Safeguarding babies and very young children from abuse and neglect: experiences on entering education Harriet Ward, Georgia Hyde-Dryden, Rebecca Brown, and Caroline Thomas, Centre for Child and Family Research, Loughborough University EUSARF 2014

The original study Prospective longitudinal study of 57 babies identified as suffering, or likely to suffer, significant harm 43 followed until age three; 37 until age five; a follow up age eight is ongoing Data from case papers; annual interviews with birth parents/carers; Strengths and Difficulties Questionnaires; interviews with children aged 7+ Very high risk sample

The children Majority from families already known to children’s social care through involvement with older siblings 65% identified before birth; almost all before they were six months old 63% were boys 69% White British; 31% from BME groups: 69% of these were of mixed heritage 14% were identified as having disabilities or special health care needs. Children with disabilities are 3.4 times more likely to experience abuse and neglect (Sullivan and Knutson, 2000)

By the age of 3 Half of the children had been maltreated One third maltreated whilst case open to children’s social care Continuing concerns at age three for slightly under one third Neglect and emotional abuse most common forms of maltreatment One third of children permanently separated Half of the children displayed developmental problems or substantial behavioural difficulties

Children at age 5: study aims To explore the perceptions of school and pre school staff about their safeguarding role and the factors facilitating inter-agency working between education and social work staff To monitor children’s progress at school and pre school to explore the impact of professional decisions, made in the early years, on children’s subsequent life chances To explore the need for, and availability of, enrichment programmes to help children overcome the consequences of abuse and neglect

Children at age 5: data collection Data collection involved: Interviews with birth parents and carers around the children’s fourth and fifth birthdays Interviews with class teachers or pre school keyworkers Interviews with children’s school or pre school head teachers Completion of Strengths and Difficulties Questionnaires by parents/ carers and teachers Collection of data from children’s social care case files

Children at age 5 Children were now entering pre-school and school 28 children living with birth parents; 6 with kinship carers; 2 with adoptive families; and one in foster care awaiting adoption There were ongoing concerns for 14/28 children living at home: 8 children whose cases were closed at age 3 had been re-referred 6 children where concerns existing at age 3 remained at age 5 5/14 were considered to be at risk of significant harm Circumstances had either not improved or deteriorated for 13 children (35%)

Children at age 5: emotional and behavioural difficulties By the age of 5: SDQ scores for 31 children showed that 15 (48%) exhibited evidence of emotional and behavioural difficulties, with 10 (32%) warranting referral for clinical support 3 x prevalence in wider population Extremely aggressive behaviour towards adults and other children; a constant need for reassurance; and self- harming behaviours

Children at age 5 No evidence that pro-active social work was increasing in response to changing circumstances; no new legal orders made between 3-5; no children were removed or returned home during this period Widespread expectation that social workers could withdraw support as schools and nursery staff monitor children’s well-being

Children at age 5: the role of schools The majority of pre schools and schools adopted a child and family welfare approach as opposed to an educational attainment approach Schools often became a place of sanctuary to children in the sample Teachers expressed satisfaction with their safeguarding training and confidence in identifying signs of abuse and neglect BUT less certainty about how to respond

Children at age 5: the role of schools Lack of support and issues around inter-agency working made supporting children difficult to sustain including: Insufficient recognition of the school’s role in the safeguarding of children Insufficient weight given to teachers’ concerns by social workers Unreasonable thresholds for social care intervention Inadequate feedback about referrals Insufficient information about individual children when children are looked after

Children at age 5: the role of schools In anticipation that support would not be forthcoming, schools described using resources imaginatively to support individual children However, their actions may go beyond those required of schools in the agreed local strategy for agencies supporting children Risk of masking deteriorating home circumstances and therefore the need for action by children’s services Risk of inconsistency in the level of support provided

Conclusions The number of children experiencing emotional and behavioural difficulties, or deteriorating circumstances highlights the significant role of school and pre school staff in the safeguarding process Teachers are well positioned to pick up on changes in a child’s circumstances Schools need to be fully involved in the safeguarding process if they are to be expected to rely upon it Effective multi-agency working is necessary to trigger appropriate action should a child’s circumstances deteriorate or if signs of maltreatment are identified Effective multi-agency working is necessary to provide a consistent level of support Age 8 follow-up

Further information Further information about the study available at: http://www.lboro.ac.uk/research/ccfr/research/safeguarding/infant-suffering/ Research Brief: Young children suffering or likely to suffer significant harm: Experiences on entering education available at: https://www.gov.uk/government/publications/young-children-suffering-or-likely-to-suffer-significant-harm-experiences-on-entering-education Ward, H., Brown, R. and Westlake, D. (2012) Safeguarding Babies and Very Young Children from Abuse and Neglect. London: Jessica Kingsley Publishers. Georgia.Hyde-Dryden@lboro.ac.uk