1. Enhancing Good Practice Specific training for Designated Senior Persons with a responsibility for safeguarding children within schools Emma Coupe – Education Safeguarding Manager Steven Panter– Education Safeguarding Officer

2. Aim of this session Welcome and introductions Consider the DSP role, what you already do and how you can enhance your own practice at school.

3. Remember Me……

4. Legal Requirement for schools to have a DSP The role of the Designated Safeguarding Person was specified in the Children Act 2004 and ensured the every organisation had a “named person” for safeguarding children and young people. The Designated Safeguarding Person has a responsibility at both a strategic level within the organisation and on a day to day basis.

5. The Role of the Designated Senior Person Lead responsibility for dealing with safeguarding and child protection concerns in school and should be available at all times. This may mean having a deputy or team approach. Should act as source of support, advice and expertise within school when deciding whether to make a referral by liaising with relevant agencies.

6. The Role of the Designated Senior Person To recognise how to identify signs of abuse and when it is appropriate to complete a CAF (offer early help) or to make a contact with Social Care (MARF). Access regular training and network events. Access support from the Education Safeguarding Team when needed. Ensure that the schools safeguarding policy is embedded and available to all staff and volunteers.

7. The Role of the Designated Senior Person Keeping all staff up to date with current procedure and practice. Help to familiarise all staff with their own role within safeguarding. Ensure all new staff and volunteers have induction training covering safeguarding and child protection and are able to recognise and report any concerns immediately they arise. To keep detailed accurate secure written contemporaneous records. (Dated, concern, initialled, action taken). Keep copies of all referrals.

8. The role of the Designated Senior Person Provide whole school staff safeguarding training to all staff; recommended on a yearly basis as part of INSET. Be aware of the WSCB and how it operates- Your role in Section 11 Audits and Multi Agency Case File Audits. Understand your role in a child protection case conference and how you contribute using the new combined assessment forms to gather information from you.

9. The role of the Designated Senior Person Ensure that the induction training covers child protection and that staff are able to recognise and report any concerns immediately to the DSP as they arise. Adhering to the ‘no delay’ principle. Develop the Vulnerability Risk Register- know who your vulnerable children are. Review this at safeguarding team meetings.

10. The role of the Designated Senior Person Monitoring the attendance, development and wellbeing of children who are subject of child protection plans and children in care. Champion safeguarding in school- promote effective communication both internally and with external agencies on all matters relating to child protection. Ensure that there are effective systems of audit to ensure that the systems and procedures at school are effective.

11. The role of the Designated Senior Person Ensure the schools child protection policy is updated and reviewed annually and work with the governing body to do this. Ensure parents have access to the child protection policy, and other key safeguarding documents. When children leave the establishment ensure their child protection file is copied for the new establishment as soon as possible but is transferred separately from the main pupil file.

12. Do you have a Safeguarding Team Approach?? It is considered to be Best Practice Always cover for absence. Lighten the load- share good practice, encourage reflective practice within the team. Encourage collaborative decision making. For heavier caseloads- can ‘spilt’ the team to specialise in early help/ high risk. Safeguarding Team Meetings to review the Vulnerability Risk Register.

13. Key to the success of the safeguarding Team Membership & Identity Clear roles within the team Safeguarding Champions within school Clear process, linked to the Safeguarding Policy. Designated area in school (notice board) Frequent meetings (to share information) Trained and confident in approach.

14. Key functions of the Safeguarding Team Safeguarding Champions within school. Preventing children being abused. Identifying signs and symptoms of abuse. Recording incidents, issues and concerns and taking action where appropriate. Liaise with other agencies. Attend CP Conferences, CIC Review, FSM, SAM’s and other appropriate meetings.

15. Key functions of the Safeguarding Team Complete CAF assessments, contribute to Initial Assessments and CORE assessments. Support to children and their families. Attend and deliver Safeguarding Training. Challenge practice. Support each other (De Brief) Champion and know who your vulnerable children are (Risk Register).

16. Safeguarding is not just about protecting children from deliberate harm pupils’ health and safety bullying, including cyber-bullying racist abuse harassment and discrimination use of physical intervention meeting the needs of pupils with medical conditions providing first aid.

17. Safeguarding is not just about protecting children from deliberate harm drug and substance misuse educational visits intimate care e-safety management of visitors management of contractors local issues, for example gang activity; and appropriate school security arrangements for the local context

18. OFSTED- Key Features of outstanding practice A school’s leaders and managers should be clear about their statutory responsibilities regarding safeguarding and the steps they are taking to develop good practice beyond the statutory minimum. The governing body is accountable for ensuring that the school has effective policies and procedures in place in accordance with the DfE’s guidance, and is monitoring the school’s compliance with this. (Ofsted, Inspecting Safeguarding, January 2014)

19. OFSTED- Key features of outstanding practice The Lord Laming report emphasises that if safeguarding is ‘everybody’s’ responsibility then everyone should know who to contact if they are concerned about a child or young person. School staff should explicitly understand their responsibilities in order to achieve positive outcomes, keep children safe, and complement the support that other professionals may be providing. (Ofsted, Inspecting safeguarding, 2014)

20. Ofsted – Key features of outstanding practice (Taken from ‘Safeguarding in schools: best practice’ – Sep 2011) high-quality leadership and management that makes safeguarding a priority across all aspects of a school’s work stringent vetting procedures in place for staff and other adults rigorous safeguarding policies and procedures in place, written in plain English, compliant with statutory requirements and updated regularly; in particular, clear and coherent child protection policies child protection arrangements that are accessible to everyone, so that pupils and families, as well as adults in the school, know who they can talk to if they are worried excellent communication systems with up-to-date information that can be accessed and shared by those who need it a high priority given to training in safeguarding, generally going beyond basic requirements, extending expertise widely and building internal capacity

21. Ofsted – Key features of outstanding practice (Taken from ‘Safeguarding in schools: best practice’ – Sep 2011) robust arrangements for site security, understood and applied by staff and pupils a curriculum that is flexible, relevant and engages pupils’ interest; that is used to promote safeguarding, not least through teaching pupils how to stay safe, how to protect themselves from harm and how to take responsibility for their own and others’ safety courteous and responsible behaviour by the pupils, enabling everyone to feel secure and well-protected well thought out and workable day-to-day arrangements to protect and promote pupils’ health and safety rigorous monitoring of absence, with timely and appropriate follow- up, to ensure that pupils attend regularly risk assessment taken seriously and used to good effect in promoting safety.

22. New Working Together: March 2013

24. Safeguarding Child Protection Staff Conduct Curriculum Managing Allegations Against Staff Safe Recruitment and Selection Health and Safety Behaviour Management Attendance Anti Bullying Policies Whistleblowing Building Design

25. Schools ‘safeguarding suite’ of documents Child Protection Policy Clear laid out procedures in place for managing safeguarding issues in school. Policy mirrors the Pan Cheshire safeguarding Children procedure. All staff are aware of the policy and it is embedded in the “real” safeguarding practice. Part of staff induction. Available to parents (school website).

26. Warrington Safeguarding Children Board

27. Professionals Page

28. Useful Information for schools

29. Pan Cheshire Safeguarding Procedures- The Warrington version

30. Inter- Agency Training

31. WSCB Inter Agency Training Programme 2013-2014

32. Daniel Pelka age 4 1/2 years. Daniel was murdered by his mother and stepfather in March 2012. For a period of at least six months prior to this, he had been starved, assaulted, neglected and abused

33. Daniel Pelka Daniel's mother had relationships with 3 different partners whilst living in the UK. All of these relationships involved high consumption of alcohol and domestic abuse. Daniel's arm was broken at the beginning of 2011 and abuse was suspected, but the medical evidence was inconclusive. A social worker carried out an assessment but no continuing need for intervention was identified.

34. Daniel Pelka Daniel also came to school with bruises and unexplained marks on him. Whilst these injuries were seen by different school staff members, these were not recorded nor were they linked to Daniel’s concerning behaviours regarding food. No onward referrals were made in respect of these injuries. At times, Daniel’s school attendance was poor and an education welfare officer was involved.

35. Daniel Pelka: Key Findings the SCR in 2013 Excuses made by Daniel's "controlling" mother were accepted by agencies. Professionals needed to "think the unthinkable" and act upon what they saw, rather than accept "parental versions“. Daniel's "voice was not heard" because English was not his first language and he lacked confidence. No record of "any conversation" held with Daniel from school.

36. Daniel Pelka: Key Findings the SCR in 2013 There were no robust systems in respect of recording and sharing information regarding domestic abuse; injuries or welfare concerns by school staff.

37. Education Safeguarding Team website www.warington.gov.uk/educationsafeguarding

38. Training Tab

39. Training materials for whole school safeguarding training (primary & secondary)

40. Safeguarding Hotline 01925 442928

41. Education Safeguarding Team Your Critical Friend (Safeguarding Hotline) Advice and support when you need it most Training in line with Statutory requirements for DSP’s. DSP Termly Network Meetings Support when requested around managing allegations (LADO) Representation at MARAC Exclusions Advice,

42. Education Safeguarding Service SLA online www.myschoolservices.co.uk

43. Education Safeguarding Team Emma Coupe 01925 442928 Rose Clark 01925 442928 Steven Panter 01925 443179 Sarah Holmes 01925 442831 Duty and Assessment Team 01925 443400 childreferral@warrington.gcsx.gov.uk