Safeguarding Children Induction for Adults Working in Schools Produced by the Child Protection Schools Liaison Team (January 2016)

Aim To provide a safeguarding induction for newly appointed staff, supply staff, school volunteers/helpers and students on placement, which will raise awareness of: concepts of safeguarding and how they relate to your job how to recognise indicators of abuse how to report safeguarding concerns about a child and to whom safe working practice by adults in school

Legal Duty: Section 175/157 Education Act 2002 SEE PART ONE Safeguarding Framework National legislation and statutory guidance PART 1

Safeguarding and promoting the welfare of children is defined as: 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 and effective care Undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully. Working Together to Safeguard Children (DCSF 2010) Safeguarding Framework National legislation and statutory guidance

Definitions of Abuse Inflicting harm, or failing to act to prevent harm Children may be abused : –in a family –in an institutional or community setting –by those known to the child –more rarely, by a stranger Children may be abused –by an adult or adults –by another child

Categories of Abuse: 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, such as: –Substance misuse in pregnancy –Failing to provide adequate food/shelter/clothing/ protection from danger and abandonment –Failing to ensure adequate supervision –Failing to provide appropriate medical care –Failing to respond to child’s basic emotional needs

Possible indicators of Neglect Physical Indicators Behavioural Indicators Being tired all the timePsycho-social development, depression, psychiatric illnesses & personality disorders Being unkempt, dirty or smellyFrequently missing school or being late Loss of weight or constantly being underweight Failing to keep medical appointments Dressed inappropriately for the weather conditions Learning disabilities due to poor brain development Untreated medical conditionsBeing left unsupervised regularly

Physical Abuse Shaking Throwing Poisoning Burning / scalding Drowning Hitting Suffocating Otherwise causing physical harm When a carer fabricates symptoms or deliberately induces illness in a child

Possible indicators of Physical Abuse Unexplained injuriesReluctant for parents to be contacted Untreated injuriesAggressive behaviour and temper Injuries on parts of body where accidental injury is unlikely Child who shows fear of going home or runs away Hand or finger marked bruising; cigarette burn or bite marks Child flinches when approached/touched Scalds, esp. with upward splash marks, or rings where made to sit or stand in very hot water Reluctance to get undressed for sporting activities DepressionCovering arms/legs even when hot Overly compliant to parents/carers

Sexual Abuse Forcing or enticing a child to take part in: –Sexual activities, including prostitution, whether the child is aware of what is happening or not –Physical contact including penetrative and non- penetrative acts –Non-contact activities including children looking at or being involved in the production of pornographic material, watching sexual activities, encouraged to behave in sexually inappropriate ways, and verbal sexual abuse

Possible indicators of Sexual Abuse Pain, itching, bruising or bleeding in genital or anal areas Sudden unexplained changes in behaviour Any sexually transmitted infection (STI) Apparent fear of someone Recurrent genital discharge or urinary tract infections without apparent cause Being sexually coercive with other children Stomach painsNightmares or bedwetting Discomfort when child is walking or sitting down Self-harm, self-mutilation, suicide attempts, abuse of drugs/alcohol, eating problems (anorexia /bulimia/overeating) PregnancySexualised behaviour or knowledge, drawings, language Running away from home

Emotional Abuse Persistent emotional ill-treatment of a child causing severe and persistent adverse effects on child’s emotional development: Conveying that children are worthless/unloved Imposing age-inappropriate expectations on children (e.g., caring for an alcohol-addicted parent) Seeing/hearing the ill-treatment of another (Domestic Violence) Serious bullying Exploiting & corrupting children

Possible indicators of Emotional Abuse Physical IndicatorsBehavioural Indicators Failure to grow or to thrive (particularly if child thrives away from home) Compulsive nervous behaviours such as hair twisting or rocking Sudden speech disordersAn unwillingness or inability to play Delayed development, either physical or emotional Excessive fear of making mistakes Self-harm or mutilation Excessive deference towards others, especially adults Excessive lack of confidence, and need for approval, attention and affection Inability to cope with praise

domestic violence forced marriage bullying including cyberbullying fabricated or induced illness female genital mutilation (FGM) gangs and youth violence mental health child sexual exploitation (CSE) Specific Safeguarding Issues drugs sexting private fostering faith abuse radicalisation teenage relationship abuse trafficking gender-based violence/violence against women and girls (VAWG) >training and CPD> Staff training –specific safeguarding issues

Safeguarding Role of School Staff Recognise  Respond  Investigatex Attempt to resolvex

Talking and Listening to Children Do: Be approachable Listen carefully, uncritically and at the child’s pace Take what is said seriously Clarify essential information Reassure Tell the child what will happen next Tell the Designated Senior Person without delay Record Do Not: Investigate Try to resolve Promise confidentiality Make assumptions

Recording Child’s name and date of birth Date and time of the concern Factual account of what happened, where and who was present using the child’s own words Any opinion / interpretation needs to be explained Your response Printed name and signature of person making the record Job title of person making the record Date and time of the record

Safe Working Practice All staff should clearly understand the need to maintain appropriate professional boundaries in their dealings with young people. An ongoing culture of vigilance should be maintained within schools so that poor or unsafe practice is identified at the earliest opportunity.

Safe Working Practice Key documentation in schools: Safeguarding policies (child protection, safer recruitment, anti bullying, whistle blowing, e-safety and physical intervention) Code of conduct Staff handbook Seek guidance from the senior leadership team.

Areas of Staff Vulnerability Physical contact Control and physical intervention Communication with a child, including e-safety Intimate/personal care One to one situations Relationships

Abuse of Position of Trust The Sexual Offences Act 2003 provides that it is an offence for a person aged 18 or over intentionally to behave in certain sexual ways in relation to a child aged under 18, where the adult is in a position of trust in respect of the child.

Key Principles The welfare of the child is paramount. Staff should: Be responsible for their behaviour Avoid conduct which would raise concern Work in an open and transparent way Discuss concerns / take advice from a senior member of staff Apply the same professional standards regardless culture disability gender, language racial origin religious belief / or sexual identity. Monitor and review practice Follow guidance

Further Information Guidance for safer working practice for those working with children and young people in education settings September 2015 (An update to 2009) Available at e/child_protection/allegations/safe.sht mlp e/child_protection/allegations/safe.sht mlp

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