1. Hazel Pulley Headteacher Parkfield Community School February 2016

2. Inspecting how effectively leaders and governors create a safeguarding culture in the setting  Inspectors will want to consider evidence that  children and learners are able to understand, respond to and calculate risk effectively, for example risks associated with child sexual exploitation, domestic violence, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism, and are aware of the support available to them  This also includes risks associated with e-safety, substance misuse, knives and gangs, relationships (including sexual relationships), water, fire, roads and railways. Inspection safeguarding in early years, education and skills settings, Ofsted 2015

3. Further Information on Female Genital Mutilation ‘Female Genital Mutilation (FGM): professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM.’ There is a range of potential indicators that a girl may be at risk of FGM, which individually may not indicate risk but if there are two or more indicators present this could signal a risk to the child or young person. Victims of FGM are likely to come from a community that is known to practise FGM. Professionals should note that girls at risk of FGM may not yet be aware of the practice or that it may be conducted on them, so sensitivity should always be shown when approaching the subject. Warning signs that FGM may be about to take place, or may have already taken place, can be found on page 17 of the Multi-Agency Practice Guidelines referred to above. Staff have a duty for mandatory report or activate local safeguarding procedures, using existing national and local protocols for multi-agency liaison with police and children’s social care. Ref: DFE, Keeping Children Safe in Education, July 2015.

4. Duty to Mandatory Report From 31 st October 2015 it is mandatory duty to report:  Where a member of staff is told by the young person that they have had FGM. or  Where a member of staff has observed a physical sign appearing to show that the girl has had FGM. Serious Crime Act, 2015

5. Whole School Approach  Training for All  Policies and Procedures  PHSE  Parents  Multi Agency Approach

6. Attendance and Punctuality Policy  If the pupil is female and from a Female Genital Mutilation (FGM) practicing or affected community then the Headteacher will use direct questioning to ascertain whether “cutting” of the girl will be undertake during this Holiday. The Headteacher will then take the information from this meeting and make a decision on whether to refer to local CYPS or Police.  Screening for risk of FGM.

7. Safeguarding Policy  Annex 4. Female Genital Mutilation  Key Questions to be asked for all staff  Procedures School has in place  A robust attendance policy that does not authorise holidays, extended or otherwise.  FGM training for Child Protection leads and disseminated training for all staff at the front line dealing with the children.  FGM discussions by Child Protection lead with parents of children from practising communities who are at risk.  Comprehensive Relationship & Growing Up advice delivered to KS2 children with a discussion about FGM with Year 6 girls.  Indications that FGM has taken place:  Prolonged absence from school with noticeable behaviour change – especially after a return from holiday.  Spend long periods of time away from the class during the day.  A child who has undergone FGM should be seen as a child protection issue. Medical assessment and therapeutic services to be considered at the Strategy Meeting.

8. Relationship and Growing Up Policy  During PSHE lessons in year 5 and year 6 those children who have permission to participate have a discussion about child protection and safeguarding of which FGM is mentioned. These lessons are for girls at present and are about conversations that are designed to empower young girls to understand their right to be safe and be in control of their bodies is an integral part of this. These lessons are to emphasise what our bodies should look like and that it is not ok or legal for someone to cut or change them.. Appendix 1 attached – FGM Passport  No formal written lesson plans.  Parents letters sent / parents spoken to by head and/or appropriate adult. Session is for Year 6 girls of all ethnicities and happens in the summer term.  Session covers:  Keeping safe into secondary school  Being confident to say no  Body changes in puberty  Violence against girls  Being confident to have ownership of their bodies, this includes a discussion about FGM.  Language used includes:  “Sometimes there is a medical need for an operation, if anyone talks to you about going away for a celebration then know that you can ask for help”  “Your body will have some changes during puberty (explain) but otherwise it needs to stay the same as when you were born, no one else can change it for you.”

10. Educating Your Pupils Preparing for a lesson regarding Female Genital Mutilation Years 3 - 6 1.Staff member attends training session (2.30pm – 4pm) – Do No Harm. 2.Guidance given re partnership working with parents (essential). 3.Lesson plan and resources provided in easy to use pack.

11. Films used My body My rules https://www.youtube.com/watch?v=W2IStB6Z3Vw Hannah https://www.youtube.com/watch?v=95OXTu4gTZE

12. Ofsted Good Practice Guidelines  Female Genital Mutilation (FGM). A primary school approach: Parkfield Community School  The good practice case studies that Ofsted publishes highlight specific examples of practice that providers of education, learning and children’s services have used to achieve successful outcomes.  www.gov.uk/schools-colleges-childrens-services/inspections#good- practice www.gov.uk/schools-colleges-childrens-services/inspections#good- practice

13. Hazel Pulley Headteacher Parkfield School 0121 464 1131 Thank you