Presentation on theme: "Every Child Matters in Madrasah Keeping Children Safe BOLTON SAFEGUARDING, HEALTH AND WELL-BEING BOARD."— Presentation transcript:
Every Child Matters in Madrasah Keeping Children Safe BOLTON SAFEGUARDING, HEALTH AND WELL-BEING BOARD
Housekeeping Fire escape and procedure Toilets Smoking Breaks and refreshments Mobiles Anything else?
Learning Agreement Treat each other with respect Challeng e sensitively Listen to other people One person to speak at a time Respect confidentiality Mobile phones off/silent
Objectives This course will help you to: Understand your responsibility to report any behaviour that may place a child at risk of harm. Recognise some of the main symptoms of emotional, physical and sexual abuse, and neglect. Respond appropriately if you have a concern about a child: to understand the referral process and your role within this. Follow national and local child protection procedures (including understanding Bolton’s Framework for Action). Be aware of relevant legislation and how it translates into working practice. Apply safeguarding principles in an anti-discriminatory manner.
بِسْمِ اللهِ الرَّحْمنِ الرَّحِيمِ فَلاَ تَقُل لَّهُمَا أُفٍّ وَلاَ تَنْهَرْهُمَا وَقُل لَّهُمَا قَوْلاً كَرِيمًا وَاخْفِضْ لَهُمَا جَنَاحَ الذُّلِّ مِنَ الرَّحْمَةِ وَقُل رَّبِّ ارْحَمْهُمَا كَمَا رَبَّيَانِي صَغِيرًا Say not to them (so much as) "Ugh" nor chide them, and speak to them a generous word. And make yourself submissively gentle to them with compassion, and say: O my Lord! have compassion on them, as they brought me up (when I was) little. In the Name of Allah, The Most Merciful, The Most Kind The Glorious Qura'an, 17:24
Children are a blessing and a trust. They are source of joy and happiness but are also a tremendous responsibility. However, God promises us in the Qur’aan that, “No soul should be charged with more than its capacity. No mother should be made to suffer on account of her child, nor a father on account of his child.” The Glorious Qur 'a 'an, 2:233
The Blessed Prophet (Peace be upon him) says in the following narration: "A father gives his child nothing better than a good education." (Tirmidhi )
More girls than boys are victims of sexual abuse TRUE Research (2000): 21% females and 11% males victims of sexual abuse.
Disabled children are not at risk of abuse FALSE Disabled children possibly 2/3 times more likely to be abused than non- disabled children.
Most child sex abusers are strangers FALSE Children are more likely to be abused by someone they know, often a relative or family friend.
Children under the age of 5 years are more likely to be abused than older children. TRUE In March, 2001, 40% of children registered (nationally) as at risk of abuse were under 5 years old.
Children are resilient and therefore recover quickly from abuse. FALSE All abuse affects children in the short-term and can have serious long-term effects.
If Children’s Services (Social Services) are involved, children are removed from home. FALSE Children’s Services try to work with families and help them to resolve difficulties. Over 90% children referred to them remain at home.
Children often lie about abuse FALSE Children rarely lie about abuse. Often they are threatened that something very bad will happen if they tell. It is important that they are listened to and taken seriously.
Definition of Abuse The range of ways in which people (usually adults) harm children physically and/or emotionally. Usually the perpetrator is in a position of power over the child and is often well known to them. They may knowingly, or unknowingly, do things, or fail to do things, that result in physical, emotional and psychological harm to the child.
Category of Abuse (Children in Bolton with a Protection Plan, June, 2007 ) CategoryAbuse LikelyAbuse Emotional Abuse 934 Neglect 1980 Physical 1119 Sexual 77 TOTAL 46140
Age and Gender (Children in Bolton with a Protection Plan, June, 2007 ) GenderJune, 2007 F. 82 M. 102 Unborn 2 TOTAL 186 Age groupJune, to to to TOTAL 186
Legislative Background Law Children Act, 1989 Children Act, 2004 Adoption and Children Act, 2002 Policy Working Together to Safeguard Children Common Assessment Framework National Service Framework Every Child Matters – 5 Outcomes
Working Together, 2006 “…places of worship and faith based organisations need to have appropriate arrangements in place for safeguarding and promoting the welfare of children…” (p.73)
Relevant Legislation Common Law Duty of Confidence Human Rights Act (1998) Data Protection Act (1998) Caldicott Guardians Freedom of Information Act
Can Disclose Information if… You have concern about welfare/safety of a child, or The subject consents, or You are under a legal obligation. NOTE: This must be on a ‘need to know’ basis and “proportionate”.
The whole Picture Education Connexions Early Years Health Youth Justice Child Care Youth Service Police Social Care
Information Sharing Common Assessment Framework Bolton Child Index/Contact Point Lead Professional Bolton Service Directory
Why you should do something Short-term effects Long-term effects Children have the RIGHT not to be abused. YOU can make a difference.
The 4 Main Categories of Abuse: Physical Emotional Sexual Neglect EXERCISE
What you should do…. Keep calm Listen carefully Communicate appropriately (age/language/etc.) Reassure them: they are right to tell and are not to blame Explain what you are going to do and why Record as much information as soon as you can Consult with your head teacher/responsible person Consult with Bolton Council of Mosques (BCoM) Refer to Advice and Assessment (unless your head/responsible person does this).
What you should NOT do… Promise confidentiality Interrupt the child’s account Ask leading questions Make negative comments about the alleged perpetrator Make assumptions Ask the child to repeat their account unnecessarily.
Making a Referral CONCERN CONSULT WITH HEAD/DESIGNATED MEMBER OF STAFF/BCOM CONSULT WITH FAMILY IF POSSIBLE AND APPROPRIATE CONTACT RELEVANT ADVICE AND ASSESSMENT TEAM via BCoM FOLLOW UP IN WRITING (ON A CAF FORM) (48 HOURS)
Common Assessment Framework - Domains: Parents and Carers Development of Child or Young Person Family and Environment
Common Assessment Framework - Dimensions: Development of Baby, Child, or Young Person Health Emotional and Social Development Behavioural Development Identity, including self-esteem, self-image, and social presentation Family & Social Relationships Self-care Skills & Independence Learning (includes Education) Parents & Carers Basic Care, ensuring Safety & Protection Emotional Warmth & Stability Guidance, Boundaries, and Stimulation Family & Environmental Family History, functioning, & well-being Wider Family Housing, Employment, & Financial Considerations Social & Community elements & resources, including education
Exercise For each scenario think about: o Is this abusive or not? o If it is, what category of abuse? o Where would it fall on the Framework for Action?
Key Messages Child abuse can occur in any setting, culture, group, religion, class, etc. All children have the right not to be abused and to have the opportunity to achieve the ‘5 Outcomes’. All staff have a responsibility to report concerns about a child. Concerns should be reported to your manager and/or Advice and Assessment, Children’s Services.
Useful Numbers: Advice and Assessment Teams: North East – South East – West District – Emergency Out of Hours Team – Education Social Work Team – Health Safeguarding Team – Police Public Protection Investigation Unit –