1. Safeguarding and Promoting the Welfare of Children
An Introduction to Safe Working
Level 1
Last updated
In line with Working Together to Safeguard Children 2015 and Keeping Children Safe in Education 2015 this presentation is designed to support new members staff at SPS and CC to understand and fulfil their responsibilities to keeping children safe from harm effectively.
The aim of the induction course is to raise awareness regarding the fundamental issues of safeguarding and wellbeing. 1 1 1 1

2. Supporting guidance and legislation
The Welfare of the child is paramount.(Children Act 1989)
Keeping Children Safe in Education, September 2016 – ‘it could happen here.’ (Part 1 for all staff)
The Staff Code of Conduct
SPS and CC Safeguarding and Child protection Policy
All documents were issued to you with your offer of employment.
Overarching message of the 1989 Children Act is; The Welfare of the Child is Paramount, this is a constant message through out this presentation and through all staff’s work at both schools.

3. Categories of Child Abuse
CHILD ABUSE arises from various acts of omission or commission on the parts of carers that result in the needs of children not being met.
Physical abuse
Sexual abuse
Emotional abuse
Neglect
Working Together to Safeguard Children 2015
Working Together to Safeguard Children (2015)
Relevant to all agencies involved in management of safeguarding.
Useful information for all staff about how referrals to Children’s Social Care are handled and details the components of effective safeguarding systems.
A version of this guidance for young people is also available. 3 3 3 3

4. Physical Abuse
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 carer fabricates the symptoms of, or deliberately induces, illness in a child.
Working Together to Safeguard Children 2015. 4 4 4 4

5. Neglect
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. 5 5 5 5

6. Neglect
Once a child is born, neglect may involve a parent or carer failing to:
Provide adequate food, clothing and shelter (including exclusion from home or abandonment)
Protect a child from physical and emotional danger or harm
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 2015. 6 6 6 6

7. Emotional Abuse
Emotional abuse is the persistent emotional maltreatment of a child such 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-fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. 7 7 7 7

8. Emotional Abuse
These may include interactions that are beyond the child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction.
It may involve seeing or hearing the ill-treatment 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 level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone.
Working Together to Safeguard Children 2015. 8 8 8 8

9. Sexual Abuse
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. 9 9 9 9 9 9

10. Sexual Abuse
They may also include non-contact activities, such as involving children in looking at, or in the production of sexual images, watching sexual activities, 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 2015. 10 10 10 10 10 10

11. Other forms of abuse KCSIE , 2015 puts a particular emphasis on:
Female Genital Mutilation FGM
Child sexual exploitation
Children missing from Education
Prevent – Preventing children from radicalisation and being drawn into extremism
KCSIE 2015 was updated in July 2015 to include more explanation around the above,
FGM – Mandatory reporting from October 2015
CSE – Local Authority has a CSE link worker within CSC, awareness raising is crucial in out school environment for children, parents and staff.
Children missing from education can be an indicator of abuse or neglect, it can also be an indicator of possible CSE. Schools must have appropriate safeguarding policies, procedures and responses for children who go missing from education, particularly on repeat occasions.
Staff should be alert to the signs to look out for and be aware of individual triggers to be aware of when considering the risks of potential safeguarding concerns such as travelling to conflict zones, FGM and forced marriage.
All schools must inform the local authority of any pupil who fails to attend school regularly, or has been absent without the schools permission for a continuous period of 10 days or more, at such intervals as are agreed between the school and the local authority.
New Section: Further information on Preventing Radicalisation
Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism. The Counter-Terrorism and Security Act places a duty on schools to have due regard to the need to prevent people from being drawn into terrorism.
Specific background factors may contribute to vulnerability which are often combined with specific influences such as family, friends or online, and with specific needs for which an extremist or terrorist group may appear to provide an answer. The internet and the use of social media in particular has become a major factor in the radicalisation of young people.
Protecting children from the risk of radicalisation should be seen as part of schools’ wider safeguarding duties, and is similar in nature to protecting children from other forms of harm and abuse.
As with managing other safeguarding risks, staff should be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection. School staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately which may include making a referral to the Channel programme.
The Act require schools to co-operate with Channel panel in the carrying out of its functions and with the police in undertaking the initial assessment as to whether a referral is appropriate. 11 11

12. Responding to Allegations or Disclosures
NEVER promise to keep a secret/confidentiality
Remain calm, be aware of your non-verbal messages.
Listen, give your full attention, time and privacy.
Only ask open-ended questions for clarification purposes only and to encourage the child to talk spontaneously – this will not put future investigations at risk.
Reassure the child they have done the right thing by telling you and they are not to blame.
Explain what you will do next.
Make a record ASAP, using the child’s exact words and report matter to your DSL/SPA.
Consider the child's immediate safety. 12 12 12 12 12 12 12

13. Keeping Children Safe in Education 2015
Emphasis on raising concerns with the DSL instead of children's services in first instance
Staff who have a concern about another member of staff – refer to head teacher/principal
Concerns about the head teacher/principal – refer to the Chair of Governors.
Concerns about safeguarding practices in the school – whistleblowing procedures.
Emphasis on raising concerns with the DSL instead of Children’s Services in first instance:
If staff members are unsure they should always speak to the DSL.
In exceptional circumstances, such as in emergency or a genuine concern that appropriate action has not been taken, staff members can speak directly to children’s social care.
New Section: what staff should do if they have concerns about another staff member
If staff members have concerns* about another staff member then this should be referred to the head teacher or principal. Where there are concerns about the head teacher or principal this should be referred to the chair of governors... Full details can be found in Part 4 of KCSIE. [and the SPS Safeguarding Policy]
New Section: What staff should do if they have concerns about safeguarding practices within the school
Staff should feel able to raise concerns about poor or unsafe practice and potential failures in the school or college’s safeguarding regime. Appropriate whistleblowing procedures, which are suitably reflected in staff training and staff behaviour policies, should be in place for such concerns to be raised with the school or college’s management team.
Where a staff member feels unable to raise the issue with their employer or feels that their genuine concerns are not being addressed, other whistleblowing channels may be open to them.
07/10/14

14. Code of Conduct Propriety and Behaviour
Treat pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position. Have regard for the need to safeguard pupils’ well-being. Demonstrate tolerance and respect for the rights of others, including those with different faiths or beliefs. Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. NQT standards 2012
NQT Standards 2012

15. Staff Code of Conduct - General Principles The Welfare of the Child is Paramount
Staff are responsible for their own actions and behaviour.
Avoid any conduct which would lead any reasonable person to question your motivation and intentions.
Work, in an obviously open and transparent way.
Report and take advice promptly from your HoD, the DSL, or a member of the SMT over any incident which may give rise to concern. NEUTRAL NOTIFICATION
Hod’s,/SMT/DSL should record any such incident and of decisions made/further actions agreed.
Be familiar with the Code of Conduct and the Safeguarding and Child Protection Policy.
Be aware that breaches of the law and other professional guidelines could result in criminal or disciplinary action being taken.
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16. Code of Conduct
The Bribery Act (2010) requires the school to have a policy on the declaration of interests by its employees.
Social Contact – You should not seek to establish social contact with pupils for the purpose of securing a friendship or to pursue or strengthen a relationship.
Physical Contact – Any physical contact with pupils should be appropriate to your professional role, it should never be secretive or for gratification. The general culture of limited touch should be adopted where appropriate.
Privacy v. Supervision – Only enter the changing, toilets area in an emergency or when addressing a genuine concern about a child. Younger children may require more supervision, be sensitive to the potential for embarrassment and be aware of the potential for action to be misinterpreted.
Recognise that 1-1 situations with a child increase your vulnerability to allegations.
The Bribery Act (2010) requires the School to have a policy on the declaration of interests by its employees.
A Register of Gifts and Interests is a formal record of hospitality, gifts and donations received by every individual within an organisation. It also allows for the declaration of any possible conflicts of interest while discharging professional duties.
All staff are required to register their interests, and gifts and hospitality above £100 in value, on the Register.
If the cumulative value of a series of small gifts, or hospitality from the same (or connected) source exceeds £200, this too must be registered. If in doubt, either ask for guidance or simply register the gift(s).
The form can be accessed via the side-bar of the Staff Handbook page of the intranet.
Disclosures are confidential and covered by the Data Protection Act.
Social Contact
You should not seek to establish social contact with pupils for the purpose of securing a friendship or to pursue or strengthen a relationship. Even if a young person seeks to establish social contact, or if this occurs coincidentally, the member of staff should exercise her/his professional judgement in making a response and be aware that such social contact could be misconstrued.
There are risks in divulging your personal details such as home/mobile phone number, home or personal address to pupils. Don’t put yourself in a position where it might appear that you are showing favouritism to one or more pupils.
Internal systems should be used in accordance with the School's IT policy for good use.
Any physical contact with pupils should be appropriate to your professional role: should be in response to the needs at the time, of limited duration and in an open environment; appropriate given the age, stage of development, gender, ethnicity and background of pupils;
Where feasible, staff should seek the child's permission before initiating contact (including in PE/Drama/Music/SEN).
Physical contact should never be: Secretive, for the gratification of the adult or otherwise represent a misuse of authority.
Use your professional judgement at all times:
If you believe an action could be misinterpreted, inform the DSL of the incident and the circumstances.
Listen, observe and take note of the child's reaction or feelings and - so far as is possible - use a level of contact which is acceptable to the child for the minimum time necessary.
Extra caution required where a child has suffered previous abuse or neglect:
In the child's view, physical contact might be associated with such experiences and lead to staff being vulnerable to allegations of abuse.
Some children may seek out inappropriate physical contact:
In such circumstances staff should deter the child sensitively by helping them to understand the importance of personal boundaries, and also inform the DSL of the incident.
Comforting a pupil in distress:
Staff should remain self-aware at all times in order that their contact is not threatening, intrusive or subject to misinterpretation.
The general culture of 'limited touch' should be adapted, where appropriate, to the individual requirements of each child.
Privacy v. Supervision
Any supervision should be appropriate to the needs and ages of the pupils.
Be sensitive to the potential for embarrassment.
Be aware of the potential for action to be misinterpreted.
Only enter the changing, toilets or shower areas in an emergency or when addressing genuine concerns about a child’s safety or welfare.
If a member of staff believes such action could be misinterpreted, inform the DSL of the incident.
Theatrical dressing spaces/backstage - talk to HoD Drama
Do not use the pupils' toilets during school hours, or when pupils are in the school building.
Fine to check briefly that boys are not loitering in the changing areas or toilets.

17. Code of Conduct
Any sexual behaviour by a member of staff with or towards a child or young person is illegal
Be aware of and avoid the behaviours that could be associated with ‘grooming’ a child.
Transporting pupils – wherever possible use a school vehicle, be aware that the safety and welfare of the children is your responsibility until this is safely passed over to the parent.
Residential settings – We remain in a position of trust, even though the setting is usually less formal.
E-Safety/Data Protection – IT acceptable use policy, cyber bullying duty to report.
Trips, Boarding – we remain in a position of trust, even though the setting is usually much less formal.
Alcohol:
Two members of staff should be under the legal limit for driving in that country.
Events involving provision of alcohol to pupils require permission from the Surmaster (EVC).
Provided to boys only with express permission of their parents and in compliance with legal restrictions – wine and beer only.
If you are prescribed medication (with potential side effects), inform the Surmaster.
Refrain from being in washrooms, changing rooms or toilets when boys are in them.
Knock and wait for the boy to say when he is happy for you to open the door. If a boy does not answer, identify yourself to the boy as about to enter before opening the door.
If a boy is in a state of undress, promptly withdraw from the room, instructing the boy to get dressed before you return and then return after a specified period of time, sufficient to allow the boy to get dressed.
Do not cross the threshold of a boy’s bedroom, unless the door is propped open and the boy has signalled he is happy for you to come in.
Maintain an appropriate distance and sit on a chair or stand; never sit or lie down on a boy’s bed.
Follow the guidance in the School's policy for Health and Safety of Pupils on Educational Visits.
Transporting Pupils
Staff may agree to transport children:
Wherever possible and practicable use a school vehicle.
For journeys in private cars belonging to staff the School has 'Occasional Business Use' insurance, which covers the use of your car on behalf of the employer.
For journeys using minibuses, please see the guidance in the School's policy for Health and Safety on Educational Visits (on the intranet).
Plan and agree arrangements with all parties, including parents and other members of staff, in advance.
Ensure that you are alone with a child for the minimum time possible. If practicable, another adult should accompany.
Be aware that the safety and welfare of the child is your responsibility until this is safely passed over to a parent / carer.
E Safety/Data protection
You will all sign the IT Acceptable Use Policy.
Beware of the law, risks and your obligations around:
sharing of personal data (your own and that of pupils);
access to illegal / inappropriate materials (disciplinary offence – gross misconduct);
potential or actual incidents of grooming (behaviours to avoid…);
cyber-bullying (duty to report…).
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18. MARK BAILEY, High Master RICHARD GIRVAN, Surmaster Designated Safeguarding Lead (DSL) ALEX WILSON, U8th Undermaster SHELAGH WILLIS, Safeguarding Coordinator Deputy DSLs
SPS INTRODUCTIONS

19. Tim Meunier, Headmaster (CC) John Barlow, Acting Deputy Headmaster (CC) Designated Safeguarding Lead (DSL) Pippa Kershaw, Head of Juniors (CC) Shelagh Willis, Safeguarding Coordinator Deputy DSLs
CC INTRODUCTIONS

20. Single Point of Access (SPA) Team/ MASH Team
Who to contact
Single Point of Access (SPA) Team/ MASH Team
Richmond:
All safeguarding and child protection advice and referrals for Richmond Borough children are directed to the SPA, children from other Boroughs of London should be referred to their resident Borough.
All referrals to the LADO are referred to the Richmond SPA. 20 20

21. The welfare of the child is paramount.21