1. Basic Awareness Safeguarding training Level 2
Safeguarding training for Designated Senior Leads with a responsibility for safeguarding children to deliver to staff within primary and secondary schools

2. Aims
To develop awareness of, and the ability to act on, concerns about the safety and welfare of children and young people
To develop an understanding of what legislation underpins how we safeguard children in schools

3. Learning outcomes By the end of the training you should be able to:
Recognise your role in safeguarding children from harm, abuse and exploitation.
Define and understand the different categories of abuse
Be clear about how you should respond to a child who makes a disclosure of possible abuse and who can support you with this.
Identify situations when you or a child might be vulnerable and act upon them.

4. What is safeguarding? Protecting children from maltreatment
Preventing impairment of children's health or development
Ensuring that children grow up in circumstances consistent with the provision of safe and effective care
Taking action to enable all children to have the best outcomes.

5. What is safeguarding?
It is more than Child Protection. What else does it involve?

6. Safeguarding Child Protection Anti Bullying Policies Staff Conduct
Curriculum
Safeguarding
Attendance
Managing Allegations Against Staff
Behaviour Management
Use this diagram to demonstrate that safeguarding covers more than just child protection.
Safeguarding umbrella
Ask for examples from the participants of how each area helps to safeguard children e.g:
staff conduct; safe practice for the safety of staff and pupils
curriculum; providing opportunities for pupils to learn about keeping safe (i.e. via Warrington LEA’s ‘self-protect’ project)
managing allegations against staff; following procedures which protect staff and children
building design; keeping any unwanted visitors out of school
safe recruitment and selection; particularly topical in light of the Soham tragedy
whistle blowing; to raise concerns about a colleague’s conduct, see Warrington Borough Council’s whistle blowing policy
health and safety; a safe environment
behaviour management; having clear strategies and consistent responses for managing behaviour
attendance; so we know that our pupils are safe when they are absent
anti-bullying policies; help to promote positive behaviour in staff and pupils
Whistleblowing
Health and Safety
Building
Design
Safe Recruitment and Selection

7. Safeguarding: Our role
Safeguarding children is the action we all should take to promote the welfare of children and protect them from harm.
Safeguarding is everyone’s responsibility
Everyone who comes into contact with children and families has a role to play.

8. You are part of the safeguarding jigsaw

9. Education Act 2002
Schools and further education institutions have a duty to safeguard and promote the welfare of pupils under the Education Act 2002.
They should create and maintain a safe learning environment for children and young people, and
identify where there are child welfare concerns and take action to address them, in partnership with other organisations where appropriate.

10. The Role of the Designated Senior Lead (DSL)
I take the lead responsibility for dealing with safeguarding and child protection in school.
I act as a source of support, advice and expertise within school when deciding whether to make a referral by liaising with relevant agencies.
I recognise how to identify signs of abuse and when it is appropriate and how to make a referral to Social Care.
The person who all staff come to with issues and for support
Massive role – senior leader in school
Signposting and key relationships with multi agencies essential

11. The Role of the DSL
The DSL provides whole school staff safeguarding training, recommended on a yearly basis.
The DSL is aware of the WSCB and how it operates
The DSL often attends child protection case conferences and understands how to contribute effectively
The DSL ensures all staff have access to and understand the schools Safeguarding policy.
Training for staff vital
The LA train you to train your staff
Create strong links with WSCB

12. The role of all School staff
To report all concerns regarding child welfare immediately to the Designated Senior Lead or a another member of the safeguarding team
Be mindful and resilient of child protection signs and symptoms in the school setting
Be clear of your role and responsibility regarding your school safeguarding that is clearly stated in policy and procedures
Attend level 2 statutory training within your own setting delivered by DSL (Min every 2 years)

13. Key Safeguarding documents

14. Key Safeguarding documents

15. Key themes: Working Together 2013
Multi agency document for all professionals working with Children
The Children’s act 1989
Replaces Working together 2010
More concise and simplified document
Emphasis on information sharing
Importance placed on Child centred approach & voice of the child
Highlights the vital role of all agencies and professionals
Old document twice as large
This government looked to simplify it
Important to be able reference this rather than know off by heart

17. Key themes: Keeping children safe in education 2014
Section 175 of the education act
Compliments working together (2013) not replaces
Specifically for education settings
Replaces Safeguarding children and safer recruitment in education 2006
Highlights the management of safeguarding in schools (DSL role)
Defines specific types of abuse and neglect
Allegations of abuse against members of staff
Defines safer recruitment procedures
Key document for DSL’s
Guidance for managers and governors
Is everyone aware of it and is it part of accessible documents in school?
Again know where to reference rather than know it all

18. Schools ‘safeguarding suite’ of documents
All staff are aware of the policy and it is embedded in the “real” safeguarding practice.
School Safeguarding Policy and other key documents that are readily available for the whole school community
Child friendly version so children know how to keep themselves safe
Transparent and clear procedures in place for managing safeguarding issues in school.
It is part of whole school staff induction and training.
Whistleblowing policy
School complaints procedure
Esafety policy for example
Freely available to all staff
Shared area, safeguarding file for all staff to access

19. TYPES OF ABUSE

20. Physical Abuse Hitting Shaking Throwing Poisoning Burning & scalding
Drowning
Suffocating
Fabricated & Induced Illness
(Formally Munchausen Syndrome by Proxy)

21. Physical Injury sites

22. Considerations around physical abuse disclosures
Remember that if a child discloses physical abuse that may have been caused by a family member, do not discuss this with parents.
When completing the concern form indicate where injury is, the size and nature.
Contact should be made with your DSL who will contact the Assessment and Intervention Team, who will request that a MARF is completed.
If it is appropriate for you to discuss the issue with parents, you will be advised to do so by Children's Social Care.

23. Emotional abuse
Persistent emotional ill-treatment of a child such as to cause severe and persistent adverse effects on his/her emotional development.
It may involve:
Conveying to children they are worthless, unloved or inadequate or only valued insofar as they meet the needs of another person
Inappropriate expectations for their age or development
Causing children to feel frightened or in danger
The exploitation or corruption of children
See or hearing the ill treatment of others
All types of ill-treatment of a child

24. Neglect
‘Persistent failure to meet a child’s basic and/or psychological needs, likely to result in the serious impairment of a child’s health or development’.
This may involve:
A parent or carer failing to provide adequate food, shelter and clothing
failing to protect a child from physical harm or danger
failure to ensure access to appropriate medical care or treatment
unresponsiveness to a child’s basic emotional needs
may occur during pregnancy as a result of parental substance misuse

25. Impact of neglect on brain development
Emma
The Developing Brain
Impact of Abuse on Speech and
Language Development
•Most critical area since normal speech/language development is a precursor for:
•Communication
•Reading (the child who can read is more successful in school)
•Good self-esteem
•Comprehension of verbal language at home and in the classroom. Children who have limited language skills are not as successful in school. 25

26. Sexual Abuse
‘Forcing or enticing a child or young person to take part in sexual activities, including prostitution whether or not the child is aware of what is happening’.
This may include:
Physical contact, including penetrative and non-penetrative acts
Involving children looking at or in the production of pornographic material
Watching sexual activities
Encouraging children to behave in sexually inappropriate ways
Be aware of vulnerable young people being sexually exploited (CSE)
This can include males and females
Look out for changes in behavior
Children not engaging or disclosing they have received gifts or money from ‘new friends’

27. Considerations around sexual abuse
Remember that if a child discloses sexual abuse that may have been caused by a family member, do not discuss this with parents.
Contact should be made with your DSL immediately who will then contact the Assessment Intervention Team, who will request that a MARF is completed.
If it is appropriate for the DSL to discuss the issue with parents, they will be advised to do so by Children's Social Care.
If in doubt the DSL will ring EST for advice.

28. Trauma Witnessing violence (domestic and other) Natural disaster
Terrorism
Accidents
Abuse (physical or sexual)
Neglect
Loss of caregiver
Emma
Impact of early experiences of attachment and or trauma, abuse and/or neglect is very variable
Many children have also developed resilience.
Attachment describes the reciprocal relationship between the baby/infant or child, and their primary caregiver, which develops and then endures over time and space.
All children are born with a set of biological attachment behaviours designed to maximise chances of survival. They work out the best way to interact with the carer in order to survive.
They develop an Internal Working Model of themselves as worthy of care or not.
They develop an internal representation of how others operate and how they will care for others
This Internal Working Model forms the blueprint on which they make sense of all future relationships – how they respond to others and their expectations of how others will respond to them. 28

29. Disclosure golden rulesDO
Listen carefully
Make accurate notes using the child’s words
Inform the designated person for child protection
Tell the child that they have done the right thing by telling you
DON’T
Ask leading questions
Use your own words to describe events
Investigate
Promise confidentiality
Rose
Remind them that if a child chooses to disclose that it will not necessarily be to a teacher. Use this quote from ‘Safeguarding Children in Education’ to remind participants how important it is that they are aware of the school’s child protection procedures and what the ‘golden rules’ for responding to a child’s concerns are.
‘Experience, and consultation with children, shows that they will talk about their concerns and problems to people they feel they can trust and feel comfortable with. This will not necessarily be a teacher. It is therefore essential that all staff and volunteers in a school or establishment know how to respond sensitively to a child’s concerns, who to approach for advice about them, and the importance of not guaranteeing complete confidentiality.’
Safeguarding Children in Education 29

30. Designated Senior Lead (DSL) – Mrs J Wightman
St Philip Westbrook CofE Aided Primary School Child Protection Procedures
A member of staff, volunteer, parent or visitor is concerned about a child or a child makes a disclosure to them
Complete a Concern Form and immediately discuss with
Designated Senior Lead (DSL) – Mrs J Wightman
or in her absence Mrs A Kirk or Mrs L Pritchard
DSL contacts Education SafeguardingTeam for advice or contacts Assessment & Intervention Team , (out of hours)
Emma
DO NOT LEAVE THIS BIT OUT!
2 Slides about safeguarding process in Warrington Signpost them to ‘What to do if you’re worried a child is being abused’
Mention the types of services that may be provided to a child in need eg through family centres, Homestart, support from school; Health Visitor
Explain that if they do not feel they have had an appropriate response from any agency they must report this to their manager so that action can be taken, following WBC’s Escalation Policy.
If they are not happy with their manager’s response to concerns, Working Together points out that all members of the community can act if they have concerns about a child’s welfare and thus they could make contact with agencies themselves
Complete a Common Assessment Framework (CAF) or sign post to another agency for support
Accepted as a referral –Social work assessment undertaken
Child in danger of significant harm (S47) Child in Need (S17) Further Assessments needed
No specific services required please continue to monitor

31. Please remember!
A person may abuse or neglect a child by inflicting harm or by failing 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.
Children can and will disclose to anyone in a school setting who they trust!

32. Rules around staff conduct
The welfare of the child is paramount.
Safeguarding is the responsibility of all adults who work with children.
Adults are responsible for their own actions.
Adults should work and be seen to work in an appropriate and transparent way.
Please read and understand the Staff Handbook
Attend a comprehensive Induction and understand procedures when working with children
Emma
It is important that all adults working with children understand that the nature of their work and the responsibilities related to it, place them in a position of trust.

33. What we expect - Professional conduct
You have a duty of care to all children and staff
You are placed in positions of power and trust
Appropriate dress and appearance when working
There is an expected behaviour and ‘professional standards’ for all school staff
No Social contact outside of school hours
Be aware of appropriate communications (including use of technology and Esafety)
Be mindful of Photography rules in schools
Be aware of vulnerabilities in situations
Emma

34. What we expect - Professional conduct
All members of staff or volunteers who come into school on a regular basis need to be fully aware of our school’s Safeguarding Policy. In line with WSCB audit recommendations all staff will be required to sign a Code of Conduct. There is a requirement for all staff to report any issues that causes them concern about another member of staff, volunteer or visitor. There is a requirement for all staff to report any incidents which may cause concern related to their own behaviour.

35. THINK….
Child abuse can occur in any setting, culture, group, religion, social class
Some children may be particularly vulnerable to abuse
All children are entitled to protection, some need safeguarding further
Everyone has a responsibility to report suspicions of abuse

36. Case Study
Daniel is 10. He came to school this morning with his left arm bandaged. His mother made a point of seeing you to tell you that Daniel had been playing at home and had fallen off of his bed. She said she had taken him to the hospital and they had said it was nothing to worry about. Later on in the day Daniels ’s friends tell you he is crying. He tells you his arm hurts because his dad was cross with him last night and had pulled him off of the sofa when he was naughty. He said his mum had put the bandage on.

37. Case Study
Chidi is four years old. Today, he arrives late for school when he is usually on time; his mother appears distressed and says they over slept. Chidi becomes unusually tearful when his mother leaves and wants only to sit and look out of the window. Later that morning, you observe Chidi in the home corner with two dolls bashing them together and repeating “you dirty cow”. The child sees you watching, stops playing and bursts into tears.

38. Case Study
Sinead is 3 and attends your morning nursery. You rarely see her father. Her step- mother brings her to nursery most mornings and she is usually very late. Sinead smells of stale urine, is generally dirty and wears tight, ill- fitting clothes. The other children in nursery do not want to sit near Sinead and you see them moving away from her during group activities. Sinead seems nervy and has a frightened look about her.

39. Case Study
Chantelle is 7. She does not have very good expressive language. You get on well with Chantelle’s mother although you have not met her new partner Alan. In recent weeks Chantelle has become more withdrawn and you are considering what steps to take next to support Chantelle in school. One afternoon Chantelle shows you a picture she has drawn – she tells you it is of her and Alan. You ask her to tell you about her picture and she tells you it is of her ‘flower’ but Alan has said it is a secret.

41. Daniel Pelka Daniel age 4 died in March 2012 from an acute head injury
(40 injuries noted)
For at least six months before his death, Daniel suffered from starvation, neglect and physical abuse.
Mother and stepfather were convicted of murder (30 yrs)
SCR published Sept 2013

42. Recommendations/ Points for Learning
Headteachers should ensure:
they regularly discuss children who give cause for concern
other agencies share their concerns and knowledge with schools
that children’s views are sought and noted
all contacts with parents/external agencies are logged
letters of concern are sent directly to a named professional

43. Other areas to be aware of …
FGM Forced Marriage CSE Private Fostering Radicalisation and Extremism

44. And finally……
If children and families are given early and timely help it can stop a child from being harmed further.
Child abuse and neglect continue because of the secrecy and silence that surround them
Children rarely lie about abuse
An abuser may abuse many other children who also have a right to protection if they are not stopped.
If you are in doubt please speak to your DSL and they will report directly to Children’s Social Care or the Education Safeguarding Team

45. Thank you
Any questions?