1. Safeguarding Training for all school staff
Appendix 3
Safeguarding Training for all school staff
St James’ CE Primary School Safeguarding children - the action we take to promote the welfare of children and protect them from harm. Effective safeguarding systems are child centred. (Working Together to Safeguard Children 2018)

2. Aim of the Training “It Could Happen Here”
To provide all staff with the opportunity to develop an awareness of what to do if they have concerns about the safety and welfare of children and young people.

3. Learning Outcomes By the end of the course, staff should be able to:
Be aware of key guidance relating to safeguarding children.
Know what individuals need to do if they have a concern about the safety and welfare of a child or young person.
Understand what abuse is, categories of abuse and impacts of abuse.
Know what individuals need to do if a child makes a disclosure.

4. Everybody’s responsibility
Appendix 3
Everybody’s responsibility
All staff including Governors and Management Board Members should be aware of systems within their organisation which support safeguarding:
Safeguarding/child protection policy
Staff’s behaviour/code of conduct policy
Role of the designated safeguarding lead
Behaviour policy
What and who to go to, if they have a safeguarding concern

5. What is the difference between-Child Protection and Safeguarding?
Appendix 3
What is the difference between-Child Protection and Safeguarding?
Child protection is a part of safeguarding and promoting welfare. It refers to the activity that is undertaken to protect specific children who are suffering, or are likely to suffer, significant harm.
Safeguarding and promoting the welfare of children is defined as:
Protecting children from maltreatment
Preventing impairment of children’s health or development
Ensuring children are growing up in circumstances consistent with the provision of safe and effective care
Taking action to enable all children to have the best outcomes
Task:
Ask your staff what is the difference between CP and Safeguarding?

6. A Child Centred Approach
Children want to be respected, their views heard and have stable relationships with professionals.
See and speak to the child.
United Convention on the Rights of the Child (UNCRC) recognises children's rights to expression and receiving information.
“Safeguarding of children can only be achieved by
putting children at the centre of the system, and by every
individual and agency playing their full part, working
together to meet the needs of our most vulnerable
children” (Working Together to Safeguard Children 2018)

7. Key Guidance and Legislation
Appendix 3
WCC
Key Guidance and Legislation
The Children Act 1989
The Children Act 2004
Working Together to Safeguard Children 2018 new 2019
Early Years Foundation Stage 2014
What to Do if You’re Worried a Child is Being Abused 2015
Keeping Children Safe in Education 2018

8. Categories of Abuse PENS
Appendix 3
WCC
Categories of Abuse PENS
Physical Abuse - is deliberately physically hurting a child.
Emotional Abuse (including Domestic Abuse) - Persistent emotional maltreatment of
child such as to cause effects on the child’s emotional development. Sometimes called
psychological abuse. It may involve serious bullying- including online bullying through
social networks, online games or mobile phones- by a child’s peers.
Sexual Abuse and Child Sexual Exploitation (CSE) – any sexual activity with a
child. Many children and young people who are victims do not recognise
themselves as such.
Neglect – a pattern of failing to provide for a child's basic needs, whether it be
adequate food, clothing, hygiene, supervision or shelter. It is likely to result in
serious impairment of a child’s health or development.
(WTSC 2018)

9. Other Factors Causing Concern
Appendix 3
WCC
Other Factors Causing Concern
Parent and/or child misusing alcohol or drugs
Domestic abuse (Operation Encompass)
Parents with learning difficulties and or mental health problems
Children with disabilities
Grooming and sexual exploitation (including online)
Teenage pregnancy and parenthood
Child trafficking and modern day slavery
Talk through what Operation Encompass is

10. Other Factors Causing Concern
Appendix 3
WCC
Other Factors Causing Concern
Highly mobile families and families without recourse to public funds
Female genital mutilation (duty to report)
Honour based violence
Forced marriage
Self-harming behaviours including attempted suicide or suicidal behaviour
Child Criminal exploitation
Sexual violence and sexual harassment
Peer on peer abuse
Radicalisation and extremism (The Prevent Duty and duty to report)
Online safety

11. Non Accidental Bruising – Using Body Maps
Appendix 3
WCC
Non Accidental Bruising – Using Body Maps
Forearms (when raised to protect
self)
Inner arms
Chest and abdomen
Back and spine
Any groin or genital injury
Inner thighs
Soles of feet
Buttocks
Hands
Head injuries
‘Triangle of Safety’ – ears, side of face, neck and top of shoulders
Black eyes – especially if bilateral
Ears – especially pinch marks
Soft tissue of cheeks
Intra – oral injuries
Talk through where on a child's body that non accidental bruising can be

12. Appendix 3
WCC
Vulnerability
Children may be more vulnerable to being harmed if they are:
Unborn children
Babies
Disabled children and those with Special Educational Needs
Children who are perceived as being different
Children who are already thought of as a problem by professionals
Children who are Looked After or returned home from care
Children in secure and residential settings
Young Carers
Older children including those engaging in antisocial or criminal activity

13. What to do if a Child Discloses
Appendix 3
WCC
What to do if a Child Discloses
Listen
Reassure
Provide support
TED
Tell
Explain
Describe
Take it seriously
Explain what will happen next
Record the conversation in the child’s words
Decide if a referral is needed
Sign and date records FORM 1

14. Appendix 3
WCC
Don’t...
Make promises that you cannot keep
Ask leading questions
Jump to conclusions
Speculate or make accusations
Display any disbelief
Never delay immediate response to protect a child
Act shocked or disgusted
It is not your responsibility to decide if the allegation is true or not

15. Why Might Children not Report Abuse?
Appendix 3
WCC
Why Might Children not Report Abuse?
Fear they may not be believed
Embarrassment
Unable to communicate
Fear of consequences
Believe it is their own fault
Scared
Care for the abuser
Unable to understand or recognise abuse
Don’t know who to tell

16. Levels of Need
WCC relies on everyone having a shared understanding of risk. Update May 2019 – in staffroom & in HT office
To support professionals to ensure that children get the right response from the right service at the time they need it.
Details of the thresholds for different levels of support. It is important that there is a clear criteria for taking action and providing help across this full continuum. Having clear thresholds for actions which are understood by all professionals, and applied consistently, should ensure that services are commissioned effectively and that the right help is given to the child at the right time (Working Together 2018).

17. Levels of Need

18. Appendix 3
Levels of Need

19. What is Early Help Assessment?
Appendix 3
What is Early Help Assessment?
Early help means providing support as soon as a problem emerges.
An early help assessment, undertaken by a lead professional should provide
support to the child and family, act as an advocate on their behalf and
coordinate delivery of support services.
By working together, we can help children and families receive the right support
to prevent a small need growing into a larger one.
SCHOOL EARLY HELP OFFER ON WEBSITE under safeguarding page –
A single holistic assessment can support the identification of:
Families needs
Risk factors and strengths
What support is needed to support better outcomes
Supports the sharing of information
Improve joint working and communication

20. Taking Action What To Do if You Have a Concern?
Appendix 3
Taking Action What To Do if You Have a Concern?
Share your concerns and seek advice with a Manager or Designated Safeguarding Lead – Form 1
Know your organisation’s safeguarding policy and procedure
Who do you contact in your organisation?
Make a referral to WCC Family Front Door (FFD)
Numbers in HT office also

21. Appendix 3
WCC Safeguarding
Are you worried about a child or an adult who works with children?
If You Are Worried About a Child
If you have reason to believe that a child or young person is at immediate risk from harm contact the Police on 999.
Members of the public concerned that a child is in need of protection should contact the Family Front Door on from Monday to Friday 8.30am to 4.30 pm.
For assistance out of office hours (5:00pm to 8:00 am weekdays and all day at weekends and bank holidays) please contact
Professionals concerned that a child is in need of protection should make a referral.
Useful Contacts Family Front Door Ofsted Childline Women's Aid (24hr help line)

22. Group Activity
For all scenarios – ask staff to work in group of 2 or more
Read the scenario out to staff
Get staff to have a discussion on:
What would you do?
Take feedback from staff
What have they learnt from the discussion?

23. Appendix 3
Scenario 1
James’ mum comes into school this morning in an emotional state. She tells you that she is very angry because James came home yesterday with a red mark on his arm and what looked like a carpet burn on his side. She says that James was very quiet when he came home; when she asked him how his day was he said that it was “rubbish” and that he hated Mr Porter. Mum tells you that he said Mr Porter lost it with him and that he grabbed James and pushed him to the floor. Mum said that this morning she had struggled to get James into school. Mum tells James to show you his arm and he shows you, there is a bruise. James is unusually quiet. What would you do? Would it make a difference if Mr Porter was:  A governor?  The Headteacher?  A student on placement?  Another parent?  James’ teacher?
For all scenarios – ask staff to work in group of 2 or more
Read the scenario out to staff
Get staff to have a discussion on:
What would you do?
Take feedback from staff
What have they learnt from the discussion?
The description of the event above does not explain who the parent is sharing
her concerns with; it says “she tells you”. Would it make a difference to the
actions taken if the “you” she is speaking to/informing is:
 The cook?
 The headteacher?
 A Teaching Assistant in the class which James is in?
Who should be spoken to? Would the police need to be spoken to?
Do you tell the DSL
Do you inform the LADO
Should you take a photograph of the bruise?
Should you speak to Mr Porter about it?
Staff need to ensure that it is fully recorded and reported.

24. Scenario 2  What would you do immediately?
Appendix 3
Scenario 2
Primary:
Evelyn is in Reception. Evelyn is a lively, boisterous child who can be a little demanding at times. You have spoken to parents about friendship issues previously.
Parents of Ava have informed you that they believe Evelyn is targeting their child in school and they inform you of an incident on Monday evening where Evelyn, in front of her parents, has deliberately told all of the friendship groups do not want to play with their daughter. Evelyn’s parents did not address this. You had previously observed that Ava is more withdrawn than normal and has difficulty separating from her mum in the mornings.
 What would you do immediately?
 Would you record any of this, and if so where?
 What actions would you take in the longer term?
For all scenarios – ask staff to work in group of 2 or more
Read the scenario out to staff
Get staff to have a discussion on:
What would you do?
Take feedback from staff
What have they learnt from the discussion?
Actions for setting
Record the concerns raised by the parents.
Use the Bullying Prevention paperwork from the record and devise a support plan.
Meet with the parents of Evelyn to discuss concerns – consider support through Early Help, would Evelyn’s parents access support to address friendship issues and wellbeing concerns.
Consider activities within school to promote healthy relationships and friendship in line with your Behaviour/Bullying Prevention Policy.
Regular review meetings to be held individually with both Evelyn and Ava’s parents.

25. Appendix 3
Scenario 3
Primary: Jasmine, Kathryn, and Philip have attended your school for the past three years. They are popular pupils who work hard and have a wide friendship group. The school have never had any concerns over their wellbeing or safety. However, they haven’t attended school for the past three weeks.  What should you have done immediately?  What actions would you take in the longer term?  If you felt that you needed further advice who would you speak to?  Would you have done anything differently if these children were on Child protection plans
For all scenarios – ask staff to work in group of 2 or more
Read the scenario out to staff
Get staff to have a discussion on:
What would you do?
Take feedback from staff
What have they learnt from the discussion?
Follow your attendance procedures (action should have been taken far sooner in the
scenario above). Every effort should have been made to communicate with the family
to find out why they are not attending
Ensure that you have a clear attendance policy so that parents are very clear on the
reporting absence procedures. It’s always positive to embed these positive habits
young before the child transfers to school
Use Children Missing Education procedures and ensure they are
flagged up to Children Missing Education

26. Scenario 4 Secondary and Further Education:
Appendix 3
Scenario 4
Secondary and Further Education:
Archie has a learning disability and is child of 16 years old. He’s been very agitated all morning and when the learning mentor takes him outside for some time out he discloses that he needs to get home because he’s worried about the men that are coming round at 2pm and he doesn’t want this mum to be on her own when they get there.
Mum has previously had substance use issues and has a learning disability herself.
 What would you do immediately?
 Would you record any of this, and if so where?
 What actions would you take in the longer term?
 If you felt that you needed to take further advice who would you …speak to?
This is a Potentially criminal exploitation and ‘cuckooing’
 Both Archie and Mum are vulnerable due to their learning needs and mum’s substance use
 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. Key to identifying potential involvement in county lines are missing episodes, when the victim may have been trafficked for the purpose of transporting drugs and a referral to the National Referral Mechanism should be considered. Like other forms of abuse and exploitation, county lines exploitation:
• can affect any child or young person (male or female) under the age of 18 years;
• can affect any vulnerable adult over the age of 18 years;
• can still be exploitation even if the activity appears consensual;
• can involve force and/or enticement-based methods of compliance and is often accompanied by violence or threats of violence;
• can be perpetrated by individuals or groups, males or females, and young people or adults; and
• is typified by some form of power imbalance in favour of those perpetrating the exploitation. Whilst age may be the most obvious, this power imbalance can also be due to a range of other factors including gender, cognitive ability, physical strength, status, and access to economic or other resources.

27. All Staff To Read School staff code of conduct Behaviour policy
Keeping Children Safe in Education 2018 part 1
School safeguarding policy

28. Safeguarding Training
Thank you DSL…………..