1. Disclosure & record keeping February 2016 www.carolyneyre.com 07956 210 120

2. Inspection framework Children know how to complain, can identify a trusted adult and report that adults listen to them There is a DSL and staff are clear about procedures where they are concerned about a child Written records are timely and held securely Information is shared appropriately to protect a child and with the necessary consent CP and safeguarding concerns are immediately shared with Social Care; this is recorded Written plans are in place to protect a child Children who present risky behaviours experience positive support from professionals

3. Children’s experiences of sexual abuse Protecting children from harm (Children’s Commissioner Nov 2015) suggests that approximately 1 in 8 victims of CSA come to the attention of statutory agencies. This finding is consistent with various other pieces of research. Data suggests that about 2/3rds of cases are within the family environment

4. Children’s experiences of sexual abuse

6. Key learning points “Evidence … points to the importance of proactive enquiry. Where professionals ask children questions to follow up on concerns and suspicions, it not only provides an opportunity for children to tell, but also sends a message that they are willing and able to listen” “Telling was often indirect. (e.g.) children and young people have been chastised for expressing discomfort or unhappiness about spending time with a particular adult … but their disclosure was not understood” “Some professionals are hesitant to seek information or clarification from a child for fear that such actions will be construed as ‘leading the victim”

7. Dealing with disclosure – guidance for staff & volunteers Stay calm. Do not transmit shock, anger, embarrassment. Never promise secrecy to the child; assure them you will try to help but that this may involve telling others. If appropriate, tell them who this will be and why Reassure and praise the child. Tell them you are pleased they are telling you, that you believe them, and it is not their fault. Children rarely lie about abuse but they may have tried to tell others and not been heard or believed Encourage him / her to talk without asking leading questions. Leading questions usually have ‘yes / no’ answers. Instead, use TED (tell, explain, describe) wherever possible

8. Dealing with disclosure – guidance for staff & volunteers Avoid the ‘why’ question ONLY ask enough questions of the child to clarify whether there is a child protection concern. Once the child has clarified that they are being harmed or are at risk (or the staff member is reassured that the child is safe), no further questions are required. Check that you have understood correctly what they are trying to tell you Do not tell the child that what has happened to them is naughty or bad. Do not comment on the offender - it may be someone they love Be aware the young person may retract what they have told you, but it is still essential to report what you have heard

9. Dealing with disclosure – guidance for staff & volunteers Do not ask the child to repeat what they have told you, do not ask them to write it down As soon as possible afterwards, make a detailed record of what the child told you, including questions you asked. Do not add your opinion or ‘tidy up’ what they said Pass it to the DSL immediately – disclosures of abuse must always be referred to Children’s Social Care Any initial notes must also be passed to the DSL Do not gossip about what you have heard REMEMBER disclosure is not always verbal - children with communication barriers may sign or show instead

10. Monitoring & recording Why? Clarifies the nature and extent of concerns Provides a clear record of development of concerns Identifies patterns of behaviour Assists any subsequent referrals Ensures consistency What? Signs and Indicators Disclosures Relevant contact with parents / carers How? Factually - day, date, time place Give background information Record child’s word verbatim Keep any initial notes Record action taken and the reasons

11. Record-keeping Documentation Cause for concern forms Wishes and feelings of the young person recorded. Follow up actions Records of verbal / written conversations Records of referrals / confirmations Correspondence Chronology of events Subject to Data Protection legislation Intervention & Support Plans Individual to a learner’s needs Wishes and feelings recorded. Review of intervention Review Clear evidence of regular case reviews. Transition Clear evidence of handovers to other staff. Record of file transfer to another establishment.

12. Information sharing - contd The Children Act 1989, the Human Rights Act 1998 and the Data Protection Act 1998 provide the legal context for considering issues of consent and confidentiality. Information can be shared without consent to safeguard a child (in the public interest); to prevent or detect a crime/ disorder; to apprehend or prosecute offenders; in the interest of public safety; to protect health or morals or to protect the rights or freedom of others.

13. Information sharing (DfE 2015)

14. “What to do if ….” “What to do if you’re worried a child is being abused” (DfE 2015)

15. Summary & close www.carolyneyre.com 07956 210 120