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 DfE Guidance – Keeping Children Safe in Education Sept 2018

Prevention – early identification of concerns Safeguarding Training Statutory Guidance for schools –Keeping Children Safe in Education 2018 4 Key Areas: Prevention – early identification of concerns Procedures – provide safe environment 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, 2018

How to identify abuse and signs of neglect Safeguarding Training 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

‘it could happen here’ approach is key. 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 ‘it could happen here’ approach is key.

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, 2018) Safeguarding Training Physical abuse (Keeping Children Safe, 2018) 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

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, 2018) Safeguarding Training Emotional Abuse (Keeping Children Safe, 2018) 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, 2018) Safeguarding Training Sexual Abuse (Keeping Children Safe, 2018) 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 (Keeping Children Safe, 2018) Safeguarding Training Sexual Abuse (Keeping Children Safe, 2018) Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. The sexual abuse of children by other children is a specific safeguarding issue in education Peer on peer abuse most likely include: Bullying including cyber bullying Physical abuse Sexual violence and sexual harassment Sexting (youth produced sexual imagery) Initiation/hazing type violence and rituals

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

County Lines – Modern Slavery Safeguarding Training County Lines – Modern Slavery ‘County Lines’ is the term used to describe the approach taken by organised criminal networks originating from large urban areas, who travel to locations elsewhere such as county or coastal towns to sell class A drugs. A conservative estimate suggests that there are 900+ county lines currently in operation across the UK Estimated that between £3,000 and £6,000 worth of drugs is being sold daily through these lines, using £10 burner phones In Bracknell there are around 20-30 dealers operating business every day Gangs typically recruit and exploit children and vulnerable young people to courier drugs and cash Users ask for drugs via a mobile phone line used by the gang, children transport them Children as young as 12 years old are used to courier drugs

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

County Lines – Modern Slavery Safeguarding Training County Lines – Modern Slavery Gangs recruit children and young people through deception, intimidation, violence, debt bondage and/or grooming They specifically target vulnerable teenagers and their siblings because they are easier to intimidate Children in care and who have been excluded are particularly vulnerable targets Gangs use local property as a base for their activities Known as ‘Cuckooing’, this involves them taking over a home of a vulnerable adult who is unable to challenge them Properties in Mount Pleasant and Jubilee Court have been used for this purpose Gangs deliberately hang around outside of schools to recruit children Snap Chat and Instagram are used to groom children – same process as CSE

County Lines – Modern Slavery Safeguarding Training County Lines – Modern Slavery

County Lines – Modern Slavery Safeguarding Training County Lines – Modern Slavery

County Lines – Modern Slavery Safeguarding Training County Lines – Modern Slavery Key Terms: Bando abandoned building where users go to take drugs, children deliver them there Elder person at the top of the organised crime network who will have recruited them into the group Enforcer person who runs the local drugs selling operation, will use extreme violence and intimidation to groom vulnerable young people into their gang Going country going to sell drugs in non-urban areas, young person’s description of county lines Instabeef calling out enemies online Runner young person, often caught in debt bondage, who is the courier for the drugs Strip street corner Trap house hotel where money and drugs come into

Safeguarding Training Signs to look out for Persistently going missing from school or home and / or being found out-of-area; Unexplained acquisition of money, clothes, mobile phones or gifts Excessive receipt of texts / phone calls Relationships with controlling / older individuals or groups Leaving home / care without explanation Suspicion of physical assault / unexplained injuries Parental concerns Carrying weapons Significant decline in school results / performance Gang association or isolation from peers or social networks Self-harm or significant changes in emotional well-being

County Lines – Modern Slavery Safeguarding Training County Lines – Modern Slavery Duty teams – be vigilant at the back of school and report any suspicious behaviour immediately to DSL / reception All staff to remain vigilant and report any concerns immediately to DSL Gangs fill the gaps of what is missing in a young person’s life Our aim – be that missing gap by listening to them and being alert to signs and indicators

Useful resources Government Guidance County Lines ITV News Safeguarding Training Useful resources Government Guidance County Lines ITV News Britain's teenage drug runners: Gangs in the countryside St Giles Trust 7 page guidance from Gov. Please have a read. Will leave copies in staff room, look on website 45 min documentary on BBC3 explains in detail issue of CL SGT charity working with young people to improve lives

Female Genital Mutilation (FGM) Safeguarding Training Female Genital Mutilation (FGM) A girl at immediate risk of FGM may not know what's going to happen. But she might talk about or you may become aware of: a long holiday abroad or going 'home' to visit family relative or cutter visiting from abroad a special occasion or ceremony to 'become a woman' or get ready for marriage a female relative being cut – a sister, cousin, or an older female relative such as a mother or aunt

Indicators FGM may have taken place Safeguarding Training Indicators FGM may have taken place A girl or woman who's had female genital mutilation may: have difficulty walking, standing or sitting spend longer in the bathroom or toilet appear withdrawn, anxious or depressed have unusual behaviour after an absence from school be particularly reluctant to undergo normal medical examinations ask for help, but may not be explicit about the problem due to embarrassment or fear

The physical effects of FGM Safeguarding Training The physical effects of FGM FGM can be extremely painful and dangerous. It can cause: severe pain shock bleeding infection such as tetanus, HIV and hepatitis B and C organ damage blood loss and infections that can cause death in some cases

Safeguarding Training What should you do If a teacher, in the course of their work in the profession, discovers that an act of Female Genital Mutilation appears to have been carried out on a girl under the age of 18, the teacher must report this to the police Call 999 straight away and then let HLS/MAW/BAS know NSPCC helpline: 0800 028 3550 https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/female-genital- mutilation-fgm/signs-symptoms-and-effects/

Safeguarding Training What should you do If a teacher, in the course of their work in the profession, discovers that an act of Female Genital Mutilation appears to have been carried out on a girl under the age of 18, the teacher must report this to the police Call 999 straight away and then let HLS/MAW/BAS know NSPCC helpline: 0800 028 3550 https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/female-genital- mutilation-fgm/signs-symptoms-and-effects/

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, 2018) Safeguarding Training Neglect (Keeping Children Safe, 2018) 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 See page 12 of Keeping Children Safe in Education, 2018 Level 1 – Universal Services (school based pastoral care, in-school counsellor) Level 2 – Targeted and Targeted Complex – (children with additional needs or who may be vulnerable) CAMHS, Ed Psych, CAF Level 3 – Children in need (section 17 – Children’s Social Care) Level 4 – Child protection (section 47 – Children’s Social Care)

Ranelagh Students 2 on a child protection plan 1 on child in need plan Safeguarding Training Ranelagh Students 2 on a child protection plan 1 on child in need plan 2 under assessment with CSC 5 Looked After Children Student support will ask for round robins in preparation for meetings

Role of the school (Keeping Children Safe, 2018) Safeguarding Training Role of the school (Keeping Children Safe, 2018) 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 Complete Ranelagh School Safeguarding Log (found on website or staffroom)

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 44

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 on the Safeguarding Log Form 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!