Basic Awareness Safeguarding training Level 2 Safeguarding training

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

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

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.

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.

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

Child Protection Anti Bullying Policies Attendance Staff Conduct Safeguarding Managing Allegations Against Staff Behaviour Management Health and Safety Curriculum Whistleblowing Safe Recruitment and Selection Building Design

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.

You are part of the safeguarding jigsaw YOU

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.

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 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.

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)

Key Safeguarding documents

Key Safeguarding documents

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

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

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.

TYPES OF ABUSE

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

Physical Injury sites

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.

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

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

Impact of neglect on brain development

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’

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.

Trauma • • Witnessing violence (domestic and other) Natural disaster Terrorism Accidents Abuse (physical or sexual) Neglect Loss of caregiver

Disclosure golden rules DON’T DO • Listen carefully • Ask leading questions • Make accurate notes using the child’s • Use your own words to describe words • Inform the designated person for child protection events • Investigate • Tell the child that they have done the • Promise confidentiality right thing by telling you

S t Philip Westbrook Cof. E 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 Safeguarding. Team for advice 442 928 or contacts Assessment & Intervention Team 443 400, 444 400 (out of hours) Complete a Common Assessment Framework (CAF) or sign post to another agency for support Child in danger of significant harm (S 47) Child in Need (S 17) Further Assessments needed Accepted as a referral –Social work assessment undertaken No specific services required please continue to monitor

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!

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

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 1 -2 -1 situations

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.

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

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.

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.

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.

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.

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

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

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

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

Thank you Any questions?