Designated Safeguarding Lead

Designated Safeguarding Lead
Training - Schools Sarah Harris 1 1

Learning Outcomes A greater understanding of the responsibilities attached to your lead role. Gain confidence in revising policies and procedures and embedding them across the school. Understand the importance of management oversight of staff working with families. Recognise the role of your setting in providing early help to vulnerable children in order to minimise and manage risk. Managing concerns and the process for referring those children who may be in need of protection or intervention from other services. Understand and embed the learning from Serious Case Reviews to improve school practice.

Assumptions You all have some experience of Safeguarding in Schools.
You are either new to the role of Designated Senior Lead for Safeguarding in your school, or are refreshing your training, or you deputise in the role. You all are familiar with the signs and indicators of harm. You all understand that Child Protection is a process that is followed in those cases where an individual child is believed to need statutory intervention.

Write a sentence that describes your role as safeguarding lead?
Defining your role Who do you think you are? Write a sentence that describes your role as safeguarding lead?

Some context Children spend half their waking hours in school and for some it is the only safe place in their daily lives. School staff are in a position to identify concerns early and provide help to children to prevent things escalating. They may be the first people that children tell about their experiences of abuse. School staff need to work with colleagues in other agencies to promote the welfare of children and protect them from harm This is why we are here, highlight the unique and vitally important role that school staff play in preventing children being abused and identifying concerns at an early stage. In school we have a unique position in the lives of the children and young people we work with The position of trust we hold is unique As school staff we see more of children and young people than anyone else during term time Our unique position means we may be the first people who have the feeling that something may not be quite right School staff, especially support staff are likely to be the people that children choose to tell about things that are going wrong out of school Emphasise that in this context our responsibilities for safeguarding apply equally to all staff and volunteers regardless of their position or perceived status within the school. 5

Keeping Children Safe in Education (September 2016)
Clarifies governing bodies, proprietors and management committees should appoint an appropriate senior member of staff, from the school or college leadership team, to the role of Designated Safeguarding Lead. The Designated Safeguarding Lead should take lead responsibility for safeguarding and child protection. This should be explicit in the role-holder’s job description. This person should have the appropriate status and authority within the school to carry out the duties of the post. They should be given the time, funding, training, resources and support to provide advice and support to other staff on child welfare and child protection matters, to take part in strategy discussions and inter-agency meetings – and/or to support other staff to do so – and to contribute to the assessment of children. a new requirement that staff are regularly updated on safeguarding and child protection as required, but at least annually

Role and responsibility - Worksheet 2 Write in the boxes your view on the following statements as a safeguarding lead in your organisation: Expectations of yourself in your lead role: Expectation of others of your lead role: Performance or reality of your lead role

Signs of Role Confusion
Concern over decision making Unbalanced workloads Ineffective communication leading to lack of action Questions about who does what Not sure, so take no action, attitude Creation of and attention to non-essential work Long journey needed to find an answer to a question

Relationships – Worksheet 1
Safeguarding Lead At Daily/Weekly/ Termly/Annually

Understanding the Legislation and statutory guidance that underpins

Legislation and guidance
Ofsted Inspection Framework Legislation for safeguarding children are: The Children Act 1989 and 2004 The Human Rights Act 1998 Safeguarding Vulnerable Groups Act 2006 Counter-Terrorism & Security Act Prevent Duty Duty to report FGM 2015 Childcare (Disqualification) Regulations 2009 and Childcare Act 2006 (schools with children under 8) Key statutory guidance: Munro Review of Child Protection (2011) EYFS Statutory Framework (2017) Working Together to Safeguard Children (2015) What to do if your worried a child is being abused (2015) Keeping Children Safe in Education (2016)

Deadline for responses to consultation is
Changes to statutory guidance: Working Together to Safeguard Children; and new regulations About the consultation The Department for Education has revised the guidance Working together to safeguard children: guide to inter-agency working to safeguard and promote the welfare of children, to include the changes needed to support the new system of multi-agency safeguarding arrangements established by the Children and Social Work Act 2017. These changes relate to the: replacement of Local Safeguarding Children Boards (LSCBs) with local safeguarding partners establishment of a new national Child Safeguarding Practice Review Panel transfer of responsibility for child death reviews from LSCBs to new Child Death Review Partners. Views are also sought on 2 sets of statutory instruments (regulations): the Local Safeguarding Partner (Relevant Agencies) (England) Regulations the National and Local Child Safeguarding Practice Review (England) Regulations. Deadline for responses to consultation is 31 December 2017 Link:

Sexual violence and sexual harassment between children in schools and colleges – DfE guidance (Dec 2017) DfE)has published non-statutory advice for schools and colleges on how to prevent and respond to reports of sexual violence and harassment between children. This covers: what is meant by “sexual violence and harassment between children”; schools’ and colleges’ legal responsibilities; the importance of having a whole school or college approach; how to respond to reports of sexual violence and sexual harassment; safeguarding and supporting all children involved. Further information: Sexual violence and sexual harassment between children in schools and colleges: advice for governing bodies, proprietors, headteachers, principals, senior leadership teams and designated safeguarding leads (PDF) NSPCC CASPAR briefing: Sexual violence and sexual harassment between children in schools and colleges

Ofsted On Friday, 22nd September, Ofsted's Chief Inspector, Amanda Spielman gave a speech at the Birmingham Education Partnership's conference. "We want school leaders to make decisions based on their experienced judgement, rather than to feel the need to invent and then conform to prescriptive policies, or to succumb to pressures from overly protective parents". Amanda Spielman said inspectors have now been trained to focus more on what schools are doing to identify children potentially at risk of real harm; how these children are being helped; and how they manage accusations and other serious problems with staff".

Legislation and Guidance
Education Act 2002 Section 175 (maintained schools) and Section 157 (academies and Independent schools) A governing body shall make arrangements for ensuring that the 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. Does your lead Governor for safeguarding take an active role in monitoring and evaluating your safeguarding processes? Inspecting governance of a school during a section 5 inspection is an important aspect of the judgement about the effectiveness of leadership and management. In maintained schools, the accountable body is the governing body, whereas in academies it is the board of trustees. This means that both in stand-alone academies and in a multi-academy trusts (MATs) the accountable body is the board of trustees. A letter is sent to the governing body of a maintained school and board of trustees of a stand-alone academy or MAT, notifying them of the inspection. However, MATs operate through many different structures and sizes, and while all are now expected to have identified a senior executive leader (SEL) some may not have an identified Chief Executive Officer (CEO) role so they are not automatically notified when a school within their MAT is being inspected.

Keeping Children Safe in Education
Early Help, Safeguarding and Child Protection is Everyone’s responsibility Everyone must read Part One and Annex A Everyone would find Annex C useful Lets discuss your approaches – how do you know staff have understood? Staff are reporting concerns to DSL and Deputy and following protocol. Staff are familiar with Whistleblowing and this has been used affectively? If asked staff would know how to report a concern about a child or member of staff?

Governance Inspecting governance of a school during a section 5 inspection is an important aspect of the judgement about the effectiveness of leadership and management. In maintained schools, the accountable body is the governing body, whereas in academies it is the board of trustees. This means that both in stand-alone academies and in a multi-academy trusts (MATs) the accountable body is the board of trustees. A letter is sent to the governing body of a maintained school and board of trustees of a stand-alone academy or MAT, notifying them of the inspection. However, MATs operate through many different structures and sizes, and while all are now expected to have identified a senior executive leader (SEL) some may not have an identified Chief Executive Officer (CEO) role so they are not automatically notified when a school within their MAT is being inspected. 11/8/2018

Ofsted’s view of Safeguarding in a school.......
poor culture of safeguarding school had not 'kept abreast' of the new statutory guidance in 'Keeping children safe in education' lack of overarching strategy for monitoring and evaluation of safeguarding lack of information to target improvements in safeguarding lack of external validation of procedures and practices to keep students safe and, as a consequence, key documents out of date governors did not rigorously monitor or audit safeguarding most governors lacked knowledge and understanding of safeguarding governors did not take a role in formulating safeguarding improvements

Safeguarding and Child Protection
describes how we keep all children safe. Child Protection describes what we do for children affected or who are likely to be at risk of significant harm 11/8/2018

Safeguarding and Child Protection
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; and taking action to enable all children to have the best life chances. Working Together to Safeguard Children (2015) Child Protection is defined as: Child protection is part of safeguarding and promoting the welfare of children It is activity undertaken to protect specific children who are suffering or at risk of suffering significant harm 11/8/2018

Early help and safeguarding
Leadership and management Behaviour and safety What would good early help and safeguarding look like in these areas in your setting? Selection and recruitment Dealing with allegations. Safeguarding policies’ 47. Governing bodies and proprietors should ensure there are appropriate policies and procedures in place in order for appropriate action to be taken in a timely manner to safeguard and promote children’s welfare. 48. This should include:  an effective child protection policy; and  a staff behaviour policy (sometimes called the code of conduct) which should amongst other things include - acceptable use of technologies, staff/pupil relationships and communications including the use of social media*.’ *(footnote 12) When drafting the staff behaviour policy schools and colleges should bear in mind the offence under section 16 of The Sexual Offences Act 2003, which provides that it is an offence for a person aged 18 or over (e.g. teacher, youth worker) to have a sexual relationship with a child under 18 where that person is in a position of trust in respect of that child, even if the relationship is consensual. A situation where a person is in a position of trust could arise where the child is in full-time education and the person looks after children under 18 in the same establishment as the child, even if s/he does not teach the child. 11/8/2018

Safeguarding in practice Minimising Risk and compliance
Child’s Voice at the Centre Single Central Record Curriculum & Safety Safeguarding Policy and Procedures Allegations against staff Day to day routines Relationships & Behaviour Attendance/ Child missing education Selection & Recruitment Media & Online safety Health & Safety Safe premises Signing in protocols Whistleblowing Governors Formal & Informal teaching Peer on Peer abuse Premises Safety & risk assessment Off sight visits & risk assessment Child Sexual Exploitation Female Genital Mutilation Gang Affiliation Radicalisation & Extremism Staff Induction Anti-Bullying Agency, students & Volunteers Exclusions Supervision & Performance monitoring

Have you developed a system for this?
Whole school approach Have you developed a system for this? Devise Embed Review Up-date Staff and volunteers Governors, schools, multi-agency partners, community PARENTS AND CARERS Senior leaders and governors are to take Statutory Guidance (and all its revisions) into account when implementing policies, procedures and practice and are alert to local issues and priorities.

Break Time

Early Help & Safeguarding
Understanding Early Help & Safeguarding 25 25

What is Early Help? Early help means… providing support as soon as a problem emerges, at any point in a child’s life. “Agencies refer too many children to LA whose problems are at early stage….too many children and families are subject to a statutory assessment…delays them getting the right help.. Early Help is not just early in age, it’s early in any problem at any time “Providing early help is more effective in promoting the welfare of children than reacting later.” Children’s Services Ofsted Inspection (June 2014) Working Together to Safeguard Children, 2015 11/8/2018

Early Help – The Key Principles
Based on a strong universal offer in schools, children’s centres and health Shared responsibility for identifying vulnerable children, young people and families The right support, from the right agency, at the right time Building resilience Establishing quality relationships Developing skills and capabilities Connecting families to the wider community 11/8/2018

November 18

Evidencing early help in practice
Are all worries and concerns recorded and monitored in a consistent way and do they inform the targeting of early help? Good practice A ‘zero threshold’ is in place for the level of worries and concerns that get recorded and discussed: no concern is too small to be considered All staff have access to the recording system used in the school Records are monitored and collated regularly by the SLT to review plans and progress

Early Help Record 11/8/2018

Discuss – “If it isn’t written down it didn’t happen”
Early Help - Recording Discuss – “If it isn’t written down it didn’t happen” Various methods of recording within schools Strengths and weaknesses The importance of recording – allowing you to Understand Plan Do Review Report Writing Accountability Evidence Early Help Child Protection

Relationship-based Practice
1. Understand Building relationship and holistic understanding of the child: One family, One plan = One story 2. Plan Plan for change through pathways to help and support 3. Do Empower and enable family to make positive changes 4. Review Review and family feedback on what difference it’s made The four ‘R’ Practitioner Understand Plan Do Review Reflective Responsive Resourceful Resilient

Early Help Record process
Step 1 Early Help Enquiry the following details for Early Help Enquiry: Child’s Name: DOB Address: Reason for considering the Early Help Record Remember to each step of the process to: earlyhelppartner ham.gov.uk Share the Early Help Record and TAF plans with the family and agencies who are part of the TAF. Step 2 Complete Early Help Record and Plan Complete the Understand, Plan and Do sections of the Early Help Record and Plan. Save in this format: Save the document in this format: unique ID-child surname-EHR-xx-xx-xxxx (date completed) Step 3 Team Around the Family (TAF) review Coordinate a TAF meeting to review progress . Repeat this process until the plan comes to a close . Open the EHR and Plan select Review - resave the document in this format: unique ID-child surname-TAFPlan-xx-xx-xxxx (date agreed). Step 4 TAF Closure TAF process reaches a closure point for the child and family. Record the plan’s final outcome. Save the document in this format: unique ID-child surname-TAFPlan-xx-xx-xxxx (date agreed).

Central Neighbourhood Central Neighbourhood
Advice and support available through the Early Help Partnership Team West Neighbourhood Vicki Kitts Early Help Partnership Coordinator e: T: t: East Neighbourhood Kathy Dee Early Help Partnership Coordinator e: t: Central Neighbourhood Rehema Essop Early Help Partnership Coordinator e: t: South Neighbourhood Dawn Henry Early Help Partnership Coordinator e:: t: West Neighbourhood Samantha Clarke Early Help Partnership Practitioner e: T: East Neighbourhood Amber Robinson Early Help Partnership Practitioner e: t: Central Neighbourhood Musarat Rashid Early Help Partnership Practitioner e: t: South Neighbourhood Jasmin Choudhury Early Help Partnership Practitioner e: t: Remi Desouza Early Help Partnership Programme Officer e: t: Jannah Akter Project Manager Integrated Neighbourhood Working e: t:

Pathways to the Community ‘Step Down and Step Across’
Transitions to the community will be a theme of the next Early Help Partnership Network. We are developing a checklist to support you with the process.

Newham Connect You can find the Early Help Partnership Team page on Newhamconnect

Integrated Neighbourhoods
East: Manor Park & Green St West: Stratford, West Ham & Forest Gate Central: East Ham & Plaistow South: Canning Town, Custom House, Beckton & Royal Docks

Neighbourhood Action Meeting - NAMs
The Neighbourhood Action Meeting (NAM) is a multi-agency action, allocation and review meeting chaired by the Early Help Partnership Coordinator for that Integrated Neighbourhood area. Its purpose is to bring together a multi-agency group of professionals to discuss the presenting needs of a child or young person. The NAMs group will identify a lead agency and interventions to support the family using the Early Help Framework to meet the family’s needs when judged to be best met at Level 1 or 2 Early Help.

NAMs Each NAM will record and review when necessary the following:
Step across contacts from Children’s Triage ‘front door’ Step across and down from Integrated Neighbourhood Teams (Families First and CAMHS, Assessment and Intervention teams, School Nursing) and the Integrated 0-25 SEND service Early Help Records requesting additional resource or intervention can be presented by a universal setting They happen fortnightly in each Neighbourhood

A Developing Model -Team Around the Relationship
Learning and Development Consistency Integrated Neighbourhood Team around the Setting Coaching and support Early Help Record and Plan Team Around the Family Supervision Team Around the Family Relationship One family, One Plan = One Story

Early Help and Integrated Neighbourhood Working Newletter was launched on Mon 30 October 2017!
Download a copy from Newham Connect.

Early Help – Whole school approach
1. Understand What children might be considered Early Help, emerging needs in your school? 2. Plan What systems do you have in your school already to identify children with emerging needs? 3. Do In your school what action plans/goal setting do you currently have for these children? 4. Review What systems do you have in place to monitor your actions plans currently?

Lunch Time

Managing Allegations / LADO Process
Nick Pratt LB Newham LADO

Legislative Framework
Section 11 of the Children Act 2004 Allegations against people who work with children are not dealt with in isolation. Local Authorities should……..be involved in the management and oversight of allegations against people that work with children. Need for Policies outlining process.

Working Together 2015 Safeguarding is everyone’s responsibility
All local Authorities should have an LSCB All local authorities should appoint a LADO

Legislative Framework pt.2
London Child Protection Procedures (Chapter 7). Other policies / legislation specific to sectors: e.g Keeping Children Safe in Education 2016, NHS Policies.

LADO Role Support organisational transparency and accountability.
Demonstrate multi-agency approach. Protect organisations from further allegations (isolated working) Provide oversight and guidance around proportionality and child protection issues. Sharing of information between relevant agencies incl. regulatory bodies / other LADOs Parental Issues Regulatory Evidence

LADO Role contd. Monitoring the progress of cases and accounting for delays. Demonstrating rationale and accountability for decision making. Ensuring fair, proportionate and reasonable approach is taken in. Protecting rights of employee as well as support employer. Flagging up required organisational learning. Outlining resources for organisational training Providing consultation and open dialogue.

The Local Authority Designated Officer (LADO)
Consultation in cases where it is alleged a person who works with children has: Behaved in a way that has harmed, or may have harmed, a child Possibly committed a criminal offence against, or related to, a child; Behaved towards a child or children in a way that indicates s/he may pose a risk of harm to children. KCSIE ‘may’ = ‘would’.

Making a LADO referral Make enquiries to contextualise the allegation but do not investigate Ensure basic details for the subject and victim of the allegation are detailed and correct Clearly record the allegation and actions taken If the allegation has been made by a child, use their own words Do not provide the details of the allegation to the subject until this has been agreed by LADO and/or police If you are not sure seek advice from the LADO

LADO Response to referral
Discussion around threshold including Organised and Complex abuse threshold. Article 8 Breach? Explore interim safeguarding required. – RISK ASSESSMENTS. Hold Strategy Discussion with Police / CYPS. Consider strategy meeting. Make relevant cross borough LADO referrals Consider regulatory body involvement.

Risk Assessments Need for holding position. What happened?
What do we know? How will it be managed? Who has been told? Timescales.

Investigations Discussion required with LADO re: initiation incl. who to conduct. Aim is to obtain a fair, balanced and accurate record in order to consider the appropriateness of disciplinary action and / or the individual's suitability to work with children. Its purpose is not to prove or disprove the allegation.

Task – Internal investigations
In your groups, decide how you would format an internal investigation. What type of information would you consider?

Internal Investigations – An example.
Introduction Chronology Investigation / Evidence gathering. Findings / Analysis Organisational Learning Independent? – Not HR led if safeguarding issues prevalent.

Disciplinary / Suitability
The Designated Officer and the designated senior manager should discuss whether disciplinary action is appropriate in all cases where: It is clear at the outset or decided by a strategy meeting / discussion that a police investigation or LA children's social care enquiry is not necessary; or The employer or the Designated Officer is informed by the police or the Crown Prosecution Service that a criminal investigation and any subsequent trial is complete, or that an investigation is to be closed without charge, or a prosecution discontinued.

Disciplinary / Suitability – info sharing
Wherever possible, police and LA children's social care should, during the course of their investigations and enquiries, obtain consent to provide the employer and/or regulatory body with statements and evidence for disciplinary purposes If the police or CPS decide not to charge, or decide to administer a caution, or the person is acquitted, the police should pass all relevant information to the employer without delay

Outcomes Substantiated: There is sufficient evidence to prove the allegation that a child has been harmed or there is a risk of harm. False: There is sufficient evidence to disprove the allegation, however, there is no evidence to suggest that there was an deliberate intention to deceive. Malicious: There is sufficient evidence to disprove the allegation and there has been a deliberate act to deceive. The police should be asked to consider what action may be appropriate in these circumstances.

Outcomes contd. Unfounded: there is no evidence or proper basis which supports the allegation being made. It might also indicate that the person making the allegation misinterpreted the incident or was mistaken about what they saw. Alternatively they may not have been aware of all the circumstances. Unsubstantiated: There is insufficient evidence to either prove or disprove the allegation. The term, therefore, does not imply guilt or innocence.

What to include in References
Cases in which an allegation was proven to be false, unsubstantiated or malicious should not be included in employer references. A history of repeated concerns or allegations which have all been found to be false, unsubstantiated or malicious should also not be included in any reference.

What to record? Details of allegations that are found to have been malicious should be removed from personnel records. However, for all other allegations, it is important that a clear and comprehensive summary of the allegation, details of how the allegation was followed up and resolved, and a note of any action taken and decisions reached, is kept on the confidential personnel file of the accused, and a copy provided to the person concerned.

Disclosure & Barring Service Referrals
A referral will always be made in those circumstances where a person is dismissed because of conduct that has harmed a child (or if they resign in such circumstances) The employer is responsible for making the referral The referral should be made promptly following the outcome of the enquiry or disciplinary investigation The DBS will decide whether to bar or restrict a person from working with children

Regulatory Bodies If the person being referred to the DBS is a teacher in England they should also be referred to the NCTL LA children's social care should inform Ofsted of all allegations made against a foster carer, prospective adopter, or member of staff in a residential child care facility. Ofsted should be informed of any allegation or concern made against a member of staff in any day care establishment for children under 8 or against a registered child minder. They should also be invited to take part in any subsequent strategy meeting / discussion. HCPC, GMC, GDC, NMC etc.. all have policies around their own sector.

Chapter 7 - Updates Thresholds to refer.
7.2.3 – clarity on 3rd threshold criteria. 7.2.9 Cross Borough clarity – ‘greatest organisational risk’ – ‘ where is the organisational learning required? Suspension- more in line with KCSIE ASV Meetings Outcomes

Close Thanks Feedback to be emailed Certs will follow.
EDT – Nick –

Children Missing Education
KCSIE Prevent FGM CSE Children Missing Education Peer on peer abuse

Competent professional judgement
This may involve professional challenge? Children have varying needs that change over time. Judgements on how best to intervene when there are concerns about harm to a child will often, and unavoidably, entail an element of risk The way to proceed in the face of uncertainty is through competent professional judgements. Eileen’s Munro’s concluded that instead of “doing things right” (i.e. following procedures) the system needed to be focused on doing the right thing (i.e. checking whether children and young people are being helped.

https://youtu.be/LagGSTiSnto
A model of expertise Munro’s pie chart of ‘expertise’ (Munro, E (2002) Effective Child Protection, Sage publications) Groupthink Also discuss about fixed mindset and being able to hypothesis about whether it agrees or disagree with your theory – have a tendency to find information that agrees with our initial thoughts – Need to be open to new information. Groupthink is a psychological phenomenon that occurs within a group of people in which the desire for harmony or conformity in the group results in an irrational or dysfunctional decision-making outcome. Group members try to minimize conflict and rea NSPCC advises to trust your instincts: This Photo by Unknown Author is licensed under CC BY-SA

Newham’s request for support or protection
Newham’s MASH? What happens next Newham’s Children's Triage Service will receive your form or phone call. The service includes representatives from our Children’s Social Care, Early Intervention, Community Health, Housing and Probation and Youth Offending teams and Newham Police. Each team will check what information they hold about the child and family to make a decision together about which team should respond to your worries. We will make this decision in at least: one working day if we think a child is in need of our protection or five working days in all other cases. We will contact you to tell you we have referred your worries on to one of our teams or the police.

Newham Safeguarding Children Board Safeguarding Escalation and Resolution Policy
Examples of when the SCL should be consulted The following examples demonstrate when a SCL should be consulted. This is not an exhaustive list but should be seen as a guide to the types of issues that would justify liaising with the SCL: Persistent refusal by one agency to liaise with another regarding a safeguarding matter for example: Children’s services not contacting a professional referrer after one or more attempts have been made by the referrer Inappropriate application of the London Child Protection Procedures and / or failure to follow agreed safeguarding protocols Failure to meet local standards. For example concerns about the conduct of a child protection conference or core group. This includes where the core group is failing to improve the outcomes for children due to drift and or lack of multi-agency contribution. November 18

Children Missing Education (CME)
All schools (including academies and independent schools) much notify their local authority when they are about to remove a pupil’s name from the school admission register. All schools must notify the LA within five days of adding a pupil’s name to the admission register at a non-standard transition point

Immediate system changes the school implemented:
If a child unexpectedly fails to attend and no relevant adult can be contacted by phone, a staff member(s) makes a home visit. Distinction between a potential welfare issue and what warrants a penalty notice. If there is no answer at the family home when staff member(s) attend, call for advice or contact the police on 999. School collects a minimum of three contact numbers

Child Sexual Exploitation
Sexual exploitation is a form of sexual abuse, in which a young person is manipulated or forced into taking part in a sexual act. This could be as part of a seemingly consensual relationship, or in return for attention, affection, money, drugs, alcohol or somewhere to stay. The young person may think that their abuser is their friend, or even their boyfriend or girlfriend. But they will put them into dangerous situations, forcing the young person to do things they don’t want to do. The abuser may physically or verbally threaten the young person, or be violent towards them. They will control and manipulate them, and try to isolate them from friends and family. Page 22 of Workbook Essentially it involves children receiving something e.g. drugs, accommodation, gifts for performing sexual activities. It can occur without physical contact – children can be groomed to post sexual images of themselves on the internet. These are exploitative relationships where perpetrators have power over victim e.g. age, peer pressure, strength. 3 broad categories: Inappropriate relationships Boyfriend model of exploitation Organised sexual exploitation/trafficking Education have two key roles: Educating Young people about healthy relationships and sexual health Protecting young people by spotting the signs.

Indicators of concern Associating with other young people involved in exploitation; Having older boyfriends or girlfriends; Suffering from sexually transmitted infections; Mood swings or changes in emotional wellbeing; Drug and alcohol misuse; Displaying inappropriate sexualised behaviour. Going missing for periods of time or regularly coming home late; Regularly missing school or not taking part in education; Appearing with unexplained gifts or new possessions (often new mobile phones) The 2009 statutory guidance Safeguarding children and young people from sexual exploitation included a list of such indicators. The following checklist, which is not intended to be comprehensive, is based on advice to parents and carers published by Barnardo’s in August 2011.

Increased Vulnerabilities
Looked-after children/being in care Excluded from mainstream school Those experimenting with drugs and alcohol History of childhood abuse Those with parents who misuse drugs and alcohol Those who have experienced or watched domestic violence. Barnardo’s guidance highlights that all young people are vulnerable to sexual exploitation because of their naivety in general and in particular because of their naïve sense of romance. However, they also recognise that some groups of young people are more vulnerable as highlighted on this slide. 76

Peer on Peer Abuse Bullying (including cyber bullying)
Gender based violence Teenage relationship abuse Sexually inappropriate behaviour Sexting Resource: Traffic Light Tool: It is important to recognise that children are also vulnerable to physical, sexual and emotional abuse by their peers or siblings. This is most likely to include, but not limited to the types of abuse identified in this slide. Abuse perpetrated by children can be just as harmful as that perpetrated by an adult, so it is important to remember the impact on the victim of the abuse as well as to focus on the support for the child or young person exhibiting the harmful behaviour. Such abuse will always be taken as seriously as abuse perpetrated by an adult and the same safeguarding children procedures will apply in respect of any child who is suffering or likely to suffer significant harm; staff must never tolerate or dismiss concerns relating to peer on peer abuse. Traffic Light Tool: The Brook Traffic Light Tool that helps professionals and parents alike understand what is normal sexual development and behaviour in children. Children who display harmful sexual behaviour not only need support in addressing the behaviour but are themselves likely to have been or are being sexually abused. The Brooks toolkit provides a framework for professionals / carers to help them differentiate normal development from behaviour that is harmful or indicative of a child being abused.

Peer on Peer Abuse Monday 9 October 2017 The data released by 38 of the 43 forces in England and Wales, in response to freedom of information requests, showed reports of so-called “peer on peer” abuse rose from 4,603 in 2013 to 7,866 last year – an increase of 71%. Almost 30,000 reports of children sexually assaulting other youngsters. Including 2,625 alleged attacks, 225 alleged rapes carried out by under 18s on school premises, have been made to police in the last four years, figures reveal. But 74% reported to 36 forces between 1 April 2013 and 31 May 2017 resulted in no further action, according to the figures obtained by BBC’s Panorama.

Peer-on-Peer Abuse toolkit – best practice whole schools approach
Farrer & Co, in collaboration with Dr. Carlene Firmin, has published a toolkit to help schools prevent, identify early and respond appropriately to peer-on-peer abuse. It provides guidance on developing and introducing a peer-on-peer abuse policy and a template peer-on-peer abuse policy. This interim version will be revised in due course to include a specific focus on digital behaviour. Topics covered include: developing an overarching policy and introducing it to the school community; tailoring your policy to your school’s specific context; risk assessment; appropriate language and approaches; ongoing protective work. Source: Farrer & Co briefing on new resources on sexual violence and sexual harassment between children in schools and colleges, and peer-on-peer abuse Further information: Peer-on-peer abuse toolkit (PDF)

How safe are our children? (NSPCC, 2017)

Online Safety Thinkuknow - offline safety programme for children, young people, schools and parents Ukccis - sexting in schools and colleges Indecent images of children: guidance for young people: indecent images of children: guidance for young people - GOV.UK Internet watch foundation: We know that seeing images and videos of child sexual abuse can be upsetting. We want you to know that by reporting to us you are doing the right thing. Your report could lead to the rescue of a young victim from further abuse; removal of such images from a phone. Indecent Images Guidance: Taking, making, sharing and possessing indecent images and pseudo-photographs of people under 18 is illegal. A pseudo-photograph is an image made by computer-graphics or otherwise which appears to be a photograph. This can include: photos videos tracings and derivatives of a photograph data that can be converted into a photograph

Removing an online image or video

NSPCC – Talking PANTS P privates are private
Talking PANTS teaches children important messages, like their body belongs to them and they should tell an adult if they're upset or worried. P privates are private A always remember your body belongs to you N no means no T talk about secrets that upset you S speak up someone can help

NEW Share Aware campaign
To kids, online life is real life. And, just like in real life, kids need help to stay safe online. Share Aware is an NSPCC and O2 campaign to help parents have regular and informed conversations with their child about online safety. Share Aware is aiming to get every family in the UK chatting about their kids' online world, just like they would about their day at school. Share Aware TV ad – Safety advice from a 10 year old. Icebreakers series – Share Aware have teamed up with O2 to create a bespoke series full of tips and information on different issues e.g. cyberbullying and inappropriate content, with activities parents can complete with their child. Family agreements – Share Aware have created a downloadable family agreements document for families to complete and fill in together. Share Aware homepage - Read the step-by-step guide to being Share Aware and the TEAM (Talk, Explore, Manage, Agree) framework on how to stay safe online in four simple steps. Net Aware – The Share Aware guide to the most popular social networks sites, apps and games that children use. New sites site such as Musical.ly, Kiwi and Pokémon Go have been added this year, along with a breaking news page and top tips from O2 Gurus on blocking, private account settings or in-app purchases. The new Net Aware can be downloaded on both iOS and Android. Teaching resources – Download Share Aware teaching resources for use in the classroom. Specialised advice - Available on the O2 & NSPCC Online Safety Helpline – Advisors can help with any questions, or anyone can make an appointment with an O2 Guru in store.

Online Safety DfE have merged 'Supporting children and young people who are bullied: advice for schools' with 'Preventing and tackling bullying'. DfE have also issued guidance for school leaders on cyberbullying and an advice leaflet for parents It is important to recognise that children are also vulnerable to physical, sexual and emotional abuse by their peers or siblings. This is most likely to include, but not limited to the types of abuse identified in this slide. Abuse perpetrated by children can be just as harmful as that perpetrated by an adult, so it is important to remember the impact on the victim of the abuse as well as to focus on the support for the child or young person exhibiting the harmful behaviour. Such abuse will always be taken as seriously as abuse perpetrated by an adult and the same safeguarding children procedures will apply in respect of any child who is suffering or likely to suffer significant harm; staff must never tolerate or dismiss concerns relating to peer on peer abuse. Traffic Light Tool: The Brook Traffic Light Tool that helps professionals and parents alike understand what is normal sexual development and behaviour in children. Children who display harmful sexual behaviour not only need support in addressing the behaviour but are themselves likely to have been or are being sexually abused. The Brooks toolkit provides a framework for professionals / carers to help them differentiate normal development from behaviour that is harmful or indicative of a child being abused.

Your digital footprint

Female Genital Mutilation
‘the partial or total removal of the female genitalia… for cultural or other non therapeutic reasons’. World Health Organisation Illegal operation in the UK for almost 20 years. Female Mutilation Act 2003. Replaced Prohibition of Female Circumcision Act 1985. Offence to acts performed outside the UK. Fine, imprisonment up to 14 years or both. Form of child abuse and is illegal. Child Protection referral to Social Services. Referral to Police. FGM places a child at significant harm. Section 47 of Children Act 1989. Case Strategy Meeting. Please refer delegates to pages of their Workbook for further guidance on Forced Marriage & FGM including warning signs. Female Genital Mutilation (FGM): professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM. There is a range of potential indicators that a child or young person may be at risk of FGM, which individually may not indicate risk but if there are two or more indicators present this could signal a risk to the child or young person. Victims of FGM are likely to come from a community that is known to practise FGM. Professionals should note that girls at risk of FGM may not yet be aware of the practice or that it may be conducted on them, so sensitivity should always be shown when approaching the subject. Staff should activate local safeguarding procedures, using existing national and local protocols for Multi-Agency liaison with police and children’s social care.

Mandatory Reporting on known Cases of FGM (October 2015)
From 31st October 2015, all regulated professionals (health, teachers, social workers) are required to report all known cases of FGM in girls under 18s which they identify in the course of their professional work direct to the police. The duty applies to any teacher who is employed or engaged to carry out ‘teaching work’, whether or not they have qualified teacher status, in maintained schools, academies, free schools, independent schools, non-maintained special schools, sixth form colleges, academies. This is a personal duty; it cannot be transferred to anyone else. Failure to report is not a criminal offence but may lead to local disciplinary proceedings.

‘Known’ Cases ‘Known’ cases are defined as those where a teacher:
is informed by a girl under 18 that an act of FGM has been carried out on her; or observes physical signs which appear to show that an act of FGM has been carried out on a girl under 18 and they have no reason to believe that the act was necessary for the girl’s physical or mental health or for purposes connected with labour or birth. The duty does not apply in suspected cases or if a teacher identifies a child at risk of FGM but these concerns should be reported to the Designated Safeguarding Lead within the school in any event.

FGM support and guidance
Manor Gardens – health and community services Advice and guidance Training and workshops Contact details: e: e: t: FGM resource pack – resource pack with lots of resources – leaflets to use in different languages. It is important to recognise that children are also vulnerable to physical, sexual and emotional abuse by their peers or siblings. This is most likely to include, but not limited to the types of abuse identified in this slide. Abuse perpetrated by children can be just as harmful as that perpetrated by an adult, so it is important to remember the impact on the victim of the abuse as well as to focus on the support for the child or young person exhibiting the harmful behaviour. Such abuse will always be taken as seriously as abuse perpetrated by an adult and the same safeguarding children procedures will apply in respect of any child who is suffering or likely to suffer significant harm; staff must never tolerate or dismiss concerns relating to peer on peer abuse. Traffic Light Tool: The Brook Traffic Light Tool that helps professionals and parents alike understand what is normal sexual development and behaviour in children. Children who display harmful sexual behaviour not only need support in addressing the behaviour but are themselves likely to have been or are being sexually abused. The Brooks toolkit provides a framework for professionals / carers to help them differentiate normal development from behaviour that is harmful or indicative of a child being abused.

Prevention of Extremism and Radicalisation
What is Prevent? Prevent is the Government’s strategy to stop people becoming terrorists or supporting terrorism, in all its forms. Prevent works at the pre-criminal stage by using early intervention to encourage individuals and communities to challenge extremist and terrorist ideology and behaviour. The Counter-Terrorism and Security Act 2015 places a duty on schools and FE Colleges to have “due regard to the need to prevent people from being drawn into terrorism”. The Prevent duty reinforces existing duties placed upon educational establishments for keeping children safe. Ofsted will inspect schools’ compliance with this duty. Trainer Notes: Emphasise here that the Government strategy is intended to support all professionals to intervene as early as possible for all potential concerns through Multi-Agency plans and not to criminalise those who are identified as being vulnerable. It is important that staff are aware that we are talking about all forms of extremism including political, religious and non-political/religious.

What does this mean for Schools?
Ensuring a broad and balanced curriculum is in place to promote the spiritual, moral, social and cultural development of pupils. Establish a single point of contact for Prevent – the DSL. Assess risk of pupils being drawn into terrorism. Train staff to recognise radicalisation and extremism. Refer vulnerable people to Channel. Prohibit extremist speakers and events. Manage access to extremist material on-line through use of appropriate filtering systems. Trainer Notes: In line with this Duty, the Ofsted inspection process will evaluate the school’s approach to keeping pupils safe from the dangers of radicalisation and extremism, and what is done when it is suspected that pupils are vulnerable in this way. It is important that all schools understand that expectations of the guidance and legislation in this area. Emphasise training is one part of the duty Our single point of contact is the Designated Safeguarding Lead who will respond to concerns liaise with other agencies as required. Talk about the curriculum – how do we promote the spiritual, moral, social and cultural (SMSC) development of our pupils? Ask staff to identify what is happening Refer to the School’s safeguarding policy and information relating to the Prevention of Extremism and Radicalisation

Indicators of Concern Emotional Verbal Physical Angry
Using extremist narratives/language Loss of interest in usual friends and activities Withdrawn Fixation on a concerning topic Possessing or accessing extremist materials More confidence/arrogance Asking inappropriate questions Concerning internet searches Depressed Change in use of words Change of routine Upset and/or short tempered Speech that sounds scripted Drawing inappropriate/unknown symbols Using insulting to derogatory names for another group Attempts to recruit others to the group/cause Emphasise that we cannot see this a definitive list of indicators of concern but regardless of the motivation for these behaviours, they should be of cause for concern action taken. Increase in prejudice-related incidents committed by that person may include: • physical or verbal assault • provocative behaviour • damage to property • derogatory name calling • possession of prejudice-related materials • prejudice related ridicule or name calling • inappropriate forms of address • refusal to co-operate • attempts to recruit to prejudice-related organisations • condoning or supporting violence towards others We may also receive concerns from other sources: Parental reports of changes in behaviour, friendship or actions and requests for assistance; Partner schools, local authority services, and police reports of issues affecting pupils in other schools. For primary schools this may be because of risks identified in relation to older siblings.

Signs of Radicalisation
What we know so far, is that the main risk factor identified in victims is vulnerability. Those who are most vulnerable are (but not limited to): Younger people from age 13 upwards; Those experiencing an identity or personal crisis; Individuals with feelings of unmet aspirations or a sense of injustice; People with a need for adventure or excitement; Pre-existing conviction that their religion or culture is under threat; Individuals who feel socially isolated, and possibly, suffering from depression; Those who have a history of criminal behaviour Lets discuss your experiences in your setting

educate.against.hate is the Government website providing practical advice to parents, teachers and school leaders on protecting children from extremism and radicalisation. The website includes links to a range of useful resources, good practice examples and suggested curriculum content.

Abuse - Signs and Indicators
Neglect Tired/listless Unkempt Poor hygiene Untreated medical conditions Medical appointments missed Constantly hungry or stealing food Over eats when food is available Poor growth Poor/late attendance Being regularly left alone or unsupervised Dressed inappropriately for the weather condition Having few friends and/or being withdrawn Ill equipped for school Emotional Failure to thrive Attention seeking Over ready to relate to others Low self esteem Apathy Depression/self harm Drink/drug/solvent abuse Persistently being over protective Constantly shouting at, threatening or demeaning a child Withholding love and affection Regularly humiliating a child Physical Unexplained injuries Injuries on certain parts of the body Injuries in various stages of healing Injuries that reflect an article used Flinching when approached Reluctant to change Crying/ instability Afraid of home Behavioural extremes Apathy/depression Wanting arms and legs covered even in very hot weather Sexual Age inappropriate sexual behaviour/knowledge/ promiscuity Wary of adults/ running away from home Eating disorders/depression/ self harm Unexplained gifts/ money Stomach pains when walking or sitting Bedwetting Recurrent genital discharge Sexually transmitted diseases Abuse, neglect and safeguarding issues are complex and can overlap with one another. Remember: the indicators don’t conclusively mean that a child is being abused. However, they are a reason for some concern. There may be simple explanations, but indicators are ‘red flags’ to which adults should pay attention Listen to the stories that accompany the indicators…do all the factors ‘match’ or add up? If not note the discrepancies, record sign and pass on Indicators are also not specific to individual types of abuse. 97 97

Increased Vulnerabilities
Children with disabilities or learning difficulties Parents with learning difficulties Parents with mental health illness Substance misuse Domestic abuse Previous abuse within the family Children under age two Looked-after children/being in care Chaotic, unsettled or transient lifestyles Lack of parental control In many cases there are a number of the factors identified in the slide that are features of a child’s life. Chaotic lives – professionals not able to get a clear picture of what is going on/dynamics, leading to a lack of holistic assessment. Parents often receiving services themselves adult mental health or Social care – important information known but not shared at an early stage. Further guidance and supporting information found pg. 32 of the Delegate Workbook. 98

Safeguarding updates

Management and leadership
11/8/2018

Code of conduct to be provided to all staff and at induction
Staff Code of Conduct Code of conduct to be provided to all staff and at induction KCSinE (2016) Safer Practice Your behaviour should be open and transparent You must adopt high standards of personal conduct Your behaviour in or out of school must not compromise your position within the school Avoid being alone with a student behind a closed, windowless door Never give an individual student a gift that is not part of the ‘Rewards Policy’ Never give your personal mobile number or personal address to a student Be aware of the dangers of social networking site

Safer Recruitment KCSIE(2016) Part Three: Updated DBS guidance
governors in maintained school are required to have enhanced DBS. They do not need a barred list check unless, in addition to their governance duties, they also engage in regular activity. Teacher Prohibition order prevent a person from carrying out teaching working in schools, sixth form colleges, 16 to 19 academies and other provisions – must not be appointed to work as a teacher in such a setting. New requirement under 128 of the Education and Skills Act those in management role at independent schools, academies have an additional check to ensure they are not prohibited from teaching.

Whistleblowing Where a staff member feels unable to raise an issue with their employer or feels that that their genuine concerns are not being addressed, other whistleblowing channels are available: NSPCC whistleblowing helpline: t: (8am – 8pm, Mon to Fri) e: 11/8/2018

Incoming Changes to Policy
Children and Social Work Act 2017 LSCB changes. Chapter 7 London Child Protection Procedures. ASV Meetings.

Serious Case Reviews Serious Case Reviews are undertaken by the Local Safeguarding Children Board when abuse or neglect of a child is known or suspected and either the child has died or the child has been seriously harmed and there is cause for concern as to the way in which the authority, their Board partners or other relevant persons have worked together to safeguard the child. Lessons emerge from reviewing the case using an approach that seeks to answer “why” did something happen/not happen. You can visit the NSPCC website to explore overview of Serious Case Reviews NSCB has embedded themed Multi-agency Practice Reviews/ Learning

My DSL action plan Which 3 things will you do differently / have the biggest impact on whole school approach to safeguarding? Actions What difference will this make? 2. 3.

Early Help and Integrated Neighbourhood Working Newletter was launched on Mon 30 October 2017!
Download a copy from Newham Connect.

Who to contact: Early Help and Safeguarding
Children’s Triage t: Early Help Duty t: All requests for support or protection for Newham children are assessed by Children's Triage. You can make a referral via the online portal Safeguarding Lead in Education Fatmir Deda t: Local Authority Designated Officer Consultation in cases where it is alleged a person who works with children has: Behaved in a way that has harmed, or may have harmed, a child. Nick Pratt t: LADO Duty t:

Links to useful resources..
Keeping Children Safe in Education - Part 1(Sept 2016) Keeping Children Safe in Education (Sept 2016) Working Together to Safeguard Children (Mar 2015) Ofsted Inspection Framework (Aug 2015) What to do if your worried about a child being abused (Mar 2015)

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