Safeguarding and child protection  Note that the room layout should be cabaret style to support group work. It is recommended that participants work in groups of about four. Safeguarding and child protection The essentials

Key people Designated safeguarding leads (DSL)  In advance of the session, you will need to edit this slide so that it contains details of the designated safeguarding lead (DSL) in your school, and any deputies. You may also like to add photos so that staff are easily identifiable.    Welcome participants to the session and open by explaining your role within the school and your main responsibilities in relation to safeguarding and child protection. You may also like to provide a brief overview of: How you became interested in the topic Safeguarding in your local area Your school’s pupil profile

What is safeguarding? Protecting from maltreatment Safeguarding and child protection: the essentials © The Key | One Education What is safeguarding? Protecting from maltreatment Preventing damage to health or development SAFEGUARDING Ensuring safe and effective care  Remind participants that safeguarding involves: 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 Taking action to enable all children to have the best life chances   Child protection is a part of safeguarding and refers to protecting children who are suffering, or are likely to suffer, significant harm. Department for Education (2015) Working together to safeguard children. p 92. GOV.UK. Online. Available at: https://www.gov.uk/government/publications/working-together-to-safeguard-children--2 Image source: https://pixabay.com/en/puzzle-share-piecing-together-play-2207746/ Enabling the best life chances

Safeguarding and child protection: the essentials © The Key | One Education Part 1 objectives To recognise the signs and indicators of the four main types of abuse To know what to do when you suspect a child or young person may be experiencing, or is at risk of, significant harm To develop an awareness of specific safeguarding issues To ensure that the school setting and staff protect and promote pupils’ welfare Share the objectives for part 1. Explain to participants that you will be referring to internal policies and procedures throughout the course, and that all learning must be applied in line with these.    Introduce participants to their learning logs and explain that they can use these to make notes and reflect on their learning throughout the course.

Four main categories of abuse Safeguarding and child protection: the essentials © The Key | One Education Four main categories of abuse Physical abuse Sexual abuse Neglect Emotional abuse  Use the slide to explain that there are four main types of abuse that participants may encounter.    Split participants into mixed groups of about four people and allocate each group a type of abuse. If you have a large staffing body you can ask more than one group to look at each type of abuse. On the first page of their group activity packs, ask participants to agree and write down a definition of their type of abuse. Note, the signs and indicators of abuse will be explored in the next activity.  Take feedback from each group and then refer participants to page 1 of their individual learning logs. Highlight any stand out points that have not already been covered. In particular, you may want to draw attention to the fact that: Fabricated / induced illness is a type of physical abuse Sexual abuse involves both physical contact and non-contact activities Neglect can relate to a child’s emotional needs, as well as their physical needs Emotional abuse is unique in that it will be present to some level in all three other areas of maltreatment; however, it can also occur in isolation Emphasise, as The Department for Education (DfE) does, that staff should “maintain an attitude of ‘it could happen here’ where safeguarding is concerned”. To emphasise this, you may like to highlight the following statistics, presented by the National Society for the Prevention of Cruelty to Children (NSPCC): 1 in 14 children have been physically abused, with disabled children more than three times as likely to be abused than non-disabled children 1 in 20 have been sexually abused, 90% by someone they knew and around a third by other children and young people 1 in 10 have experienced neglect and in 2015/2016 over 30% of contacts to the NSPCC’s helpline were concerns relating to neglect. It is the most common reason for taking child protection action 1 in 14 have experienced emotional abuse, and it is the second most common reason for a child protection plan It is important to remember that children can be abused in a family, institutional or community setting. This may be by those they know or by strangers. Perpetrators can be men, women or other children, by way of peer-on-peer abuse. Abuse can also take place via the internet.  DfE (2016) Keeping Children Safe in Education. GOV.UK. p 5-7. Online. Available at: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 NSPCC (2017) facts and statistics. Online. Available at: Physical abuse: https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/physical-abuse/physical-abuse-facts-statistics/ Sexual abuse: https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/child-sexual-abuse/sexual-abuse-facts-statistics/ Neglect: https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/neglect/child-neglect-facts-statistics/ Emotional abuse: https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/emotional-abuse/emotional-abuse-facts-statistics/ Image source: https://pixabay.com/en/hiding-boy-girl-child-young-box-1209131/

Anyone can make a referral Safeguarding and child protection: the essentials © The Key | One Education What if I have a concern? Tell your DSL Anyone can make a referral Write it down Early help  In advance of this session, it is advised you amend this slide to reflect your school policy and to include the telephone number of your local council. You can find their contact details using this website: https://www.gov.uk/report-child-abuse-to-local-council   The guidance that follows is taken from part 1 of Keeping Children Safe in Education (KCSIE). All staff are required to read this. If they have not already done so, ensure time is set aside following the course. DfE (2016) KCSIE. GOV.UK. Online. Available at: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2  Outline your school policy, and be sure to cover the following: Immediate danger: explain that staff should first determine whether a child is in immediate danger or at risk of harm. If so, a referral should be made to children’s social care and/or the police immediately. Anyone can make a referral, but should inform the DSL as soon as possible. Concerns: where possible, the DSL should be consulted and a course of action agreed. Again, anyone can make a referral to social care. Referrals can also be made to specialist or early help services in accordance with the threshold set by your Local Safeguarding Children’s Board (LSCB). Securing action: note that where a referral is made, the local authority should make a decision within one working day about what course of action to take and should let the referrer know the outcome. Staff should follow up in the instance that contact is not made. It is important that the DSL (or the person who made the referral) ensures that the child’s situation improves and highlights concerns where it does not. Record keeping: all concerns, discussions and decisions (and the reasons for these) should be recorded in writing. Good practice regarding recording concerns will be explored in part 3 of this course. Early help: Targeted early help services may be provided where there are indicators of emerging difficulties or additional needs. Staff may contribute to the early help process by: Identifying emerging problems Liaising with the DSL Sharing information with other professionals to support early identification and assessment In some cases, acting as the lead professional in undertaking an early help assessment  There is space for participants to make notes on page 4 of their learning logs. (where appropriate)

Specific safeguarding issues Safeguarding and child protection: the essentials © The Key | One Education Specific safeguarding issues children missing from education missing children and adults fabricated or induced illness child missing from home or care bullying / cyberbullying relationship abuse private fostering forced marriage drugs trafficking faith abuse hate domestic violence sexting mental health issues child sexual exploitation preventing radicalisation female genital mutilation gender based violence gangs / youth violence  Explain that in addition to the four main categories of abuse explored earlier, staff must also have an awareness of specific safeguarding issues, including the ones presented. Further information can be found on each of these issues on pages 12-13 and in Annex A of KCSIE.    Ask staff if they know why female genital mutilation (FGM) has been highlighted. Page 55 of KCSIE explains that FGM involves the partial or total removal of the external female genitalia or other injury to the female genital organs. It is illegal in the UK and there is a statutory duty upon teachers to personally report to the police where they discover that FGM appears to have been carried out on a girl under 18. Those who fail to report such cases will face disciplinary actions. Discoveries may be through disclosure or visual evidence, but staff must not examine pupils. Information on how to report FGM can be found here: https://www.gov.uk/government/publications/mandatory-reporting-of-female-genital-mutilation-procedural-information  DfE (2016) KCSIE. GOV.UK. Online. Available at: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2  Ask staff to discuss the other issues listed, identifying any they’re not familiar with. Allow some time to explore uncertainties as a whole group. Remind participants of the reporting procedures covered earlier and of any other local procedures relevant to these topic areas. COMING SOON By September 2017, Safeguarding Training Centre from The Key will contain a bank of resources to support staff understanding of over 20 specific safeguarding issues. Resources will include bitesize summaries for DSLs and staff featuring: Definitions Signs and symptoms What to do if you have a concern Next steps Reflection and discussion questions You will find examples of such resources in your INSET pack folder, these support staff understanding of: Children missing from education (CME) Child sexual exploitation (CSE) FGM Radicalisation You may wish to use the DSL resources to support your facilitation of this section. You may also find it helpful to distribute the staff resources during this session. For example, if there is time, you could distribute the resources amongst the groups and ask them to discuss the questions provided.

Whistleblowing School policy NSPCC whistleblowing advice line Safeguarding and child protection: the essentials © The Key | One Education Whistleblowing School policy NSPCC whistleblowing advice line 0800 028 0285 help@nspcc.org.uk  Explain that the previous activity serves as a reminder that anyone who has contact with children is in a position of trust, and that everyone has a personal responsibility to act properly and professionally and to safeguard and promote the welfare of children. Working with young people can make adults vulnerable to allegations, so it is important that safer working practice procedures and codes of conduct are adhered to.   The DfE outlines how to direct concerns about staff conduct: Concerns about staff = refer to the headteacher (or equivalent) Concerns about the headteacher (or equivalent) = refer to the chair of governors (or equivalent) Concerns may also be discussed with the DSL.  DfE (2016) KCSIE. GOV.UK. P. 9. Online. Available at: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2  Direct participants to your internal whistleblowing policies and provide them with details of the NSPCC whistleblowing advice line.  GOV.UK explains that whistleblowing is where you believe someone is committing a wrongdoing such as an unlawful activity and you report it. You are protected by law if report any of the following: A criminal offence Someone’s health and safety is in danger Risk or actual damage to the environment A miscarriage of justice The establishment is breaking the law You believe someone is covering up a wrongdoing If you ‘blow the whistle’ you shouldn’t lose your job or be treated unfairly. You can raise past and current concerns and also those you believe may happen in the near future. GOV.UK (n.d.) Whistleblowing for employees. Online. Available at: https://www.gov.uk/whistleblowing  There is space for participants to make notes on page 7 of the learning logs. As this is the end of part 1, you may also like to provide a few minutes for participants to reflect on this session and to consider: The key pieces of learning they are taking from this session Any implications for their practice Part 1: Slide 8