Safeguarding children Northgate Primary Introduce yourself and, in case some don’t know, mention your role in school where safeguarding and child protection is concerned (if you are the DTCP say that you will take about this in more detail during the presentation) This is a basic awareness session for ALL staff in school on safeguarding and child protection (explain that everyone in every school must receive induction and an update every 3 years on child protection) The session will last … … Make clear that whoever you are and whatever you do in school, you have a responsibility to be clear about arrangements for child protection Before outlining at aims and objectives (next slide) acknowledge that child abuse is an emotive subject and that people bring a range of experiences, knowledge, values and beliefs to training around it. The session will enable participants to explore what they know, what they believe and how they feel about child protection, and understand how this might impact upon their practice If anyone struggles with anything at all that emerges for them during or after the session then they can access support via … OK – let’s look at the aims and objectives for the session (NEXT SLIDE)

Learning Outcomes At the end of this session participants will: recognise types of abuse Know how to report safeguarding concerns about a child and to whom Understand safe working practice by adults in school

Introduction Safeguarding children is everyone’s responsibility. A clear line of accountability to safeguard and promote the welfare of children. A designated senior person (DPS) to take leadership for the school’s safeguarding arrangements. – Mrs Tanner Deputy DSP – Miss Greaves and Mrs Clynes.

What do volunteers need to complete? School/ volunteer agreement Disqualification declaration References DBS (if working with children unsupervised) School safeguarding policy and leaflet

Safeguarding Child Protection and promoting welfare SEN and inclusion Curriculum E-safety The school environment Buildings and security Safer recruitment & selection Health and Safety Governance Anti-bullying Policy Behaviour management Whistle-blowing Attendance, exclusions & children missing education Transition arrangements A ‘listening’ school Safeguarding and promoting welfare We can see here the various elements of safeguarding that are related to school governance/functioning. Safeguarding includes all the above elements and therefore looks at the child holistically and at the centre of decision making Looking at that diagram and considering individual roles in school what is one thing that you could do now to improve safeguarding arrangements within your school? How would you go about making it happen? Staff code of conduct & safer working practice 5

Potential Pitfalls around child protection Mindsets e.g. It doesn’t happen here Failure to share information Failure to record Losing sight of the child e.g. Unwillingness to challenge where we have concerns Unclear about roles / responsibilities Failure to seek appropriate advice / support Assumptions e.g. someone else will act, about the family, explanations etc Not acting promptly where we have concerns e.g. same day I referred earlier to the 70 Public Inquiries we have had since the mid 1940s. They keep telling us very similar things, many of which are very basic. The slide offers a broad and quite simple summary and the message it relays is DO THE BASICS WELL i.e. BE CLEAR THAT IT IS THE CHILD’S WELFARE THAT MUST ALWAYS BE THE PARAMOUNT CONSIDERATION BE AWARE THAT YOU WILL PROBABLY NOT HAVE ALL OF THE INFORMATION AVAILABLE BE CLEAR ABOUT WHO DOES WHAT AND WHEN DON’T ASSUME ANYTHING – CHECK KNOW HOW AND WHERE YOU ACCESS YOUR SUPPORT IF YOU’RE NOT SURE ASK DON’T DELAY, ACT IMMEDIATELY WHERE YOU HAVE CONCERNS BE CLEAR ABOUT HOW YOU FEEL ABOUT ABUSE AND INDIVIDUAL CHILDREN AND FAMILIES AND HOW THIS MIGHT IMPACT ON YOUR PRACTICE BE PREPARED TO CONSIDER THE POSSIBILITY OF ABUSE, HOWEVER REMOTE, AND ACT IF YOU ARE IN ANY WAY UNSURE ENSURE THAT YOUR RECORDS AND CONVERSATIONS ARE CLEAR AND BASED ON THE FACTS AS YOU UNDERSTAND THEM Any questions? NEXT SLIDE - return to Lauren Wright in the sense that we will now look at roles and responsibilities in and for schools

Safeguarding and promoting the welfare of children is defined as: protecting children from maltreatment preventing impairment of children’s health or development ensuring that children are growing up in circumstances consistent with the provision of safe and effective care

Categories of abuse Physical Emotional Sexual Neglect

Emotional abuse - Is the persistent emotional maltreatment of a child If you notice: Aggressive behaviour Low self esteem and lack of confidence A loner Neurotic behaviour Self harm Fear of parents being contacted Running away Stealing Don’t care attitude Depression/withdrawal Behaviour problems Fearful Poor peer relationships

Neglect - The persistent failure to meet a child's basic physical and/or psychological needs What to look for: Underweight Frequent hunger Dirty/smelly/unkempt Red/mottled skin, especially on hands and feet. Unmanaged medical conditions

Physical Abuse - causing physical harm to a child. What to look for Unexplained injuries Flinching when approached Reluctant to change for PE, or take jumper off Crying/ instability Afraid of home Behavioural extremes

Sexual Abuse - Involves forcing or enticing a child or young person to take part in sexual activities What to look for: Physical symptoms eg Urinary infections Pain on passing urine or faeces Demonstrates in appropriate sexual knowledge Changes in behaviour Self harming/disorders Poor attention Sudden changes in habits.

What do I do if I concerned about any of these? Speak to the teacher or TA SAFEGUARDING ROLE OF SCHOOL STAFF Recognise  Staff need to recognise when they are concerned about a child. Being able to recognise concerns, means being familiar with the indicators of abuse Respond  Staff must respond to a concern about a child by passing the information to their Designated Senior Person (DSP) or Deputy DSP without delay. Staff must then make a written record of their concern as soon as possible and pass this to the DSP. Investigate  Staff are not responsible for investigating concerns about a child. Investigating includes in depth questioning of a child, colleagues, parents, physically examining children, taking photographs of injuries. Investigating does not mean that staff cannot talk to a child, colleagues or parents, but it is important that this is done in a non-leading way that would not compromise any formal investigation. Attempt to resolve  Staff should not attempt to resolve the situation themselves e.g. make and act upon decisions about how they think the matter should be dealt with. This kind of action fails to take account of any other information that may be held about the child e.g. other concerns of which the DSP is aware.

What if a child discloses information Recognise  Respond  Investigate x Attempt to resolve x SAFEGUARDING ROLE OF SCHOOL STAFF Recognise  Staff need to recognise when they are concerned about a child. Being able to recognise concerns, means being familiar with the indicators of abuse Respond  Staff must respond to a concern about a child by passing the information to their Designated Senior Person (DSP) or Deputy DSP without delay. Staff must then make a written record of their concern as soon as possible and pass this to the DSP. Investigate  Staff are not responsible for investigating concerns about a child. Investigating includes in depth questioning of a child, colleagues, parents, physically examining children, taking photographs of injuries. Investigating does not mean that staff cannot talk to a child, colleagues or parents, but it is important that this is done in a non-leading way that would not compromise any formal investigation. Attempt to resolve  Staff should not attempt to resolve the situation themselves e.g. make and act upon decisions about how they think the matter should be dealt with. This kind of action fails to take account of any other information that may be held about the child e.g. other concerns of which the DSP is aware.

Talking and Listening to Children Do: Listen carefully, uncritically and at the child’s pace Take what is said seriously Clarify essential information Reassure Tell the child what will happen next Tell the Designated Senior Person without delay Record Do Not: Investigate Avoid leading questions Try to resolve Promise confidentiality Make assumptions Do not pass an opinion abut the alleged perpetrator Listening openly to children is at the heart of safeguarding and promoting children’s well-being and protection. It covers a whole range of behaviours and situations. It starts with an ethos in school which helps children to feel safe and able to talk. Listening isn’t the simple process we might think it is. Children often drip feed us information and test us out to see if we can hear and if they will be believed We all have our own filters but some we should be aware of are those around race, culture, class and myths around disability. So we need to be approachable Listen carefully, uncritically and at the child’s pace Take what is said seriously Clarify essential information Reassure Tell the child what will happen next Tell your DSP without delay And what we mustn’t do is Investigate Try to resolve Promise confidentiality Make assumptions Importance of listening to children and taking what they say seriously – not staff’s place to make judgements about the validity or truth of what they are hearing.

School procedures Record of concern forms for safeguarding and wellbeing forms Recording need to …… Be written as soon as possible (& certainly within 24 hrs) Be written in ink, signed and dated Differentiate clearly between fact, opinion (if one is offered) & interpretation Use the child’s language wherever possible (if you use quotation marks be very clear & precise!) Be given to the appropriate person (DSP) as a matter of urgency

What Next? Am I clear enough about my role in school and that of other key people? Am I clear about what I should do if I am concerned about a child’s welfare? Is there anything I need to speak to the DSP about? Thanks! WELL DONE!

Staff/ volunteer vulnerability Physical intervention should, wherever possible be avoided Communication between children and adults, whatever method should take place within school. When supporting children it is vital that this takes place in area with visual access and frequented by other people.