1. CACHE Level 3:

2. Safeguarding
CYP CORE 3.3
3rd October 2016

3. Keeping Children Safe in Education Department for Education 2016
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 grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes’.

4. Legislation and Guidelines
United Nations Convention on the Rights of the Child (1989) – sets out the right of the child including the right to be safe and looked after.
Children Act 1989 allocated duties to local authorities, courts, parents and other agencies in the United Kingdom, to ensure children are safeguarded and their welfare is promoted.
Every Child Matters: Change for Children 2003 In 2003, the Government published this Green Paper alongside the formal response to the report into the death of Victoria Climbié. There was a wide consultation with people working in children's services, and with parents, children and young people.  Following the consultation, the Government published Every Child Matters: the Next Steps, and passed the Children Act 2004, providing the legislative spine for developing more effective and accessible services focused around the needs of children, young people and families under the five Every Child Matters outcomes:
Be healthy
Stay safe
Enjoy and achieve
Make a positive contribution
Achieve economic well-being

5. Legislation and Guidelines
Children Act 2004 updates but does not supersede Children Act The Act required that the ‘recommendations’ from the Laming Report into Victoria Climbie’s death, became a legal requirement.
The overall aim is to encourage integrated planning, commissioning and delivery of services as well as improve multi-disciplinary working, remove duplication, increase accountability and improve the coordination of individual and joint inspections in local authorities. The legislation is enabling rather than prescriptive and provides local authorities with a greater flexibility in the way they implement its provisions.
The Children Act 2004 placed a new duty on local authorities to promote the educational achievement of looked after children. 
Working Together to Safeguard Children 2006, updated 2010
 This document sets out how organisations and individuals should work together to safeguard and promote the welfare of children and young people in accordance with the Children Act 1989 and the Children Act The 2010 edition followed publication of Lord Lamings Report in 2009 ‘The Protection of Children in England: A Progress Report’ relating to safeguarding children.

6. The role of the school or college
Everyone who comes into contact with children and their families has a role to play in safeguarding children. School and college staff are particularly important as they are in a position to identify concerns early and provide help for children, to prevent concerns from escalating. Schools and colleges and their staff form part of the wider safeguarding system for children. This system is described in statutory guidance ‘Working Together to Safeguard Children 2013’. Schools and colleges should work with social care, the police, health services and other services to promote the welfare of children and protect them from harm. Each school and college should have a designated safeguarding lead who will provide support to staff members to carry out their safeguarding duties and who will liaise closely with other services such as children’s social care.

7. The roles of different agencies (multi- agencies)
PROFESSIONALS INVOLVED IN CHILD PROTECTION
Social Worker. Employed by LA to make sure child’s basic needs and standards of care are met.
Health Visitor. Keep records of a child’s development and have some knowledge of the family.
GP will know the medical background of the child
Guardian ad litem appointed by the court to ensure child’s best interests are always considered
Child Protection Police officer an officer with special training and knowledge of child protection issues

8. Abuse NEGLECT PHYSICAL ABUSE SEXUAL ABUSE EMOTIONAL ABUSE
Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting by those known to them or , more rarely, by others (e.g via the internet) They may be abused by an adult or adults or another child or children.
‘ Keeping children safe in Education’ 2014
Notes for Trainers
In deciding whether or not a child protection concern exists, consider the issue of ‘significant harm’ discussed earlier and also consider the definitions of abuse as defined on the following.
Remember, a referral to Social Care should be made if there are indications that a child may be suffering significant harm or that significant harm may be likely.

9. Physical Abuse Recognising Abuse
A form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.
(Source: Keeping children safe in education 2016, 36, p11)
Notes for Trainers
A referral to Social Care should be made whenever there is cause to believe that an injury to a child has been caused by an adult.

10. Emotional Abuse
The persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development.
It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only in so far as they meet the needs of another person.
It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate.
It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction.
Notes for Trainers
Again there are some key words in the definition. In terms of the behaviour of the adult, this is referred to as being persistent emotional maltreatment. In terms of the impact on the child, this is described as severe and persistent adverse effects.
Continued on next slide.

11. Emotional Abuse (cont.)
It may involve seeing or hearing the ill-treatment of another.
It may involve serious bullying (including cyber-bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children.
Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.
(Source: Keeping children safe in education 2016, 38, p11)
Notes for Trainers
It is accepted that physical abuse, sexual abuse and neglect have an emotional impact on the victim. The abuse referred to in this slide is a ‘stand alone’ form of emotional harm involving parental coldness, rejection or hostility towards the child or the impact of living in a household where verbal and physical violence is a feature.
Research informs us that children growing up in households that are ‘low in warmth and high in criticism’ can be emotionally damaged as a result.

12. Sexual Abuse
Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
(Source: Keeping children safe in education 2016, 39, p11)
Notes for Trainers
A referral to Social Care should be made whenever there is cause to believe that a child is or has been sexually abused, including sexual abuse by another child.

13. Neglect
Neglect: the 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. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
(Source: Keeping children safe in education 2016, 40, p11)
Notes for Trainers
From time to time, parents will fail to live up to the exacting standards of perfect parenthood. So:
note some key words in this definition. Neglect is a persistent failure to meet a child’s basic needs, likely to result in the serious impairment of the child’s health or development.
However, some apparent ‘one-off’ incidents should also be referred for assessment, e.g. an incident leading to a serious injury to a child or a ‘home alone’ incident.

14. Specific safeguarding issues:
• child sexual exploitation • bullying including cyberbullying
• domestic violence
• drugs
• fabricated or induced illness
• faith abuse
• female genital mutilation (FGM) – see also below
• forced marriage
• gangs and youth violence
• gender-based violence/violence against women and girls (VAWG)
• mental health
• private fostering
• radicalisation
• sexting
• relationship abuse
• trafficking *RADICALISATION and the PREVENT Agenda

15. What are the signs of: Physical Abuse ? Sexual Abuse ?
Recognising Abuse
Exercise:
What are the signs of:
Physical Abuse ?
Sexual Abuse ?
Emotional Abuse ?
Neglect ?
Notes for Trainers
Whole group word-storm or divide into small groups for discussion with subsequent feedback to the whole group to complete the task.
Amend the final bullet point on this slide to reflect the task that you wish to set.

16. Vulnerability Children who may be more vulnerable to being harmed
babies and younger children
disabled children
children who are isolated
children who are already thought of as a problem (e.g. children in care; children in secure accommodation, children with emotional/behavioural difficulties)
Notes for Trainers
Vulnerability of babies and children with disabilities is explored further on the next two slides.

17. Vulnerability Professionals must take special care to help safeguard
and promote the welfare of children and young people
who may be living in particularly stressful
circumstances. These include families:
living in poverty;
where there is domestic violence;
where a parent has a mental illness;
where a parent is misusing drugs or alcohol;
where a parent has a learning disability;
that face racism and other forms of social isolation;
living in areas with a lot of crime, poor housing and high unemployment.
(Source: Working Together to Safeguard Children 2010, Ch. 9)
Notes for Trainers
Children can be vulnerable due to their home circumstances. 17

18. Responding
Try to be available to be spoken to. The child may not be ready when you are.
Think about what you might say/do/how you present before it happens.
Take time to read local C.P. procedures and guidelines.
Take any disclosure seriously, even if you cannot see any injury which would support the story.
Listen carefully to what the child says without interrupting.
Keep an open mind about what you are told.
Notes for Trainers
Automatic Animation - elements of this slide will appear automatically one at a time.
First of three similar slides.

19. Responding Stay calm - don’t show shock or horror.
Be responsive - acknowledge how difficult it was for the child to tell, explain what needs to happen next.
Be reassuring - tell the child that they were right to tell/have done nothing wrong etc.
Be honest - don’t make promises that you can’t keep.
Notes for Trainers
Automatic Animation - elements of this slide will appear automatically one at a time.

20. Responding Don’t pre-judge what you are told or make assumptions.
Don’t delay action in response to a disclosure.
Don’t promise confidentiality.
Don’t be afraid of being wrong, or be concerned about starting an investigation - you will be supported.
At the earliest opportunity make a written record.
Notes for Trainers
Automatic Animation - elements of this slide will appear automatically one at a time.

21. Legislation
DBS : Disclosure and Barring Service
Safer Recruitment
School Policies: Safeguarding and Child Protection
Whistle blowing
School procedures for safeguarding including e-safety, health and safety, risk assessments
Multi-agency involvement
Inquiries and Serious case reviews

22. CACHE Level 3: