Safeguarding and Promoting the Welfare of Children An Introduction to Safe Working Level 1 Last updated

Supporting guidance and legislation The Welfare of the child is paramount.(Children Act 1989) Keeping Children Safe in Education, July 2015 – ‘it could happen here.’ (Part 1 for all staff) The Staff Code of Conduct SPS and CC Safeguarding and Child protection Policy All documents were issued to you with your offer of employment.

Categories of Child Abuse CHILD ABUSE arises from various acts of omission or commission on the parts of carers that result in the needs of children not being met. Physical abuse Sexual abuse Emotional abuse Neglect Working Together to Safeguard Children 2015

Physical Abuse Physical abuse 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 2015.

Neglect Neglect is 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 abuse.

Neglect 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 danger or harm Ensure adequate supervision (including the use of inadequate care-givers) 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 2015.

Emotional Abuse Emotional abuse is 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 children 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.

Emotional Abuse These may include interactions that are beyond the 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 2015.

Sexual Abuse 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 (e.g. rape or oral sex) or non- penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing.

Sexual Abuse They may also include non-contact activities, such as involving children in looking at, or in the production of sexual images, watching sexual activities, or 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. Working Together to Safeguard Children 2015.

Other forms of abuse KCSIE, 2015 puts a particular emphasis on: Female Genital Mutilation FGM Child sexual exploitation Children missing from Education Prevent – Preventing children from radicalisation and being drawn into extremism

Responding to Allegations or Disclosures NEVER promise to keep a secret/confidentiality Remain calm, be aware of your non-verbal messages. Listen, give your full attention, time and privacy. Only ask open-ended questions for clarification purposes only and to encourage the child to talk spontaneously – this will not put future investigations at risk. Reassure the child they have done the right thing by telling you and they are not to blame. Explain what you will do next. Make a record ASAP, using the child’s exact words and report matter to your DSL/SPA. Consider the child's immediate safety.

Keeping Children Safe in Education 2015 Emphasis on raising concerns with the DSL instead of children's services in first instance Staff who have a concern about another member of staff – refer to head teacher/principal Concerns about the head teacher/principal – refer to the Chair of Governors. Concerns about safeguarding practices in the school – whistleblowing procedures. 07/10/14

Code of Conduct Propriety and Behaviour Treat pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position. Have regard for the need to safeguard pupils’ well-being. Demonstrate tolerance and respect for the rights of others, including those with different faiths or beliefs. Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. NQT standards 2012

Staff Code of Conduct - General Principles The Welfare of the Child is Paramount Staff are responsible for their own actions and behaviour. Avoid any conduct which would lead any reasonable person to question your motivation and intentions. Work, in an obviously open and transparent way. Report and take advice promptly from your HoD, the DSL, or a member of the SMT over any incident which may give rise to concern. Hod’s,/SMT/DSL should record any such incident and of decisions made/further actions agreed. Be familiar with the Code of Conduct and the Safeguarding and Child Protection Policy. Be aware that breaches of the law and other professional guidelines could result in criminal or disciplinary action being taken. 07/10/14

Code of Conduct The Bribery Act (2010) requires the school to have a policy on the declaration of interests by its employees. Social Contact – You should not seek to establish social contact with pupils for the purpose of securing a friendship or to pursue or strengthen a relationship. Physical Contact – Any physical contact with pupils should be appropriate to your professional role, it should never be secretive or for gratification. The general culture of limited touch should be adopted where appropriate. Privacy v. Supervision – Only enter the changing, toilets area in an emergency or when addressing a genuine concern about a child. Younger children may require more supervision, be sensitive to the potential for embarrassment and be aware of the potential for action to be misinterpreted. Recognise that 1-1 situations with a child increase your vulnerability to allegations.

Code of Conduct Any sexual behaviour by a member of staff with or towards a child or young person is illegal Be aware of and avoid the behaviours that could be associated with ‘grooming’ a child. Transporting pupils – wherever possible use a school vehicle, be aware that the safety and welfare of the children is your responsibility until this is safely passed over to the parent. Residential settings – We remain in a position of trust, even though the setting is usually less formal. E-Safety/Data Protection – IT acceptable use policy, cyber bullying duty to report. 07/10/14

SPS INTRODUCTIONS MARK BAILEY, High Master RICHARD GIRVAN, Surmaster Designated Safeguarding Lead (DSL) ALEX WILSON, U8th Undermaster SHELAGH WILLIS, Safeguarding Coordinator Deputy DSLs

CC INTRODUCTIONS Tim Meunier, Headmaster (CC) John Barlow, Acting Deputy Headmaster (CC) Designated Safeguarding Lead (DSL) Pippa Kershaw, Head of Juniors (CC) Shelagh Willis, Safeguarding Coordinator Deputy DSLs

Who to contact Single Point of Access (SPA) Team/ MASH Team Richmond:

The welfare of the child is paramount.