1. Safeguarding Children in Education
CHILD PROTECTION
Training for school staff
Helen Wilson
Advisory Teacher Child Protection

2. Aim: To increase awareness of issues related to safeguarding
Objectives:
To have thought about safeguarding children and what are safe working practices in school
Know what to do if you are worried that a child is being abused
Be able to identify common signs and indicators of child abuse

3. Child Protection Training
Often deals with sensitive issues
Questions and contributions are welcome
Anything shared during the training session will remain confidential

4. Safeguarding 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 effective care; and
Taking action to enable children in need to have optimum life chances

5. Safeguarding
Children are best protected when professionals are clear about what is required individually, and how they need to work together

6. The Legal Framework
Framework for the Assessment of Children in Need and their Families (DH2003)
What To Do If You Are Worried A Child Is Being Abused (DH2006)
Safeguarding Children and Safer Recruitment in Education (DfES 2007)
Working Together to Safeguard Children (March 2010) revised Sept 2012
Trafford Council Child Protection / Child in Need Procedures
Local Safeguarding Children Boards TSCB
CRB Checks – Child Protection Safer Recruitment

7. Section 175 Education Act 2002 Safeguarding Agenda
A duty to have arrangements about safeguarding and promoting the welfare of children

8. Section 175/157 Education Act 2002
(2) The governing body of a maintained school and Proprietors of Independent Schools 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 at the school

9. Safeguarding
All agencies to ensure that the risks of harm 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

10. Working in Partnership
Social Services
Neighbours
Community
police
Education
Health

11. Child Protection Safeguarding Child Protection Staff Conduct
Anti Bullying
policies
Curriculum
Safeguarding
Attendance
Managing
Allegations
Against
Staff
Behaviour
Management
Building Design
Whistle-blower
Health &
Safety
Safe Recruitment
and Selection

12. Objectives Keeping children safe Providing a safe environment to learn
Identify children who are suffering or likely to suffer significant harm
Taking appropriate action with the aim of making sure they are kept safe at home and school

13. More than protecting individual children
Pupil Health
Safety
Bullying
Meeting the needs of children with medical conditions
First Aid
School Security
Drugs and substance misuse
Also specific safeguarding needs of individual children

14. Children have a range of needs…
child protection
assessment framework
safeguarding

15. Model of Children in Need
Level 4
Child Protection
Level 3 Child Concern
Common Assessment Framework (CAF)
Level 2 Need for Support
Level 1 Universal
Children can and do move up/down the ‘needs triangle’

16. CHILDREN IN NEED/OF PROTECTION
Level 1 – Universal
Universal services for all children. Social Services do not provide a service at this level.
Level 2 - Need for Support
Children who are unlikely to achieve or maintain or have the opportunity of achieving or maintaining a reasonable standard of health or development without the provision for him/her of services, or he/she is disabled.
This level is single agency response that may result in other agencies calling a Child in Need meeting.

17. CHILDREN IN NEED/OF PROTECTION CONTINUED
Level 3 - Child Concern
Children where risk issues or concerns are identified and a multi-agency response is required to address them. Children Act S17 (1c): ‘his health or development is likely to be significantly impaired or further impaired without the provision of such services’
Level 4 - Need for Protection
Where abuse has occurred and there is continuing risk or continued likelihood of significant harm.
Children may enter the model at any level and can move through the different levels at different times in their lives.

18. ASSESSMENT FRAMEWORK Health Basic Care Education
Emotional & Behavioral Development Identity
Ensuring Safety
Emotional Warmth
CHILD
Safeguarding and promoting
welfare
Family & Social Relationships
PARENTING CAPACITY
Stimulation
Family & Social Relationships
Guidance & Boundaries
Social Presentation
Self-care Skills
Stability
FAMILY & ENVIRONMENTAL FACTORS
Community
Resource
Family’s Social Integration
Family History Functioning
Income
Wider Family
Housing

19. Why Schools Matter
After parents, education staff are the adults who have most contact with children
School staff are the only professionals who routinely have daily contact with children
Not many children have a social worker, the majority of children attend school

20. 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.

21. Lauren Wright –
when she died, she had lost four stone and weighed only two stone
after appearing with bruises, which were explained away
Lauren was killed by her stepmother

22. Lauren Wright –
“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 to her face and scratches across her back.”
Class Teacher
“Her physical deterioration had been apparent for at least 5 months before she died.”
Head Teacher
House of Commons Hansard Debates for 16th July 2003: Column 479

23. What went wrong?
Lauren’s stepmother was a member of staff in the school
The designated teacher for the child protection had left the school
A Governor offered to take on the responsibility for the child protection

24. What went wrong?
Lauren’s Classroom teacher has received no child protection training
The stepmother told Paediatrician that the bruises were as a result of bullying in school
No referral was made by either of the teachers to Social Services

25. What is Child Abuse? A range of ways in which people harm children:
Physical injury
Sexual abuse
Emotional abuse
Neglect
Can suffer from one or a combination of these
Often the abuser is someone known

26. The emphasis is on present and future harm
What is child abuse?
‘The child is suffering from significant harm or is likely to suffer significant harm’
(The Children Act 1989)
The emphasis is on present and future harm

27. Physical Abuse Physically hurts or injures a child by:
Hitting, shaking, biting, throwing, burning & scalding.
Drowning, suffocating, fabricated & induced illness.
Giving alcohol, inappropriate drugs or poison
Fails to prevent physical injury or suffering
Whether a child was knowingly put at risk
Whether reasonable attention was paid to the safety of the child

28. Common sites for physical injury
Eyes - Bruising, black (particularly both eyes)
SKULL – fracture or bleeding under skill (from shaking)
CHEEK/SIDE OF FACE – bruising, finger marks
EARS – pinch or slap marks, bruising
MOUTH – torn frenulum
NECK – bruising, grasp marks
UPPER & INNER ARM – bruising, grasp marks
SHOULDERS – bruising, grasp marks
GENITALS - bruising
CHEST – bruising, grasp marks
BACK )
BUTTOCKS)
THIGHTS )
Linear bruising.
Outline of belt/buckles.
Scalds/burns.
KNEES – grasp marks

29. Common sites for physical injury
FOREHEAD
NOSE
CHIN
BONEY SPINE
FOREARM
ELBOWS
HIPS
KNEES
SHINS

30. Emotional Abuse
Persistent emotional ill-treatment of a child such as to cause severe and persistent adverse effects on his/her emotional development.
It may involve:
conveying to children they are worthless, unloved or inadequate – regularly humiliating a child
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

31. Neglect
Persistent failure to meet the child’s basis and/or psychological needs, likely to result in the serious impairment of a child’s health or development.
It may involve:
a parent or carer failing to provide adequate food, shelter and clothing
failing to protect a child from physical harm or danger – left alone
failure to ensure access to appropriate medical care or treatment
unresponsiveness to a child’s basic emotional needs

32. Both girls and boys can be victims
Sexual Abuse
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.
Activities include:
physical contact, including penetrative and non-penetrative acts
involving children looking at or in the production of pornographic material
watching sexual activities
encouraging children to behave in sexually inappropriate ways
inappropriate discussion about sexual matters
Both girls and boys can be victims

33. Domestic Abuse
The effects is of domestic violence on children is such that it must be considered as abuse. Either witnessing it or being the subject of it is not only traumatic in itself but is likely to adversely impact on a child and it should be treated as physical or emotional abuse as appropriate.

34. Resources
(changing to Trafford Domestic Abuse Services (TDAS)
(For young people)
The Expect Respect Education Toolkit- a series of lesson plans from Reception to Yr 13

35. Domestic Abuse
Children living in households where DA is happening are now identified as ‘at risk’
Adoption & Children Act extended the legal definition of harm to include harm suffered by seeing or hearing ill treatment of others

36. Some Effects Children are confused and frightened
They don’t know who they can trust
Effects are far ranging and often profound
Context of abuse
How long has the abuse gone on for?

37. Recognising Child Abuse
Two areas
Physical signs
Behavioural signs
Education staff are well placed to observe signs/changes in behaviour.
They can do no more than give rise to suspicion – not proof.
Education service does not have direct investigative responsibility

38. Neglect Physical signs: hungry/stealing food frequently dirty, smelly
loss of weight/under weight
dressed inadequately
untreated medical conditions
Behavioural signs:
always tired
missing school or being late
compulsive stealing or scavenging
few friends
fails to attend medical appointments

39. Physical Abuse Behavioural signs: reluctant to have parents contacted
aggressive/temper outbursts/depression
shows fear
flinches when approached or touched
reluctance to get undressed for sport
unnaturally compliant
Physical signs:
injuries which a child cannot explain
injuries not treated
bruising
cigarette burns/human bite marks
broken bones
scalds

40. Sexual Abuse Physical signs: Behavioural signs:
plain, discomfort around genital area
sexually transmitted disease
frequent stomach pains
pregnancy in a girl under 16 years were the identity of the father is a secret
Behavioural signs:
fear of someone
nightmares/bedwetting
self harm
sexualised behaviour/knowledge in young children
sexual drawings/ language
reluctance to undress for sport

41. Emotional Abuse Behavioural signs:
compulsive nervous behaviour eg. rocking
unwillingness to play
fear of making mistakes
excessive lack of confidence
excessive need for approval
Physical signs:
failure to grow or thrive
sudden speech disorders
delayed development

42. Procedures All schools must have a written child protection policy
A designated person for child protection
All staff need to be aware of procedures

43. Designated Person for Child Protection
Attends refresher training every 2 years (all staff every 3 years)
Liaises with other agencies about child protection
Acts as a source of support, advice and expertise within the school
Ensures all staff have child protection training

44. TSCB Child Protection Procedures Sexual Abuse
Consult with the designated person as soon as possible
Listen to the child
Limit the questions / not leading questions
Do not ask a child to undress
Reassure the child
Do not keep secrets
Record actual words of the child
Parents/carers should not be contacted

45. Procedures for cases other than sexual abuse
Consult with the designated person
Check the CP file for any previous concerns
Listen to the child and reassure
Don’t ask leading questions or examine the child
Information can not be kept secret
Make careful notes, visible injuries, observations of behaviour/emotional state
Sign and date information

46. What is designated CP person will find helpful to know
What is your concern
How/why your concerns have arisen
What you have seen/heard to make you believe a child may be at risk
Do you know if anyone shares your concerns
The child’s name, age, ethnicity, disability/SEN
Have you discussed concerns with parents/carers. How did they respond?

47. Recording Concerns
Make a careful note of exactly what the child said as soon as possible
Notes should be taken objectively and factual
Behaviour and/or emotional state
Any injuries or marks to the body showing location, date and explanation for the injury
Attendance
Appearance/dress – especially if concerns about neglect
Include dates, times, events

48. How to respond if a child confides in you
Take what the child says seriously
Listen to the child carefully and without interruption or prompting
Remain calm, don’t rush into any action which may be inappropriate
Reassure / how are you going to help
If in a group situation, arrange to speak with the child on their own
Make sure emergency medical care is provided if necessary

49. Responses to avoid Do not allow your shock to distaste to shoe
Do not probe for more information that is offered
Do not speculate or make assumptions
Do not make negative comments about the alleged abuser
Do not make any promises that you cannot keep
Do not keep information a secret
Never delay emergency action to safeguard
Never express disbelief in what the child is saying
Disabled/children with SEN may find it more difficult to disclose abuse

50. Golden Rules Do Don’t Listen carefully Ask leading questions
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
Ask leading questions
Use your own words to describe events
Investigate
Promise confidentiality

51. Guidance
Independent Safeguarding Authority (ISA)
Referrals to MARAT- Single Agency Referral Form ( S.A.R.F.) Tel
Trafford Safeguarding Children’s Board (TSCB) website
Munro Review

52. Allegations against staff LADO
Local Authority Designated Officer (LADO)
Manage and oversee individual cases
Provide advice and guidance
Liaise with police and other agencies
Monitor progress of cases

53. Senior Manager considers:
What information do I have about the subject of the allegation?
What information do I have about the child/adult
making the allegation?
Am I aware of any incident/tension/friction between the parties?
Senior Manager must then consider:
Does the allegation suggest that the individual has:
behaved in a way that has harmed, or may have harmed, a child
possibly committed a criminal offence against, or related to a child, a child; or
behaved towards a child or children in a way that indicates s/he is unsuitable to work with children
Contact LADO

54. Allegation Contacts LADO Strategy Discussion Allegation
Behaved in a way that
has harmed, or may
have harmed a child
Allegation reported to senior manager named in employees procedures
Senior manager considers alleged behaviour
Possibly committed a
criminal offence against,
or related to, a child; or
Internal Action e.g.
Support for Staff/
Child Parent
Policy review
Staff Training
Contacts LADO
Behaved towards a child
or children in a way
that indicates s/he is
unsuitable to work
with children
Initial discussion with
LADO and decision
re course of action
Police
investigation
Strategy Discussion
Employers
Action
(including disciplinary action)
Assessment by
Social Care
LADO tracks progress, monitors outcomes and reports to the LSCB and DCSF

55. Maintained schools in England
Framework for the inspection of
Maintained schools in England
From January 2012
Key judgements –
Leadership and Management
Ensure that all pupils are safe
The behaviour and safety of pupils
Behaviour management
Anti-bullying
Behaviour around school

56. Private Fostering

57. What is private fostering?
The Children Act 1989 defines PF as…
A child/young person under 16, or under 18
if disabled, who is cared for by someone
other than:
Their parent
A person with parental responsibility
A close relative
For 28 days or more

58. Close relatives are defined as:
Parents or step-parents
Siblings
Brothers or sisters of a parent (full or half
blood or by marriage)
Grandparents
Private fostering arrangements are
usually continuous but allow occasional
short breaks

59. How is it organised?
Private fostering is organised as a private arrangement between parents and carers, not by the Local Authority BUT the
Local Authority should be informed about it and assess it’s suitability, meet the child regularly and offer any support required to meet the child’s needs.

60. Why is private fostering so important?
The reasons for children becoming privately
fostered are varied and complex and they are at
risk of being “invisible children”
Research has found that children in private
fostering arrangements have more difficulties in
life and less support than children in standard
foster placements ( Holden 1973)
Private fostering arrangements are often invisible
and are a potential honey pot for abusers
One in ten children are believed to be privately
fostered at some time during their childhood

61. Examples of possible private fostering:
Young people coming to England for education and staying with carers who are not close relatives
Children staying with friends while a parent is in hospital
Teenagers staying with friends due to the breakdown of relationships at home or to be with a boyfriend/girlfriend
Children with disabilities staying with distant family due to the pressure of meeting their needs

62. What you need to do
If you think an arrangement exists which might could be considered Private
Fostering, or you are not sure - you must contact MARAT with as much detail as possible to get their advice and support.
MARAT – (0161)
More Information on Trafford Council
Website – Trafford Private Fostering