1. Child Protection The United Nations Convention on the Rights of the Child: Article 19 states that: Children have the right to be protected from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation including sexual abuse by those looking after them. The United Kingdom agreed to be bound by the Convention in 1991. A ‘child’: for the purposes of this guidance, is any child or young person under the age of 18.

2. Should reporting child abuse be mandatory? For: It is an effective support in identifying children at risk. e.g. Evidence from Australia and other countries: concluded there were more benefits than not where reporting was compulsory. A change to legislation will help encourage whistleblowers to come forward in cases where they might otherwise not for fear of losing their jobs. The new legislation will apply to professionals who directly work with children e.g. social workers, teachers. The focus is not to prosecute anybody but to encourage people to pass on information, Ideally, mandatory reporting is a reporting facility that goes outside of the organisation (i.e. the school). It bypasses the line manager and goes to an independent organisation to a local authority designated officer.

3. Against: Just because you have a mandatory reporting law doesn’t mean people are going to report. There is a gross underreporting of child abuse and neglect in the United States (even though the US has had mandatory reporting laws since the 1960s.) There is a large number of grey areas in mandatory reporting: How do you define neglect, and how do you educate everybody on the appropriate definition of neglect and get everyone to agree? How do you prove that someone was aware? People may be aware of child abuse/ neglect but they didn’t feel that they had proof or they didn’t have enough information.” Should reporting child abuse be mandatory?

4. The role of the school Primary and secondary prevention: The school must ensure that : a designated and deputy designated teacher are appointed to have specific responsibility for child protection matters, it has a Child Protection Policy (reviewed annually), it has a Anti-Bullying policy (reviewed annually), child protection training has been given to all staff, it has a code of conduct for all staff working in the school, all school staff and volunteers are vetted ‘keeping safe’ messages are taught, so that children learn to recognize and report inappropriate and abusive behaviour i.e. PSHE education (Personal Social Health and Economic Education). there is a culture of listening within schools to promote children’s disclosure, there should be clear procedures in place to be followed where the school has been alerted to possible abuse, this will normally involve an immediate referral either to the Social Services or to the Police. Proper records are maintained –suspicions of abuse –disclosure of abuse –complaints against staff

5. Sex and Relationships Education (SRE) SRE aims to:  recognise the importance of marriage and stable relationships in family life and raising children  provide information appropriate to each age group  involve parents as much as possible in their child's sex education  reduce the number of teenage pregnancies and sexually transmitted infections (STIs)

6. Sex and Relationships Education (SRE) Legal framework for SRE (sex and relationships education): Parents have the right to withdraw their children (up to the age of 19) from all or part of SRE provided outside national curriculum science. In favour All children, regardless of background, has a fundamental right to SRE. Benefits of SRE: Reviews of international research show that school-based SRE: particularly when linked to contraceptive services, does not increase sexual activity, can have a positive impact on young people's knowledge and attitudes, delay sexual activity and/or reduce pregnancy rates by the use of contraception and safer sex (Oringanje et al, 2009; Kirby, 2007).

7. Sex and Relationships Education (SRE) Against: SRE classes may not reflect parents’ personal and religious values. e.g. conflicting information from SRE. Not mandatory: There is no statutory requirement for independent schools, academies and free schools to provide a programme of sex and relationships education, although most recognise the vital importance of providing one.

8. References Cooke, J (2014) One in 10 children in UK neglected, Action for Children study shows. http://www.bbc.co.uk/news/uk-26737454 (accessed 23.9.15) http://www.bbc.co.uk/news/uk-26737454 Cawson, P., Wattam, C, Brooker, S and Kelly, G (2000) Child Maltreatment in the United Kingdom: A Study of the Prevalence of Child Abuse and Neglect. London: National Society for the Prevention of Cruelty to Children. Cawson P. (2002) Child Maltreatment in the Family: The experience of a national sample of young people. London: National Society for the Prevention of Cruelty to Children. Department for Education and Skills, Teenage Pregnancy Next Steps: Guidance for Local Authorities and Primary Care Trusts on Effective Delivery of Local Strategies (London: Department for Education and Skills, 2006). Kirby D, (2007) Emerging Answers: Research Findings on Programs to Reduce Teen Pregnancy and Sexually Transmitted Diseases. Washington DC: National Campaign to Prevent Teen and Unplanned Pregnancy. Lazenbatt,A (2010) ‘The impact of abuse and neglect on the health and mental health of children and young people’, Leicester: NSPC. Online at www.wolvesscb.org.uk/.../impact_of_abuse_on_health_pdf_wdf73369 (accessed 27September 2015). www.wolvesscb.org.uk/.../impact_of_abuse_on_health_pdf_wdf73369 Oringanje C et al (2009) Interventions for preventing unintended pregnancies among adolescents. Cochrane Database of Systematic Reviews 2009, Issue 4. Trenholm C et al (2007) Impacts of Four Title V, Section 510 Abstinence Education Programs. Executive Summary. Princeton: Mathematica Policy Research.