1. A basic definition of abuse is ‘The abuse of power by a
Person developmentally older than another: resulting in the harm, distress or neglect of necessary attention for the victim 1

2. Working Together to Safeguard Children 2010
Physical abuse 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 care fabricates the symptoms of, or deliberately induces, ill health in a child.
Working Together to Safeguard Children 2010

3. Neglect is 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
Working Together to Safeguard Children 2010

4. NEGLECT continued
Once a child is born, neglect may involve a parent or carer failing to:
provide adequate shelter, food and clothing, including excluding from home or abandonment,
protect a child from physical and emotional harm or danger,
ensure adequate supervision, including the use of inadequate care givers,
ensure access to appropriate medical care or treatment.
It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
Working Together to Safeguard Children 2010
03/12/10

5. Working Together to safeguard Children 2010
Sexual abuse 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 [e.g. Rape, or oral sex] or non penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing.
Working Together to safeguard Children 2010

6. Sexual Abuse continued
They may include non contact activities, such as involving children in looking at, or in the production of, pornographic material, or encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse [including via the internet]
Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
Working Together to Safeguard Children 2010
03/12/10

7. It may involve seeing or hearing the maltreatment of another
Emotional abuse is the persistent emotional maltreatment of a child as to cause severe and persistent adverse effects on the child's emotional development.
It may involve conveying to children 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 fu 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 the child’s developmental capability, as well as over protection and limitation of exploration and learning, or preventing the child from participating in social interaction.
It may involve seeing or hearing the maltreatment of another
It may involve serious bullying [including cyber bullying] causing children frequently to feel frightened or in danger, or the exploitation or corruption of children.
Some levels of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone.
Working Together to Safeguard Children 2010

8. Injuries that are not adequately or consistently explained
Current bruising/injury with a long history of bruises or accidents
Injuries getting progressively worse, or occurring in a time pattern
Running away
Kept away from P.E./medicals
Reluctant to go home
Over-pleasing/unusually compliant behaviour
‘frozen watchfulness’
flinching
Grip marks
Slap marks- cheeks, buttocks, limbs
Implement marks e.g. Belt cane
Stub marks from a cigarette
Symmetrical bruising e.g. On both sides of ear
Bruised eyes, especially if both
Constant attention seeking
Bite marks
Scalds e.g. dipping, sitting on hot plate, iron marks

9. Looking extra thin and unwell
Well below average in height or weight, ‘failing to thrive’
Complaining of hunger, lacking energy
Has untreated condition/injury
Has repeated accidents, especially burns
Is left at home inappropriately
Repeatedly unwashed, smelly, dirty
Inappropriate clothing
Impaired intellectual development
Kept away from school medicals
Reluctant to go home
obesity

10. Sudden changes in behaviour or school performance
Displays of affection in a sexual way inappropriate to age
Tendency to cling or need constant reassurance
Tendency to cry easily
Regression to younger behaviour complaints of genital itching or pain
Chronic illness, especially throat infections and venereal diseases
Fear of undressing for gym
Distrust of a familiar adult, or anxiety about being left with, e.g. relative, babysitter, lodger
Unexplained gifts or money
Unexplained pregnancy
Apparent secrecy
Wetting, day or night
Sleep disturbances or nightmares
Depression or withdrawal
Anorexia or bulimia
Self mutilation
Attempted suicide
Frequent running away
Phobias or panic attacks

11. Physical, mental and emotional development lagging
Admission of punishment that appears excessive
Over reaction to mistakes continual self deprecation
Sudden speech disorders
Fear of new situations
Inappropriate emotional response to painful situations
Neurotic behaviour e.g. Rocking, hair twisting, thumb-sucking
Self mutilation
Fear of parents being contacted
Extremes of passivity or aggression
Drug/solvent abuse
Running away
Compulsive stealing/scavenging

12. What should I do next Stay calm
Listen to the young person and keep a dated note of what they have said
Do not promise to keep a secret
Tell the young person that you will have to share this with another member of staff
Speak to the designated member of staff as soon as you can
Be familiar with the school procedures

13. Remember Don’t ask leading questions or attempt to investigate
Know who to contact when making a referral
Include information about a child’s developmental needs, using a CAF if possible
Communicate with a child in a way that is appropriate to their age, understanding and preference
Taken from ‘What to do if you think a child is being abused’