Child Protection Induction Pack for Adults Working in Schools Written by Child Protection School Liaison Officer Team (2007) 4 CPSLO’s covering the county, responsible for delivering child protection training to schools and providing advice, guidance and support to DSP’s and Headteachers.

Aim To induct newly appointed staff, supply staff, volunteers/helpers and students on placement into basic child protection practice. This does not replace the need to attend Basic Child Protection Awareness training delivered by the Child Protection School Liaison Officer Team. This will be arranged by your Designated Senior Person as soon as possible. Section 175 of the Education Act 2002 places a legal duty on local authorities and governing bodies to safeguard children. Schools are required by the Secretary of State to provide staff with a child protection induction, followed up by child protection training.

What is Abuse and Neglect? Abuse and neglect are forms of maltreatment - a person may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children and young people may be abused in a family or in an institutional or community setting; by those known to them or, more rarely by a stranger. They may be abused by an adult or adults, or another child or children. (Working Together to Safeguard Children, HM Government 2006) One of the key things to remember when thinking about abuse and neglect is the impact on the child. The harm caused to a child may not be intentional but nevertheless is still abusive. E.g. Parents behaviour as a result of mental health issues, such as depression, may cause a child’s needs to be neglected. Limited parenting skills as a result of parental learning disability can result in the child’s needs not being adequately met. Parental domestic violence may not be directed against children, but does cause them distress and is emotionally damaging.

Categories of Abuse Physical Abuse Causing physical harm to a child Neglect Persistent failure to meet a child’s needs – physical and/or psychological Sexual Abuse Involving a child in sexual activity Emotional Abuse Persistent emotional ill treatment of a child DSPs can access the full definition of each category of abuse in the Hertfordshire Safeguarding Children Board Child Protection Procedures if they wish. DSP to expand upon the possible signs and symptoms of each category

What is my Role? Recognise  Respond  Investigate x Attempt to resolve x After explaining the staff / volunteer’s role the DSP is to explain what their own role is

Talking and Listening to Children Do: 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 Record Do Not: Investigate Try to resolve Promise confidentiality Make assumptions

Talking and Listening to Children Questions: Use to clarify essential information Closed vs open questions - How, what, who, when, where, - Tell me more, - Explain that to me, - Describe what happened Questions should only be used to establish that there is a concern. Staff should avoid questions which lead the child, suggest a certain chain/cause of events or put words in the child’s mouth.

What Do We Record? Child’s name and date of birth Date and time of the concern Factual account of what happened, where and who was present using the child’s own words Any opinion / interpretation needs to be explained Your response Printed name and signature of person making the record Job title of person making the record Date and time of the record Factual account: nature of the concern where the information came from if the child has an injury where is it, what does it look like, does the child appear in pain child’s account in their own words, method of communication other’s accounts witnesses questions asked of child and/or others what action was taken by you or others

Professional Conduct - Abuse of Position of Trust The Sexual Offences Act 2003 provides that it is an offence for a person aged 18 or over intentionally to behave in certain sexual ways in relation to a child aged under 18, where the adult is in a position of trust in respect of the child. Certain sexual ways is defined as: sexual activity with a child causing or inciting a child to engage in sexual activity sexual activity in the presence of a child causing a child to watch a sexual act A person is in a position of trust if they look after children under 18 who are in education at an educational establishment and the child in question receives education at that establishment. Someone receives "education at an educational institution" if he is registered or enrolled there as a pupil or student or is educated there by arrangement with the educational establishment at which he is registered or enrolled "Looks after" is defined as "regularly involved in caring for, training, supervising or being in sole charge of" the other person and includes circumstances where there is regular unsupervised contact. The contact can be in person, or by any other means, such as on the telephone or over the Internet. The offence covers all children under 18, however it is principally designed to protect young people aged 16 and 17 who, even though they are over the age of consent for sexual activity, are considered to be vulnerable to sexual abuse and exploitation from particular classes of persons who hold a position of trust or authority in relation to them.

Professional Conduct - Abuse of Position of Trust All staff should clearly understand the need to maintain appropriate boundaries in their dealings with pupils. Intimate or sexual relationships between staff and pupils will be regarded as a grave breach of trust. Any sexual activity between a member of staff and a pupil under 18 years of age may be a criminal offence. (www.teachernet.gov.uk) DSP should refer all staff to IRSC ‘Guidance for Safe Working Practices for the Protection of Children and Staff in Education Settings’ (DSP can access and download this from the HGfL) Also explain that even where concerns of this nature do not result in a criminal conviction, the member of staff will still face disciplinary proceedings likely to result in termination of employment. This would also form part of the CRB record for future checks.

Professional Conduct – Key Principles The welfare of the child is paramount. Staff should: be responsible for their own actions and behaviour and should avoid any conduct which would lead any reasonable person to question their motivation and intentions work, and be seen to work in an open and transparent way discuss and / or take advice promptly from a senior member of staff about any incident which may give rise to concern apply the same professional standards regardless of race, gender, sexuality, disability Primary focus of this training is the protection of children, and safe working practices for staff contributes to a safe environment for all. When allegations against staff are made, they must be fully investigated with an open mind, in line with HSCB Child Protection Procedures. We must remember that some professionals do abuse. If as a staff group you feel that this is an area for further training, ask your DSP to contact the CPSLO and discuss this.

Professional Conduct – Areas Where You May Be Vulnerable Physical contact Physical intervention Communication Working alone Relationships – crushes / conflicts Contact outside school School trips Intimate care The onus is upon the adult and NOT the pupil to distance themselves from any potential situation. (IRSC Guidance for Safe Working Practice for the Protection of Children and Staff in Education Settings 2006) Schools should provide guidance to their staff about safe and acceptable working practice.

Additional Induction Tasks Staff member to read the school child protection policy and discuss any queries DSP to provide staff member with a copy of ‘Guidance for Safe Working Practices for the Protection of Children and Staff in Education Settings’ (IRSC September 2006) DSP to provide ‘Child Protection Quick Reference Guide’ (on HGfL) – and his/her contact details DSP to ensure the staff member/volunteer signs to evidence having done all of the above It is suggested that the DSP has copies of the above documents to hand for this induction session. A record of induction for new staff / volunteers should be maintained by the DSP for auditing and reporting purposes (Annual Safeguarding Report to the Governing Body)