1. Level 2 Safeguarding Training for Schools 2015 /16
Keeping Children Safe in Education

2. What is safeguarding?

3. Safeguarding Safeguarding
Child Protection
Anti Bullying Policies
Staff Conduct
Curriculum
Safeguarding
Safeguarding
Attendance
Managing Allegations Against Staff
Behaviour Management
Safeguarding is wider than child protection.
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 (refer to Code of Conduct)
curriculum; providing opportunities for pupils to learn about keeping safe
managing allegations against staff; following procedures which protect staff and children
building design; keeping any unwanted visitors out of school
safe recruitment and selection;
whistleblowing; to raise concerns about a colleague’s conduct (refer to Whistleblowing 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
Work experience placements; are there adequate arrangements in place to monitor attendance, supervision – is DBS check required
A “Listening” School
Health and Safety
Building Design
Safe Recruitment and Selection

4. government introduced the concept of ‘safeguarding children’ in 2004/05
Safeguarding’ much broader concept (than child protection) based around preventing children / young people from being harmed – focus upon promoting the child / young person’s welfare
Child Protection is part of safeguarding and promoting welfare. It refers to activity undertaken to protect specific children identified as either suffering or at risk of suffering significant harm as a result of abuse or neglect.
It is only multi-agency working which effectively safeguards children

5. The Essex Safeguarding Children Board (ESCB):
Statutory multi-agency organisation - Children Act 2004 required every local authority to set up a Local Safeguarding Children Board
Aim is to improve outcomes for children by co-ordinating the work of local agencies to safeguard and promote the welfare of children
Links with Southend and Thurrock (SET procedures – ESCB, March 2015)
Statutory duty to publish annual report on effectiveness of child safeguarding within the locality
In Essex, the ‘Local Safeguarding Childrens Board’ (LSCB) is known as the ‘Essex Safeguarding Childrens’ Board’ (ESCB)

6. SET Procedures ESCB March 2015

7. SET Procedures (2015) Southend Essex THurrock
underpinned by Working Together to Safeguard Children (March 2015)
two key principles:
Safeguarding is everyone's responsibility: for services to be effective each individual and organisation should play their full part;
A child centred approach: for services to be effective they should be based on a clear understanding of the needs and views of children.

8. SET Procedures (2015)
Part A – Section 7: Allegations against staff or volunteers, who work with children
Part B – Section 2.3.5: Designated safeguarding children lead
Part B – Section : Schools and further education institutions
Part B – Section 3: Sharing information
Part B – Section 6.1: Managing work with families where there are obstacles and resistance
Part B – Section 11: Professional Conflict Resolution
Part B – Section : Safer recruitment
Appointment as a designated safeguarding children lead does not, in itself, signify responsibility personally for providing a full service for child protection. This will usually be done through the agency's safeguarding children arrangements.
2.3.7 The designated safeguarding children lead must be fully conversant with their agency's safeguarding and child protection accountability structures.
2.3.8 The designated safeguarding children leads and deputies should be provided with relevant child protection training. Designated safeguarding children leads and their deputies must undergo regular supervision and refresher training in child protection.
2.3.9 Examples of persons who may be designated safeguarding children lead/s include:
 Schools – a member of the senior leadership team and a governor;
S.11 – escalation processes

9. SET Procedures (2015)
Part B – Section 21: Children not attending school
Part B – Section 24: CSE
Part B – Section 32: Children harming others
Part B – Section 33: Bullying
Part B – Section 35: Self-harming and suicidal behaviour
Part B – Section 36.10: Foreign exchange visits
Part B – Section 40: Child Abuse linked to faith or culture
Part B4 - appendices

10. Keeping Children Safe in Education (DfE, July 2015)
New document - replaces Keeping Children Safe in Education (DfE, 2014)
Should be read in conjunction with ‘Working Together to Safeguard Children’ (HMG, 2015)

11. Governing bodies should:
ensure the school contributes to inter-agency working (in line with Working Together to Safeguarding Children – HMG, 2015)
ensure safeguarding arrangements take into account procedures and practice of the local authority / LSCB
ensure there is an effective child protection policy and staff behaviour policy in place
appoint a Designated Lead (from the leadership team)
Children Act 2004 S.10 – requires LA to make arrangements to promote co-operation between itself and partners
Children Act 2004 S.14B – LSCB can require schools to supply information in order to perform its functions – this must be complied with

12. All staff:
have a responsibility to provide a safe environment in which children can learn
have a responsibility to identify children who may be in need of extra help or who are suffering, or are likely to suffer, significant harm. All staff then have a responsibility to take appropriate action, working with other services as needed
are advised to maintain an attitude of ‘it could happen here’ where safeguarding is concerned.
Annex B (p.53) – ‘Role of the designated safeguarding lead’

13. All staff:
should be aware of systems within their school which support safeguarding and these should be explained to them as part of staff induction. This includes:
Safeguarding Policy
Staff Behaviour policy (sometimes called a Code of Conduct)
The name of the designated safeguarding lead and how to access them
should receive appropriate child protection training which is regularly updated (At least every two years for Designated Lead)

14. All staff:
should be aware of the signs of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection
refer concerns about another member of staff to the headteacher
Should feel able to raise concerns about poor or unsafe practice and potential failures in the school’s safeguarding regime
Refer to ‘What to do if you’re worried a child is being abused (DfE, 2015) – contains information on signs and symptoms of abuse

15. failure to act on and refer the early signs of abuse and neglect
It is important for children to receive the right help at the right time to address risks and prevent issues escalating. Research and Serious Case Reviews have repeatedly shown the dangers of failing to take effective action. Poor practice includes:
failure to act on and refer the early signs of abuse and neglect
poor record keeping
failure to listen to the views of the child
failure to re-assess concerns when situations do not improve
sharing information too slowly
a lack of challenge to those who appear not to be taking action
Refer to ‘Effective Support for Children and Families in Essex’ (ESCB, 2013) – there are slides later on about this document and the thresholds

16. Abuse is…
…a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. A child may be abused by an adult or adults or another child or children.
Categories:
Physical
Emotional
Sexual
Neglect

17. Physical:
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.

18. Emotional:
The persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve:
conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person.
seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), 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, although it may occur alone.

19. Emotional:
not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate.
age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction

20. Sexual:
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 (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, 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.

21. Neglect:
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. 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 harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

22. Specific safeguarding issues:
Child Missing from Education (CME)
child missing from home or Care
Child Sexual Exploitation (CSE)
bullying (including cyberbullying)
domestic violence
drugs
fabricated / induced illness
faith abuse
Female genital mutilation (FGM)
Refer to fact you can click on links in the KCSIE document which will take you to more detailed information

23. Specific safeguarding issues:
forced marriage
gangs and youth violence
gender-based violence/violence against women and girls (VAWG)
mental health
private fostering
preventing radicalisation – and see page 15
sexting
teenage relationship abuse
trafficking
Refer to fact you can click on links in the KCSIE document which will take you to more detailed information

24. Further information on CME:
all children entitled to a full time education (suitable to their age, ability, aptitude and any SEN they may have)
missing from education is a potential indicator of abuse or neglect
schools should put in place appropriate safeguarding policies, procedures and responses for children who go missing from education, particularly on repeat occasions
it is essential that all staff are alert to signs to look out for and the 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 school’s permission for a continuous period of 10 school days or more

25. Further information on CSE:
involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities
can take many forms ranging from the seemingly ‘consensual’ relationship where sex is exchanged for affection or gifts, to serious organised crime by gangs and groups
there is an imbalance of power in the relationship

26. Further information on FGM:
comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs
range of potential indicators - if staff have a concern they should activate local safeguarding procedures
From October 2015, S.5B of the Female Genital Mutilation Act 2003 (as inserted by section 74 of the Serious Crime Act 2015) will place statutory duty upon teachers (also social workers and healthcare professionals) to report to police where they discover (through disclosure by victim or visual evidence) that FGM appears to have been carried out on a girl under 18
Potential indicators: Warning signs that FGM may be about to take place, or may have already taken place, can be found on pages of the Multi-Agency Practice Guidelines , and Chapter 9 of those Guidelines (pp42-44) focuses on the role of schools and colleges.
Local procedures are a referral to Family Operations Hub (as for any other concern)
Section 5C of the Female Genital Mutilation Act 2003 (as inserted by section 75 of the Serious Crime Act 2015) gives the Government powers to issue statutory guidance on FGM to relevant persons. Once the government issues any statutory multi-agency guidance this will apply to schools and colleges.

27. Further information on preventing radicalisation:
protecting children from risk of radicalisation should be seen as part of schools’ wider safeguarding duties, and is similar to protecting children from other forms of harm and abuse
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
internet and social media a major factor in the radicalisation of young people
Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism. There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. It can happen in many different ways and settings
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

28. PREVENT
As of July 2015, the Counter-Terrorism and Security Act (HMG, 2015) placed a new duty on schools and other education providers
Under S. 26 of the Act, schools are required, in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty
Schools expected to assess risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology

29. PREVENT schools should be able to demonstrate
a general understanding of the risks affecting children and young people in the area
a specific understanding of how to identify individual children who may be at risk of radicalisation and what to do to support them
schools should have clear procedures in place for protecting children at risk of radicalisation
schools are best placed to assess the training needs of staff in the light of their assessment of the risk to pupils at the school of being drawn into terrorism. As a minimum, however, schools should ensure that the designated safeguarding lead undertakes Prevent awareness training and is able to provide advice and support to other members of staff on protecting children from the risk of radicalisation.

30. PREVENT
schools must ensure children are safe from terrorist and extremist material when accessing the internet in schools
schools should ensure suitable filtering is in place
also important that schools teach pupils about online safety more generally
school staff should understand when it is appropriate to make a referral to the Channel programme
Channel is a programme which focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism. It provides a mechanism for schools to make referrals if they are concerned that an individual might be vulnerable to radicalisation. An individual’s engagement with the programme is entirely voluntary at all stages. (School Designated Lead should seek advice from the Family Operations Hub on this matter)

31. What to do if a child discloses to you:
DO NOT
Listen carefully
Make accurate notes (using the child’s words) - date and sign these
Reassure the child they have done the correct thing by telling you
INFORM THE DESIGNATED LEAD
Promise confidentiality
Ask leading questions
Use your own words to describe something
Investigate

32. Reporting, recording and referring concerns

33. Any concerns should be raised with Designated Lead
All staff should be aware of systems which support safeguarding (includes Child Protection policy, Staff Behaviour policy and name of Designated Lead)
Any concerns should be raised with Designated Lead
All CP records relating to a child should be kept in a central location (locked, fire-proof filing cabinet)
It is good practice to review files regularly to scrutinize concerns logged - record the review process
How do staff report concerns and how are they recorded?
Is rationale for decisions / action recorded?
What happens then with the information?
Is there feedback to staff about their referral?
Has all appropriate action been taken?
Templates available on ESI
Take some time to discuss processes in school – what works well / what are staff less confident about?

34. Whistleblowing Public Interest Disclosure Act 1998
Must concern one of the 6 types of ‘qualifying disclosure’
Must reasonably believe it is in the public interest
Must be raised initially with own line manager (or to more senior manager if concerns line manager)
Any staff member can press for re-consideration of a case if they feel the child’s situation does not appear to be improving. They may refer their concerns to Social Care directly if they have concerns for the safety of a child*
Refer to own Whistleblowing policy
* From Keeping Children Safe in Edcuation (DfE, 2015)
Qualifying Disclosure:
Breach of any legal obligation
Miscarriage of justice
Criminal offence
Danger to Health and Safety of any individual
Damage to the environment
Deliberate concealment of information about any of the above

35. Effective Support for Children and Families in Essex (ESCB, 2013)

36. Essex Effective Support Windscreen
From ‘Effective Support for Children and Families in Essex’ (ESCB, 2013)

37. Effective Support for Children and Families in Essex – Universal (Level 1)
All children who live in the area have core needs such as parenting, health and education – children are supported by their family and in universal services to meet all their needs
Indicators of possible need (‘Effective Support for Children and Families in Essex’, ESCB, 2013 – Section 10, p.16)

38. Effective Support for Children and Families in Essex – Additional (Level 2)
Children and families with additional needs who would benefit from or who require extra help to improve education, parenting and / or behaviour, or to meet specific health or emotional needs or to improve material situation
Indicators of possible need (‘Effective Support for Children and Families in Essex’, ESCB, 2013 – Section 10, p.16)

39. Effective Support for Children and Families in Essex – Intensive (Level 3)
Vulnerable children and their families with multiple needs or whose needs are more complex, such as children and families who:
Have a disability resulting in complex needs
Exhibit anti-social or challenging behaviour
Suffer neglect or poor family relationships
Have poor engagement with key services such
as school and health
Are not in education or work long term
Indicators of possible need (‘Effective Support for Children and Families in Essex’, ESCB, 2013 – Section 10, p.16)

40. Effective Support for Children and Families in Essex – Specialist (Level 4)
Children or young people who have suffered or are likely to suffer significant harm as a result of abuse or neglect
Children with significant impairment of function / learning and / or life limiting illness
Children whose parents and wider family are unable to care for them
Families involved in crime / misuse of drugs at a significant level
Families with significant mental or physical health needs
Indicators of possible need (‘Effective Support for Children and Families in Essex’, ESCB, 2013 – Section 10, p.16)

41. Families where there are obstacles and resistance
There can be a wide range of unco-operative behaviour by families towards professionals
Four types of uncooperativeness:
Ambivalence
Avoidance
Confrontation
Violence
Number of reasons why families may be un-coperative (discuss)
 Ambivalence: can be seen when people are always late for appointments, or repeatedly make excuses for missing them; when they change the conversation away from uncomfortable topics and when they use dismissive body language. Ambivalence is the most common reaction and may not amount to unco-operativeness. All service users are ambivalent at some stage in the helping process which is related to the dependence involved in being helped by others. It may reflect cultural differences, being unclear what is expected, or poor experiences of previous involvement with professionals. Ambivalence may need to be acknowledged, but it can be worked through;
 Avoidance: a very common method of unco-operativeness, including avoiding appointments, missing meetings, and cutting visits short due to other apparently important activity (often because the prospect of involvement makes the person anxious and they hope to escape it). They may have a difficulty, have something to hide, resent outside interference or find staff changes another painful loss. They may face up to the contact as they realise the professional is resolute in their intention, and may become more able to engage as they perceive the professional's concern for them and their wish to help;
 Confrontation: includes challenging professionals, provoking arguments, extreme avoidance (e.g. not answering the door as opposed to not being in) and often indicates a deep-seated lack of trust leading to a 'fight' rather than 'flight' response to difficult situations. Parents may fear, perhaps realistically, that their children may be taken away or they may be reacting to them having been taken away. They may have difficulty in consistently seeing the professional's good intent and be suspicious of their motives. It is important for the professional to be clear about their role and purpose, demonstrate a concern to help, but not to expect an open relationship to begin with. However, the parent's uncooperativeness must be challenged, so they become aware the professional/agency will not give up. This may require the professional to cope with numerous displays of confrontation and aggression until eventual co-operation may be achieved;
 Violence: threatened or actual violence by a small minority of people is the most difficult of unco-operative behaviours for the professional/agency to engage with. It may reflect a deep and longstanding fear and projected hatred of authority figures. People may have experience of getting their way through intimidation and violent behaviour. The professional/agency should be realistic about the child or parent's capacity for change in the context of an offer of help with the areas that need to be addressed.
There are a variety of reasons why some families may be unco-operative with professionals, including the fact that they:
 Do not want their privacy invaded;
 Have something to hide;
 Refuse to believe they have a problem;
 Resent outside interference;
 Have cultural differences;
 Lack understanding about what is being expected of them;
 Have poor previous experience of professional involvement;
 Resent staff changes;
 Dislike or fear of authority figures;
 Fear their children will be taken away;
 Fear being judged to be poor parents because of substance misuse, mental health problems;
 Feel they have nothing to lose (e.g. where the children have already been removed)
A parent may be coerced where there is domestic abuse to avoid professionals or be evasive.

42. Cultural issues to consider:
Professionals should seek advice to gain a better understanding, when there is a possibility that cultural factors are making a family resistant to having professionals involved. Professionals should be:
Aware of dates of the key religious events and customs;
Aware of the cultural implications of gender;
Acknowledge cultural sensitivities and taboos e.g. dress codes.
Professionals may consider asking for advice from local experts, who have links with the culture. In such discussions the confidentiality of the family concerned must be respected.

43. Key documents: Keeping Children Safe in Education (DfE, July 2015)
Keeping Children Safe in Education - information for all school and college staff (DfE, July 2015)
SET Procedures (ESCB, 2015)
Working Together to Safeguard Children (HM Government, March 2015)
Counter-Terrorism and Security Act (HMG, 2015)

44. Additional useful documents:
What to do if you're worried a child is being abused (HMG, 2015)
Mental Health and Behaviour in Schools (DfE, March 2015)
You Have Someone to Trust – Outstanding Safeguarding Practice in Primary Schools (September 2012)
Feeling Safe, Keeping Safe: Good Practice in Safeguarding and Child Protection in Secondary Schools (September 2013)

45. Essex School Infolink (ESI) Safeguarding page
Model Child Protection Policy
Level 2 training programme
Information on CSE
Information on PREVENT
Training opportunities
Key documents and useful resources
Safeguarding Audit
Feedback from Serious Case Reviews
How to make a child protection referral
Presentations
How to manage allegations against members of the workforce

46. ‘Working Together’ (March 2015)
“effective safeguarding of children can only be achieved by putting children at the centre of the system, and by every individual and agency playing their full part, working together to meet the needs of our most vulnerable children.”
Reinforce procedures in your school – what a member of staff should do if they have concerns

47. Contact for Safeguarding Adviser to Schools: