Welcome to Safeguarding and Child Protection Awareness Training Safeguarding Training Welcome to Safeguarding and Child Protection Awareness Training Aim: To increase awareness of issues related to Safeguarding and Child protection By the end of the training, participants will: Be able to identify common signs and indicators of child abuse Be aware of the safeguarding arrangements in school Know what to do if you are worried a child is being abused and what to do if a child discloses to you that they are being abused Be aware of the importance of information sharing, and be aware of the procedures for record keeping

Safeguarding Training Safeguarding, including online safety, is ‘Everybody’s Business’ Safeguarding children in educational settings includes the focus on protecting children from harm by adults , but goes beyond it to cover other functions such as: Ensuring positive and safe behaviour and eliminating bullying and other forms of harassment Providing support for children with behavioural, emotional and social difficulties Promoting good attendance at school

Safeguarding Minimising exclusions from school Safeguarding Training Safeguarding Minimising exclusions from school Promoting safeguarding and the welfare of children in the school’s physical and cultural environment Improving security on school sites Health and Safety for in-school and out of school activities Preventing radicalisation – Prevent Agenda Cue Card, Ranelagh Guide to Prevent Prevention of child sexual exploitation (CSE), female genital mutilation (FGM) and peer on peer abuse OFSTED Inspection Framework – Keeping Children Safe in Education September 2016

Changes to Ofsted Framework 5th September 2016 Safeguarding Training Changes to Ofsted Framework 5th September 2016 OFSTED Inspection Framework – Keeping Children Safe in Education September 2016 4 Key Areas: Prevention Procedures Supporting vulnerable children Preventing unsuitable adults working with children Staff must now demonstrate that you have read and understood the guidelines set out in Part 1 of Keeping Children Safe in Education, 2016

Changes to Ofsted Framework 5th September 2016 Safeguarding Training Changes to Ofsted Framework 5th September 2016 Need to know: Name of designated CP leads (Helen Starr/Mark Williams/Beverley Stevens) How to identify abuse and signs of neglect How to record concerns and pass on information correctly Where to find local safeguarding and child protection procedures Responsible for: Being alert to signs of abuse Providing a safe environment for children to learn

Safeguarding Training What is child abuse? Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. It is widespread It crosses all class, cultural and racial boundaries It is frequently difficult to prove A clear standardised definition does not exist

Types of abuse Physical abuse Emotional abuse Sexual abuse Neglect Safeguarding Training Types of abuse Physical abuse Emotional abuse Sexual abuse Neglect

Physical abuse (Keeping Children Safe, 2016) Safeguarding Training Physical abuse (Keeping Children Safe, 2016) a form of abuse which 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. Bracknell Forest Local Safeguarding Board have produced a bruising protocol Copies are here for you to take away

Ofsted social care annual report 2013 identified that: Safeguarding Training Ofsted social care annual report 2013 identified that: 700,000 children are living with a parent or carer who is dependent on alcohol 100,000 children with parents receiving treatment for hard drug addiction 130,000 children are living in domestically violent homes 17,000 children are living with a parent who has a severe or enduring mental illness.

Domestic Abuse Refuge supports 3000 women a day. Safeguarding Training Domestic Abuse Refuge supports 3000 women a day. 2 women a week are killed by a current/former partner in England and Wales www.refuge.org.uk

For For Accidental Non-Accidental Injuries Injuries Eyes Forehead Ears Crown Cheeks Mouth Neck Shoulder Elbow Chest Upper Arms GIVE OUT THE DIAGRAM – HANDOUT 1 Understanding this diagram does not make us into child protection experts! It does show that accidental injuries tend to occur on the bony parts of our bodies but education staff are not expected to know whether physical injuries have been accidentally or deliberately caused. We are more likely to be concerned about the cause of injuries to soft tissue rather than ones involving injury to bones and joints, as these impact first in accidents. However, if in any doubt, discuss your concern with your designated person. Your concerns will also be increased by the: Frequency of injury or bruising The demeanour of the child Implausible explanation Lauren Wright’s teacher said in court that she “frequently saw bruising small and large, including black eyes and bruising on her face.” She had also noticed scracthes on her back. The headteacher said that lauren’s physical deterioration had been apparent for the last five months of her life. The Pathologist, following examination of her body said that she had over 60 bruises and that ‘her injuries were worse than a traffic accident.’ School attendance had not been a problem. Ask Emotional Abuse group to feed back Inner Arms Stomach Knees Genitals Front Thighs Buttocks Back Thighs Shins

Emotional Abuse (Keeping Children Safe, 2016) Safeguarding Training Emotional Abuse (Keeping Children Safe, 2016) 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. 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. 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. It may involve 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.

Sexual Abuse (Keeping Children Safe, 2016) Safeguarding Training Sexual Abuse (Keeping Children Safe, 2016) 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.

Sexual Abuse Sexual Offences Act 2003 - Abuse of position of trust Safeguarding Training Sexual Abuse Sexual Offences Act 2003 - Abuse of position of trust - Young people under the age of 18 protected - The offences of meeting a child following sexual grooming, on and off-line

4 Stages of Grooming 1. Target Setting Groomers use social media Safeguarding Training 4 Stages of Grooming 1. Target Setting Groomers use social media 7/10 young people accept ‘friends’ on social media who they do not know Groomers build a connection with their target – shared interests/likes Building trust Use social media to gather information e.g. school attended, parties, where they hang out/socialise

4 Stages of Grooming 2. Friendship Forming Safeguarding Training 4 Stages of Grooming 2. Friendship Forming Buy gifts e.g. mobile phones Compliments to build confidence and self-esteem Gifts to make them feel special e.g. birthstone rings Use of a reward system Over protection Keeping secrets Testing physical contact Keep in vulnerable situation – groomer is a person of safety Isolate from friends and family

4 Stages of Grooming Loving relationship stage Safeguarding Training 4 Stages of Grooming Loving relationship stage Normalise sexual behaviour Share images Watch pornography together to normalise/desensitise victim to child abuse pornography Use alcohol, illegal drugs Blackmailing opportunities

4 Stages of Grooming Abusive relationship stage Safeguarding Training 4 Stages of Grooming Abusive relationship stage Complete isolation from family and friends Love is taken away and replaced by fear Reinforced dependency – told behaviour is shameful Threats of violence against family members – especially younger siblings Mobile phones used to listen to conversations e.g. with sexual health professionals or family members

Grooming Boys and girls are victims Women and men are perpetrators Safeguarding Training Grooming Boys and girls are victims Women and men are perpetrators Grooming through online gaming has increased Poor attendance / punctuality are key indicators of CSE Useful resources CEOP Report Abuse http://www.stop-cse.org/saysomething/ CSE Leaflet - Barnados Northern Ireland

Extremism and Radicalisation Safeguarding Training Extremism and Radicalisation Statutory Responsibilities From July 1st 2015 all schools are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015, “to have due regard to the need to prevent people from being drawn into terrorism.” This is known as the Prevent Duty Notice Check Share

Extremism and Radicalisation Safeguarding Training Extremism and Radicalisation Extremism … is a vocal or active opposition to fundamental British Values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. Also included are calls for the death of members of the armed forces, whether in this country or overseas. Radicalisation … refers to the process by which a person comes to support terrorism and forms of extremism leading to terrorism. During that process it is possible to intervene to prevent vulnerable people being drawn into terrorist- related activity.

Safeguarding Training What can we do? It is essential that staff are able to identify children who may be vulnerable to radicalisation. Protecting children from the risk of radicalisation should be considered as part of our wider safeguarding duties. It is similar in nature to protecting children from other harms such as neglect, sexual exploitation, drugs, gangs. Notice changes in behaviour that would indicate that a child may be in need of help or protection. Be aware of the increased risk of online radicalisation – listen out for unusual comments or ideas. Provide a safe environment for debating controversial issues, helping students to understand how they can influence and participate in decision-making. Promote fundamental British Values

Safeguarding Training Prevent Agenda Listen out for disclosures regarding exposure to extremist views Report extremist graffiti – symbols / writing / art work promoting extremist messages or images Be mindful of homework tasks that are set for research – type Islam into google, you are 5 clicks away from a radicalising website Everyone is responsible for promoting online safety

Safeguarding Training Where to go for help? Raise any concerns on the school’s Safeguarding Record Log form with HLS/MAW/BAS Call local police on 101 for confidential advice

Neglect (Keeping Children Safe, 2016) Safeguarding Training Neglect (Keeping Children Safe, 2016) 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. 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.

Safeguarding Training Neglect Bracknell Forest Safeguarding Board has produced A really helpful guide to neglect

Safeguarding Training Local Child Protection Procedures Bracknell Forest LSCB– published May 2014 Level 1 – Universal Services Level 2 – Targeted and Targeted Complex – (children with additional needs or who may be vulnerable) Level 3 – Children in need (section 17) Level 4 – Child protection (section 47)

Ranelagh Students 1 on a child protection plan Safeguarding Training Ranelagh Students 1 on a child protection plan 5 on child in need plans

Safeguarding Training Daniel Pelka 03/06/2008 – 03/03/2012

Daniel had more than 30 separate injuries to his emaciated body Attended school on the day of his death ******* COFFEE BREAK**********

What do all the serious case reviews have in common? Safeguarding Training What do all the serious case reviews have in common? The abuser has been able to manipulate other potentially protective staff by making close personal relationships with them and exploiting weaknesses The abuser has been charismatic and too easily believed by others Most worryingly: The children were ‘invisible’ No-one heard their voices or understood their daily lived experience

Role of the school (Keeping Children Safe, 2016) Safeguarding Training Role of the school (Keeping Children Safe, 2016) Safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone who comes into contact with children and their families and carers has a role to play in safeguarding children. In order to fulfil this responsibility effectively, all professionals should make sure their approach is child-centred. This means that they should consider, at all times, what is in the best interests of the child. No single professional can have a full picture of a child’s needs and circumstances. If children and families are to receive the right help at the right time, everyone who comes into contact with them has a role to play in identifying concerns, sharing information and taking prompt action.

Safeguarding Training Role of the school Schools play an important role in making children and young people aware of behaviour toward them that is not acceptable, and how they can help keep themselves safe PSHE curriculum materials are used to tackle issues such as: Healthy relationships Domestic violence Bullying and abuse Personal safety Online safety CSE, pornography, sexting FGM Extremism and radicalisation Positive mental health

Safeguarding Training Role of the school Have an effective and proactive whole school policy against bullying Awareness of Whistle Blowing Policy and how to report any concerns Importance of keeping records of own actions

Allegations against Staff Physical Intervention Whistle blowing Racist Incidents Anti-Bullying POLICIES & PROCEDURES Health and Safety Information Sharing School Attendance Safeguarding Safeguarding How are these policies communicated to all staff? Are staff made aware of policies that they may not come into contact with . Whistle blowing for example Talk about anti-bullying work. Bullying is assumed to be done by children but adults also bully children 35

Named persons for child protection Safeguarding Training Named persons for child protection Each school has a designated teacher and a deputy They ensure that all staff, both teaching and non-teaching, know that: all cases of suspected abuse are reported all issues and concerns are raised Promote safeguarding of young people At Ranelagh School: Helen Starr (AHT) – Designated Safeguarding Lead Mark Williams (DHT) – Deputy Designated Safeguarding Lead Beverley Stevens (HT)

Your role Be vigilant and responsible. Safeguarding Training Your role Be vigilant and responsible. Report accurately to the Named Persons using the appropriate form – Ranelagh School Safeguarding Record Log Support the young person by caring and listening.

Barriers to young people telling … Safeguarding Training Barriers to young people telling … Young people often don’t tell because they: are scared because they’ve been threatened believe they will be taken away from home believe they are to blame think it is what happens to all children feel embarrassed and ashamed feel guilty don’t want abuser to get into trouble have communication or learning difficulties may not have the vocabulary for what happened are afraid they won’t be believed believe they have ‘told’, maybe by dropping hints; haven’t been believed so what’s the point in trying again?

If a young person makes a disclosure: Safeguarding Training If a young person makes a disclosure: DO Listen carefully Record conversation in the young person’s own words and note time Sign and date the record you make Take it seriously Reassure the young person that it was right to tell Explain what will happen next

If a young person makes a disclosure: Safeguarding Training If a young person makes a disclosure: DON’T Ask leading questions Make promises you can’t keep Jump to conclusions Speculate or accuse anyone Pass judgement Delay referral by trying to decide if the allegation is true or not

Safeguarding Training What to do if you are worried a young person is being abused or neglected Remember do not investigate yourself, however: Collect information available to you Discuss with the Designated Lead for Child Protection (Helen Starr/Mark Williams) Understand own accountability You can also consult with Social Services for advice – 01344 352020 or contact the Multi Agency Safeguarding Hub (MASH Team) – 01344 352005 Out of Hour Duty Team (5pm-9am/weekends) 01344 786543

Record Keeping Record keeping is an integral part of good practice Safeguarding Training Record Keeping Record keeping is an integral part of good practice Good record keeping is important as it shows what care has been provided It should enable an observer to understand the rationale for care provided and decisions made It provides a continuous record from which changes can be observed

Record Keeping Remember: Who, what, where, when? Safeguarding Training Record Keeping Remember: Who, what, where, when? Sign, name and date (including year) all records Ensure that in your absence the record will make sense and can be acted upon BFC Safeguarding Toolkit BFC Safeguarding Cue Card

Safeguarding Training Thank you!