1. Safeguarding Training Induction for new staff / Whole school refresher (Updated April 2015)

2. What is safeguarding?

3. Safeguarding Child Protection Staff Conduct Curriculum Managing Allegations Against Staff Safe Recruitment and Selection Health and Safety Behaviour Management Attendance Anti Bullying Policies A “Listening” School Building Design Safeguarding

4. government introduced the concept of ‘safeguarding children’ in 2004/05 Safeguarding’ much broader concept (than child protection) based around preventing children / young people from being harmed – focus upon promoting the child / young person’s welfare Child Protection is part of safeguarding and promoting welfare. It refers to activity undertaken to protect specific children identified as either suffering or at risk of suffering significant harm as a result of abuse or neglect. It is only multi-agency working which effectively safeguards children

5. 5 Statutory multi-agency organisation - Children Act 2004 required every local authority to set up a Local Safeguarding Children Board Aim is to improve outcomes for children by co- ordinating the work of local agencies to safeguard and promote the welfare of children Links with Southend and Thurrock (SET procedures – ESCB, March 2015) Statutory duty to publish annual report on effectiveness of child safeguarding within the locality The Essex Safeguarding Children Board (ESCB):

6. Keeping Children Safe in Education (DfE, March 2015)

7. All staff have a responsibility to provide a safe environment in which children can learn All staff have a responsibility to identify children who may be in need of extra help or who are suffering, or are likely to suffer, significant harm. All staff then have a responsibility to take appropriate action, working with other services as needed Staff working with children are advised to maintain an attitude of ‘it could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, they should always act in the interests of the child.

8. All staff should be aware of systems within their school which support safeguarding and these should be explained to them as part of staff induction. This includes: –Safeguarding Policy –Staff Behaviour policy (sometimes called a Code of Conduct) –The name of the designated safeguarding lead and how to access them All staff should also receive appropriate child protection training which is regularly updated (At least every two years for Designated Lead) All staff should be aware of the signs of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection.

9. It is important for children to receive the right help at the right time to address risks and prevent issues escalating. Research and Serious Case Reviews have repeatedly shown the dangers of failing to take effective action. Poor practice includes: –failure to act on and refer the early signs of abuse and neglect –poor record keeping –failure to listen to the views of the child –failure to re-assess concerns when situations do not improve –sharing information too slowly –a lack of challenge to those who appear not to be taking action

10. Essex Effective Support Windscreen

11. Effective Support for Children and Families in Essex – Universal (Level 1) All children who live in the area have core needs such as parenting, health and education – children are supported by their family and in universal services to meet all their needs

12. Effective Support for Children and Families in Essex – Additional (Level 2) Children and families with additional needs who would benefit from or who require extra help to improve education, parenting and / or behaviour, or to meet specific health or emotional needs or to improve material situation

13. Effective Support for Children and Families in Essex – Intensive (Level 3) Vulnerable children and their families with multiple needs or whose needs are more complex, such as children and families who: Have a disability resulting in complex needs Exhibit anti-social or challenging behaviour Suffer neglect or poor family relationships Have poor engagement with key services such as school and health Are not in education or work long term

14. Effective Support for Children and Families in Essex – Specialist (Level 4) Children or young people who have suffered or are likely to suffer significant harm as a result of abuse or neglect Children with significant impairment of function / learning and / or life limiting illness Children whose parents and wider family are unable to care for them Families involved in crime / misuse of drugs at a significant level Families with significant mental or physical health needs

15. Abuse is… …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. A child may be abused by an adult or adults or another child or children. Categories: Physical Emotional Sexual Neglect 15

16. Physical: 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. 16

17. Emotional: The persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve: –conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. –seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone. 17

18. Emotional: –not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. –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 18

19. Sexual: Involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. 19

20. Neglect: Persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

21. What to do if a child discloses to you: DO Listen carefully Make accurate notes (using the child’s words) - date and sign these Reassure the child they have done the correct thing by telling you INFORM THE DESIGNATED LEAD DO NOT Promise confidentiality Ask leading questions Use your own words to describe something Investigate

22. Whistleblowing Public Interest Disclosure Act 1998 Must concern one of the 6 types of ‘qualifying disclosure’ Must reasonably believe it is in the public interest Must be raised initially with own line manager (or to more senior manager if concerns line manager) Any staff member can press for re-consideration of a case if they feel the child’s situation does not appear to be improving. They may refer their concerns to Social Care directly if they have concerns for the safety of a child*

23. SET Procedures ESCB March 2015 23

24. SET Procedures (2015) With effect from 16 th March 2015 Part A – Section 7: Allegations against staff or volunteers, who work with children Part B – Section 2.3.5: Designated safeguarding children lead Part B – Section 2.11.20: Schools and further education institutions Part B – Section 3: Sharing information Part B – Section 12.1.1: Safer recruitment Part B – Section 21: Children not attending school 24

25. SET Procedures (2015) Part B – Section 24: CSE Part B – Section 32: Children harming others Part B – Section 33: Bullying Part B – Section 35: Self-harming and suicidal behaviour Part B – Section 36.10: Foreign exchange visits Part B – Section 40: Child Abuse linked to faith or culture Part B4 - appendices 25

26. Ofsted: Inspecting safeguarding in maintained schools and academies Ofsted briefing for inspectors for Section 5 inspections April 2015 26

27. Ofsted adopts definition from Children Act 2004 and Working Together 2013: –Protecting children from maltreatment –Preventing impairment of children’s health or development –Ensuring that children are growing up in circumstances consisten with the provision of safe and effective care –Taking action to enable all children to have the best outcomes 27

28. In school, this relates to: Pupil health and safety Use of reasonable force Meeting needs of pupils with medical conditions Providing ‘First Aid’ Educational visits Intimate care Internet or e-safety Appropriate arrangements for school security 28

29. And may also include: bullying, including cyberbullying (by text message, on social networking sites, and so on) and prejudice-based bullying racist, disability, and homophobic or transphobic abuse radicalisation and extremist behaviour child sexual exploitation Sexting substance misuse issues that may be specific to a local area or population, for example gang activity and youth violence particular issues affecting children including domestic violence, sexual exploitation, female genital mutilation and forced marriage. 29

30. Points for inspectors to consider: Children are safe and feel safe Children know how to complain and there is a strong proactive response from adults that reduces the actual or risk of harm Adults know and understand indicators that may suggest abuse / harm and take appropriate action in line with local procedures and statutory guidance Written records are made in a timely way and held securely 30

31. Points for inspectors to consider: The school is aware of and fully implements statutory guidance in relation to children missing from education (CME) Children are protected from and helped to keep themselves safe from bullying Leaders oversee the safe use of electronic and social media when children are on site and take action immediately if there are any concerns There are clear risk assessments in place and a consistent approach from staff 31

32. Points for inspectors to consider: Positive behaviour is consistently promoted Clear and effective arrangements for staff development and training All staff and carers have a copy of and understand the written procedures for managing allegations of harm and know how to make a complaint and manage ‘whistleblowing’ There is a named Designated Lead whose role if effective in pursuing concerns and protecting children 32

33. Priorities for Schools: Effective Safeguarding policy in place –all staff aware of this –Annually reviewed and updated Named Designated Teacher and Deputy for Safeguarding (and CSE ) Promote a culture of listening to and engaging in dialogue with children* Adherence to SET procedures School Safeguarding Audit (annual cycle) E-safety

34. Priorities for Schools: Awareness of all staff to signs and symptoms of abuse (and regular training) Anti-bullying procedures (and recording) Emotional well-being (mental health) of students Safe recruitment procedures Response to work around Domestic Abuse Record keeping and sharing / transfer of information to a new school

35. Update – Domestic Abuse Notifications: Specialist team within Essex Police – JDAT – Joint Domestic Abuse Triage Each school now has a named person for DV notifications Essex sharing domestic abuse notifications High or medium risk case Open to Childrens Social Care 58 notifications to schools (November 2013 – March 2014)

36. Responsibilities of Governing Bodies: S.175 (2) and (3) of the Education Act 2002 - obligation on school governors to ensure that they make arrangements for ensuring functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children / young people receiving education Safeguarding Policy Recruitment Policy Ensure regular training takes place Have member of the governing body nominated to be responsible for liaising with the CSA and/or partner agencies in the event of allegations of abuse being made against the head teacher

37. Additional useful documents: What To Do If You’re Worried a Child is Being Abused (HMG, March 2015) Mental Health and Behaviour in Schools (DfE, March 2015) You Have Someone to Trust – Outstanding Safeguarding Practice in Primary Schools (September 2012) Feeling Safe, Keeping Safe: Good Practice in Safeguarding and Child Protection in Secondary Schools (September 2013)

38. Essex School Infolink (ESI) Safeguarding page Model Child Protection Policy Information on CSE Training opportunities Key documents and useful resources Termly updates Safeguarding Audit Feedback from Serious Case Reviews How to make a child protection referral Presentations

39. ‘Working Together’ (March 2015 ) “effective 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.”

40. Contact for Safeguarding Adviser to Schools: jo.barclay@essex.gov.uk 033301 31078 http://schools.essex.gov.uk/Pages/EssexSch oolsInfolink.aspx