1. E-mail: info@safeguardingfirst.com Website www.safeguardingfirst.com
Tel:
Website
Pam Gartland: Safeguarding First ‘App’ available from the App Store
find us on Twitter

2. Keeping Children Safe Whole Workforce Training
Keeping Children Safe Is Your Business
My Business
It’s Everyone's Business

3. Session Format Welcome and introductions What does safeguarding mean?
The legal context
Individual activity
What are we protecting children from?
Early identification of need
Your statutory role and responsibility in relation to safeguarding children
Finish

4. Safeguarding Children
Vulnerable Adults
Safe People
Our responsibilities to Safeguarding in schools and settings
Safe Premises & Places
Safe children

5. The Session is Informed by the Following:
Children Act (1989)
Children Act (2004) section 10/14b
Serious Case Reviews: Birmingham/Haringey/Coventry/Bradford/Sunderland/Stockton/Cumbria/Nottingham/Hartlepool
Statutory Guidance on Making Safeguarding Arrangements
Education Act 2002 – section 175 (maintained)
The Education (Independent School Standards) Regulation 2014 (including Academies/Free Schools)
The Education Non Maintained Special Schools (England) Regulation 2015
Keeping Children Safe In Education DfE 2018
All staff should at least read Part 1 - ‘Safeguarding Information for all Staff’
Annex A: Further Information – should be read by all those who work directly with
children.
Local Authority Designated Officer– Tel:

6. DfE - Statutory framework for the Early Years Foundation Stage (EYFS) April 2017
Working Together to Safeguard Children (HM GOV) (2018)
DfE 2015 – what do you do if you are worried about a child – practitioners advice.
Durham Safeguarding Children Board
Tel:
Counter Terrorism and Security Act (2015) The Prevent Duty - 1st July 2015 Schools (and since 18th September 2015 all colleges) Section 26 of the Act ‘Due regard’ To Prevent ’ - Assess risk of children and young people being drawn into extremism.
Channel Panels - National Response to Radicalisation.
SPOC for Durham Police- DS Jayne Freeman. Tel: –
From October 2015 – Section 5B Female Genital Mutilation Act 2003 (section 74 Serious Crime Act 2015) places a statutory duty upon teachers to report to the police where they discover either through disclosure by the victim or visual evidence that female genital mutilation ‘appears to have been carried out ‘on a girl under 18.
DfE Information Sharing – advice for practitioners providing safeguarding services to children young people parents and carers
Data Protection Act (2018)
Freedom of Information Act (2000)
Sexual Offences Act (2003)

7. General Data Protection Regulations, May 2018
Understanding of what data you hold, why you hold it and for how long you are retaining it.
Review of what you record, how you record and where that data may be used.
Understanding of consent, inclusive of parents and children (13).
Information MUST be recorded where there are concerns about children and GDPR supports this.

8. Key Themes from SCRs Learning has highlighted the importance of:
The child’s journey and understanding the child’s lived experience
Historic information – previous parenting can be used to predict future behaviour
Robust multi-agency assessments – particularly for babies and at the pre-birth stage
Professional curiosity and asking the ‘unthinkable questions
Procedural compliance
Professional challenge
A focus on fathers and hidden males
Early intervention – addressing need and risk as soon as it is evident

9. Key Learning from SCRs Professional optimism Transition arrangements
Understanding of the early help offer
Impact of the Toxic Trio
Resistant, hostile and uncooperative parents and carers
Domestic Violence
Parental Substance Misuse
Parental Mental Health Issues

10. Making a Referral in Durham
Information shared directly to the Designated
Safeguarding Lead (DSL)
DSL contacts First Contact (multi agency partners including social care, health and police) on
Followed up by written referral
DSL may contact the Police on 101 or the Public Protection Unit on in the event of any emergency or if a crime has been committed.

11. How do we recognise vulnerability?
What is it that you will see, hear or intuitively recognise that will help you identify a child that is vulnerable?

12. Vulnerability CrosswordH D R A W N A T I U D E D P B
E H A V O R I E T U N C T L I Y
DOWN
Isolated
View towards the world
Food intake
4. Promptness
To alter
ACROSS
How you present
Regular appearance
Physical presentation
Verbal sign
10. Physical sign A
T E D A N C A
P P E A R A N C E D
S L O S U R E C H A N G E I
N J U R

13. Stay Calm, Think Palm! HOUSE - Who lives in that child’s home
APPEARANCE - What is the physical and mental appearance of that child
NOTICE - observe, recognise change, have ears and eyes open at all times
DISCLOSURE - be prepared for the disclosure and how to manage it
SAFEGUARDING procedures - record, report, take action, follow up, challenge.

14. Safe in Our Hands
HOUSE
APPEARANCE
NOTICE
DISCLOSURE
SAFEGUARDING

15. Safeguarding is everybody’s business
Framework for the assessment of Children in Need and their families (DH2000)
The importance of families in caring for and protecting children and vulnerable adults
Safeguarding is everybody’s business
We identified the need to develop policy, practice and services to reflect these two points...
To promote joint working between child & adult focussed services 15

16. Durham Thresholds of Intervention

17. Early Identification of Need
School and college staff are particularly important as they are in a position to identify concerns early, provide help for children, and prevent concerns from escalating.
Knowing what to look for is vital to the early identification of abuse and neglect
Research and Serious Case Reviews have repeatedly shown the dangers of failing to take effective action.
(KCSIE 2018)

18. Early Identification of Need
Early identification, requires knowledge of the child, family, background and situation
Early identification also requires awareness of age appropriate child development and being observant of changes to a child’s daily presentation and well being
Early identification means facing the problem/difficulty (where appropriate) directly with the child and parent(s) and offering immediate intervention before statutory measures/assessment is required
Early identification means building solid relationships with children and families to ensure clear channels of communication are in place.

19. Early Identification of Need
Engage children and parents in maintaining good communication with you.
Act quickly and offer support before the situation needs to be resolved through statutory intervention.
Record all actions, interventions and observations you make.
Listen to the voice of the Child and the needs of the family.
You can be the person that prevents the escalation.

20. Significant Harm
Harm is defined in the Children Act 1989 Section 31 (9) as:
Ill-treatment
Impairment of health (as compared to a similar child)
Note: harm now includes the impairment of a child’s health or development as a result of witnessing the ill-treatment of another person (Adoption and Children Act 2002)

21. What constitutes ‘Significant Harm’?
Consideration of the severity of ill-treatment may include:
The degree and the extent of physical harm
The duration and frequency of abuse and neglect
The extent of premeditation
The presence or degree of threat, coercion, sadism, and bizarre or unusual elements
What constitutes significant harm:
Single events
Complex and longstanding cases

22. Types of abuse and neglect
All school/college staff should be aware that abuse, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label.
In most cases multiple issues will overlap with one another.
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. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. They may be abused by an adult or adults or by another child or children.
(KCSIE 2018)

23. Definitions of Abuse Physical 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.
Working Together to Safeguard Children (2018)

24. 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 misuse. Once a child is born, neglect may involve a parent or carer failing to provide adequate food and clothing, shelter including exclusion from home or abandonment, failing to protect a child from physical and emotional harm or danger, failure to ensure adequate supervision including the use of inadequate care-takers, or the failure to ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child's basic emotional needs”
Working Together to Safeguard Children (2018)

25. 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. Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
Working Together to Safeguard Children (2018)

26. Emotional Abuse
The persistent emotional maltreatment of a child such as to cause severe and persistent 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 insofar 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. 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 though it may occur alone. Working Together to Safeguard Children (2018)

27. Consider the vulnerability and diversity of the children we are protecting here in your school and community
What might make them more vulnerable?
Something about the child?
Something about the parent/carer?
Something about the family?
How can we ensure we carry out our statutory role?

28. Peer on Peer Vulnerability
Allegations of abuse made against other children All staff should be aware that safeguarding issues can manifest themselves via peer on peer abuse. This is most likely to include, but may not be limited to: • bullying (including cyberbullying); • physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm; • sexual violence and sexual harassment; • sexting (also known as youth produced sexual imagery); • initiation/hazing type violence and rituals. (KCSIE 2018)

30. Online Safety How are we promoting transferrable skills
Online Safety How are we promoting transferrable skills? How do we measure the impact of what we do? How do we support children recognising the difference between the online world and the real world?

31. All staff need to be particularly alert to a child who:
is disabled and has specific additional needs
has special educational needs (whether or not they have a statutory Education, Health and Care Plan)
is a young carer
is showing signs of being drawn in to anti-social or criminal behaviour, including gang involvement and association with organised crime groups
is frequently missing/goes missing from care or from home
is at risk of modern slavery, trafficking or exploitation
is at risk of being radicalised or exploited
is in a family circumstance presenting challenges for the child, such as drug and alcohol misuse, adult mental health issues and domestic abuse
is misusing drugs or alcohol themselves
has returned home to their family from care
is a privately fostered child
KCSIE 2018 page 7

32. Additional Advice/Further Areas of Vulnerability to Consider
Abuse
Bullying including Cyber Bullying
Children and the Court System
Children Missing from Education, home and care
Children with family members in prison
Child Sexual Exploitation
Child Criminal Exploitation-County Lines
Domestic Abuse
Drugs and Alcohol Misuse
Honour based violence ‘so called’ (FGM, Forced Marriage and Breast Ironing)
Health and Well Being
Homelessness
Online
Private Fostering
Radicalisation
Peer on Peer Abuse
Sexual Violence and Sexual Harassment
Violence
For more information please see Annex A and pages of KCSIE 2018.

33. Child Sexual Exploitation
Child sexual exploitation is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact: it can also occur through the use of technology. Annex A KCSIE 2018

34. ‘Honour Based’ Violence (HBV)
So-called ‘honour-based’ violence (HBV) encompasses incidents or crimes which have been committed to protect or defend the honour of the family and/or the community, including female genital mutilation (FGM), forced marriage, and practices such as breast ironing.
Abuse committed in the context of preserving “honour” often involves a wider network of family or community pressure and can include multiple perpetrators. It is important to be aware of this dynamic and additional risk factors when deciding what form of safeguarding action to take.
(KCSIE 2018)

35. Female Genital Mutilation
Female Genital Mutilation (FGM), also known as female genital cutting and female circumcision, is the ritual removal of some or all of the external female genital organs Typically carried out by a traditional circumciser using a blade or razor (with or without anaesthesia) FGM is concentrated in 28 African countries, Yemen and Iraqi Kurdistan, and found elsewhere in Asia and the Middle East. The age at which it is conducted varies from days after birth to puberty; in half the countries for which national figures are available, most girls are cut before the age of five. Typically occurs between ages of 5-8 years old, recent information suggests 8-15 years and during summer holidays.

36. Female Genital Mutilation
The procedures differ according to the ethnic group.
The practice is rooted in gender inequality, attempts to control women's sexuality, and
ideas about purity, modesty and aesthetics.
Attendance issues may be the first cause for concern -children missing education
(repeated occasions), however families often seek to have the procedure performed in
this country rather than the child travelling abroad.
Huge physical and psychological long term effects on children.
FGM is illegal in the UK and a form of child abuse with long lasting harmful
consequences.
If staff have concern that FGM may occur they should follow their normal CP procedures in school however
If a **teacher discovers that an act of FGM may have been carried out on a girl under
the age of 18 there will be a statutory duty upon that individual to report it directly to the
police.
(October 2015 –section 5b FGM Act 2003/ Section 74 Serious crime Act 2015)
**teacher means— (a) in relation to England, a person within section 141A(1) of the Education Act 2002 (persons employed or engaged to carry out teaching work at schools and other institutions in England); *

37. Forced Marriage
Forcing a person into a marriage is a crime in England and Wales .
A forced marriage is one entered into without the full and free consent of one or both parties and where violence threats or any other form of coercion is used to cause a person to enter into a marriage
Threats can be physical or emotional and psychological. A lack of full and free consent can be where a person does not consent or where they cannot consent (if they have learning disabilities, for example). Nevertheless, some communities use religion and culture as a way to coerce a person into marriage.

38. Schools and colleges can play an important role in safeguarding children from forced marriage.
The Forced Marriage Unit has published Multi-agency guidelines, with pages focusing on the role of schools and colleges.
School and college staff can contact the Forced Marriage Unit if they need advice or information. Contact: or

39. Counter Terrorism and Security Act 2015
The Prevent Duty - 1st July 2015 for schools & 18th September 2015 for colleges, Section 26 of the Act
‘Due regard’ ‘To Prevent’ assess risk of children and young people being drawn into extremism (based upon different potential risks in each local community)
Work in partnership with LA safeguarding teams and LSCB.
Staff training (Prevent awareness raising, including how and who to refer to)
IT policies are robust-appropriate usage for children and staff so they are not vulnerable through internet access (including filters)
Monitor and enforce through ensuring safeguarding procedures are in place (Inspected by OFSTED).

40. National and Local Response to Radicalisation
Channel Panels are a multi agency response and assessment of risk of radicalisation for adults and children.
SPOC for Durham Police: DS Jayne Freeman. Tel: –
For schools/settings dedicated helpline: Due Diligence and Counter Extremism Group (DDCEG) ( )
If you are concerned that a child’s life is in immediate danger or that they may be imminently planning to travel to Syria or Iraq dial 999 or call the confidential Anti-Terrorist Hotline on

41. Sexual Violence and Sexual Harassment
Sexual violence and sexual harassment can occur between two children of any age and sex. It can also occur through a group of children sexually assaulting or sexually harassing a single child or group of children.
Sexual violence and sexual harassment exist on a continuum and may overlap, they can occur online and offline (both physical and verbal).
It is important that all victims are taken seriously and offered appropriate support. Staff should be aware that some groups are potentially more at risk. Evidence shows girls, children with SEND and LGBT children are at greater risk.

42. County Lines
Criminal exploitation of children is a geographically widespread form of harm that is a typical feature of county lines criminal activity: drug networks or gangs groom and exploit children and young people to carry drugs and money from urban areas to suburban and rural areas, market and seaside towns.
Similar behaviours observed to Sexual Exploitation e.g. going missing, extra money, unknown people waiting outside of school.

43. Summary No form of abuse is worse than another.
Don’t worry about the title or diagnosis.
Consider is there an imbalance of power and control?
What is the individual impact for the child and their level of resilience?
Follow safeguarding procedures at all times.
Report, record and ensure follow up happens.

44. The Child’s Voice
The role and responsibility of school is to advocate on behalf of the
child so please think about the following:
Listening to the child’s views and feelings
Observing the child and their interactions with peers, adults and parents
Valuing your relationship with the child and the information you can offer
Sharing information with the safeguarding lead so that the child’s voice is NEVER lost
Keeping up to date records

45. Disclosure Receiving information from a child or young
person either directly or indirectly

46. How do you respond to a Disclosure?
Be ready to act immediately
Understand that a child might find it difficult to share
Be supportive of the child and your own well being
Be sure that the child understands the next steps you will take
Listen to the voice of the child and be clear to use their words
Engage and Initiate your safeguarding procedures

47. Actions where there are concerns about a child
School/College action
Other agency action
Staff have concerns about child and take immediate action. Staff follow their child protection policy and speak to designated safeguarding lead (1)
Referral not required, school/college takes relevant action, possibly including pastoral support and/or early help (2) and monitors locally
Referral (3) made if concerns escalate
Designated safeguarding lead or staff make referral (3) to children's social care (and call police if appropriate).
Within 1 working day, social worker makes decision about the type of response that is required
Child in need of immediate protection: referrer informed
Section 47 (4) enquires appropriate: referrer informed
Section 17 (4) enquiries appropriate: referrer informed
No formal assessment required: referrer informed
School/college considers pastoral support and/or early help assessment (2) accessing universal services and other support
Appropriate emergency action taken by social worker, police or NSPCC (5)
Identify child at risk of significant harm (4): possible child protection plan
Identify child in need (4) and identify appropriate support
Staff should do everything they can to support social workers.
At all stages, staff should keep the child’s circumstances under review (involving the designated safeguarding lead (or deputies) as required), and re-refer if appropriate, to ensure the child’s circumstances improve – the child’s best interests must always come first
(1) In cases which also involve a concern or an allegation of abuse against a staff member, see Part four of KCSIE (2) Early help means providing support as soon as a problem emerges at any point in a child’s life. Where a child would benefit from co-ordinated early help, an early help inter-agency assessment should be arranged. Chapter one of Working Together to Safeguard Children provides detailed guidance on the early help process. (3) Referrals should follow the process set out in the local threshold document and local protocol for assessment - Chapter one of Working Together to Safeguard Children . (4) Under the Children Act 1989, local authorities are required to provide services for children in need for the purposes of safeguarding and promoting their welfare. Children in need may be assessed under section 17 of the Children Act Under section 47 of the Children Act 1989, where a local authority has reasonable cause to suspect that a child is suffering or likely to suffer significant harm, it has a duty to make enquiries to decide whether to take action to safeguard or promote the child’s welfare, Full details are in Chapter one of Working Together to Safeguard Children. (5) Could include applying for an Emergency Protection Order (EPO).

48. Safeguarding Children
Vulnerable Adults
Safe People
Our responsibilities to Safeguarding in schools and settings
Safe Premises & Places
Safe children

49. Safeguarding is Everyone’s Business Focus on the Voice of the Child