Professional Studies Pastoral Systems

Key Legislation 1989 – UN convention on the Rights of The Child 1989 – The Children Act 1999 – Working together to Safeguard Children 1999 – Framework for the Assessment of Children 2002 – The Education Act 2003 – Laming Report Every Child Matters 2005 – Safeguarding Children

SOUTH WEST INITIAL TEACHER EDUCATION PROFESSIONAL STUDIES PROGRAMME FOR SCHOOLS The people involved in the production of this presentation were: Claire Browne, Topsham School Sam Bone, Oldway Primary Charlotte Faulkner, Eggbuckland Primary Sally Eales, College of St Mark & St John Gini Wells, Littletown Primary Lynda King, University of Exeter

Teachers’ Duty of Care Statutory duty to do all that is reasonable to protect health, safety & welfare of pupils ‘in loco parentis’

‘all that is reasonable’ Reasonably forseeable Balance between ‘meticulous supervision of children’ & ‘encouraging sturdy independence’

Safeguarding Children Section 175 : Education Act 2002 ‘ ……shall make arrangements for ensuring that their 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’

Safeguarding Children in Education i)specifies responsibilities of LAs / schools to promote welfare of children ii)embraces other areas & cross refers to other legislation eg DDA/ policies eg attendance / pupil health & safety / school security / risk assessment / specific medical needs / substance misuse / restraint / intimate care /domestic violence / behaviour & bullying / PHSCE curriculum & SEAL

Safeguarding Children What does that mean for me and other education staff ?

Duty of Care Duty to protect a child from harm ‘ …… in all circumstances for the purpose of safeguarding & promoting the child’s welfare’

Teacher’s role ‘Through their day-to-day contact with pupils and direct work with families, education staff have a crucial role to play in noticing indicators of possible abuse or neglect and in referring concerns’

Attendance – the LA LA target figures for each school Educating at Home Attendance Improvement Officer – termly visits and action plan Fixed penalty notices Support

Attendance – the school The ‘LAW’ ! School procedures First day contact Punctuality Holidays in term time Annual reporting

Racial Harassment What constitutes racial harassment? Statutory position Procedures in schools

New Technology Internet safety – personal details, reliable portals, safe use Cyber bullying Mobiles, texting, Bluetooth Facebook / My Space Personal s

PASTORAL SYSTEMS SEAL ENABLE Pastoral Assistants

Anti-Bullying Alliance - National Anti-Bullying Campaign - Anti Bullying Week - promote good practice - establish regional coordinators - Bullying : A Charter for Action - National Anti-Bullying Poetry Competition

Child Protection

Definition Child abuse – ‘ ‘significant harm’ The court can legally intervene in order to protect a child only if the child is suffering from or likely to suffer significant harm.

What should be in place in school? Designated teacher & governor with responsibility for CP issues Copy of the local ACPC & LA guidelines Up-to-date CP policy Well know procedures for handling suspected cases of abuse of pupils – including abuse of pupils by staff Support for staff dealing with disclosures of suspected abuse Regular training for staff on CP issues A listening & supportive environment

Is abuse a significant problem? 150,000 – severe physical punishment 100,000 - potentially harmful sexual experience 350,000 – 400,000 – atmosphere low in warmth high in criticism 450,000 – bullied at school once a week

Who Abuses ? Known to the child / unknown to the child / another child Any age / gender / ‘nice’ people / any social class Working in ‘helping professions’ Damaged – but convincing liars Pillars of the community

Indicators of [poss] Abuse Marks / bruises Changed eating habits Fearful /changed / unusual / difficult / withdrawn Poor hygiene Inappropriate touching Developmental delay Self-injury Relationship changes Tiredness

Abuse Physical Emotional Sexual Neglect

Why ‘vulnerable’? Disability Special needs ‘difficult’ child Previous trauma / abuse Dependent child Lack of opportunities to develop resilience

Children Disclosing Talk Play Drawings Writing Behaviour

Some factors – carer’s ability Social exclusion Mental ill-health Drug & alcohol misuse Domestic violence Power / control issues Attachment difficulties

What builds resilience ? Supportive relations with at least one parent Supportive relationship with siblings / grandparents Other committed adult – role model / mentor Positive schooling Positive friendships Capacity to think ahead and plan their lives

Identifying and Monitoring Vulnerable Pupils: Every Child Matters Register Name Date Of Birth Ethnicity English as an Additional Language Children Looked After Attendance Punctuality SEN Status Pastoral Support / Value-added pupils Gifted and Talented Medical

Every Child Matters NameDOBEthnicityEnglish as addi tion al lang uge Caring auth ority % Pre sent % Late (bot h) SEN Stat us Quick note Notesnote 13 Febr uary 1998 White - Britis h No83.950GT 04 June 1998 White - Britis h No VA-W 20 October 1997 White - Britis h No98.770No Special Educ ation al Nee d 12 August 1998 White - Britis h No StatementPASTORA L Ritalin - ADH D 16 April 1998 White - Britis h No School/Ear ly Year s Actio n. Tetanus - Glas ses 28 Dece mber 1997 White - Britis h No School/Ear ly Year s Actio n. PASTORA L 07 August 1998 White - Britis h No No Special Educ ation al Nee d 08 January 1998 White - Britis h No98.770

Good Classroom Practice Monitors Incident Book Bully Box / Notes To Teacher Checklists to promote independence SEAL PSHCE Safety articulated and given high profile in day-to-day teaching Praise and reward independence, kindness, friendship, hard work etc. Regular, informal communication with family Become familiar with School Nurse, SENCo, Child Protection Officer and other outside agencies Get to know your pupils and spend time with vulnerable pupils Encourage TAs to be vigilant and welcome feedback from them Homework Club, Lunch Club, playtime equipment Support pastoral needs through SEN intervention