’; If the answer is yes, or if you’re not sure, record and pass on immediately to the Designated Senior Leader /Head Teacher/line manager.

If you do need to ask questions, what is and isn't OK?  Never asked closed questions i.e. ones which children can answer yes or no to e.g. Did he touch you?  Never make suggestions about who, how or where someone is alleged to have touched, hit etc. e.g. Top or bottom, front or back?  If we must, use only ‘minimal prompts’ such as ‘go on … tell me more about that … tell me everything that you remember about that … … ‘  Timescales are very important: ‘When was the last time this happened?’ is an important question.

What else should we think about in relation to disclosure?  Is there a place in school which is particularly suitable for listening to children e.g. not too isolated, easily supervised, quiet etc;  We need to think carefully about our own body language – how we present will dictate how comfortable a child feels in telling us about something which may be extremely frightening, difficult and personal;  Be prepared to answer the ‘what happens next’ question;  We should never make face-value judgements or assumptions about individual children.

For example, we ‘know that [child…………] tells lies’;  Think about how you might react if a child DID approach you in school. We need to be prepared to offer a child in this position exactly what they need in terms of protection, reassurance, calmness and objectivity;  Think about what support you could access if faced with this kind of situation in school.