Keeping Children Safe in Education 2018 Jatinder Matharu

Keeping Children Safe in Education 2018 Jatinder Matharu 12 th July 2018

Briefing Outcome: 1. Explain and highlight the importance of Keeping Children and Young people Safe in Education 2018 (KCSIE) and updates on key themes from Working Together to Safeguard Children 2018 And 2. Disseminate key messages from KCSIE 2018 to support DSL/SLT to share and promote the messages in school safeguarding training

Working Together to Safeguard Children 2018 Chapter 1: Assessing need and providing help Chapter 2: Organisational responsibilities “All schools: specifies that “this guidance applies in its entirety to all schools”. Chapter 3: Multi-agency safeguarding arrangements Chapter 4: Local and national child safeguarding practice reviews Chapter 5: Child death reviews https: //www. gov. uk/government/publications/working-together-to-safeguard-children--2

Guidance to be shared at staff briefings • KCSIE has grown from 76 to 110 pages. Part 1 & Annex A • It explains the difference between the must (legal) and should (follow unless a good reason not too). • You child Protection/Safeguarding Policy should reference KCSIE. • Your policy should be updated annually. • The policy should be publically available and reflect the school ethos and community.

Other guidance to be shared at staff briefings “The GDPR and Data Protection Act 2018 do not prevent, or limit, the sharing of information for the purposes of keeping children and young people safe. ” General Data Protection Regulations (GDPR) & Data Protection Act 2018

Keeping Children Safe in Education 2018 It sets out the legal duties you must follow to safeguard and promote the welfare of children and young people under the age of 18 in schools and colleges. Part 1: Safeguarding Information for all staff Part 2: The management of staff 3 rd Sept 2018 Part 3: Safer Recruitment Part 4: Allegations of abuse made against teachers and other staff Part 5: Child on child sexual violence ad sexual harassment ** New

Annex A has some additional safeguarding topics which were not covered in the last 2016 edition which include: • • • Children missing education Children at risk of sexual exploitation Children and the court system, when children are appearing as witnesses; Children will family members in prison; Domestic abuse Preventing racialisation So called honour based violence Criminal Exploitation of children (County Lines) Peer on peer abuse Sexual violence and sexual harassment Homelessness.

More emphasis on understanding issues for: • Care leavers • Previously Looked after children (LAC) • Children with special educational needs and disabilities (SEND) ** • Peer on Peer abuse **Safeguarding Children with SEND – Your policy should reflect the additional safeguarding challenges that SEND children may have including: • Awareness that behaviour, mood and injury may relate to possible abuse and not just their SEN or disability • Higher risk of peer group isolation • Disproportionate impact of bullying and difficulties with communication • Schools should consider extra pastoral support for children with SEND.

Changes in KCSIE 2018 Online Safety Most children and young people have unlimited and unrestricted use of the internet on their mobile devices. Schools need to have a clear policy on the use of mobile technology in school. Annex C offers some good tips, resources to assist you with developing your policies around filtering and monitoring within the school’s infrastructure, and how children access the internet whilst they’re at school.

Peer on Peer abuse Includes: CP policy should include: • Bullying including cyber bullying • Physical abuse • • Sexual violence and sexual harassment (published Dec 2017 & • reissued in May 2018) • Sexting Part 5 Of KCSIE • Initiation ceremonies The NSPCC evidence-informed framework harmful sexual behaviours: https: //www. nspcc. org. uk/services-and-resources/research-andresources/2016/harmful-sexual-behaviour-framework/ The Sexual Behaviours Traffic Light Tool. https: //www. brook. org. uk/our-work/category/sexual behaviours-traffic-light-tool • • How risk of peer on peer abuse will be minimised How allegations are recorded and dealt with How victims and perpetrators will be supported This abuse should not be classed as “banter” • All peer on peer abuse will be taken seriously and • Different types of peer on peer abuse can take place

Contextual Safeguarding incidents that happen outside of school which may impact on adolescents. “Contextual Safeguarding is an approach to understanding, and responding to, young people’s experiences of significant harm beyond their families. It recognises that the different relationships that young people form in their neighbourhoods, schools and online can feature violence and abuse. Parents and carers have little influence over these contexts, and young people’s experiences of extra-familial abuse can undermine parent-child relationships. ” “These threats can take a variety of different forms and children can be vulnerable to multiple threats, including: exploitation by criminal gangs and organised crime groups such as county lines; trafficking, online abuse; sexual exploitation and the influences of extremism leading to radicalisation. ” WT 2018 Assessment should include this wider picture. https: //contextualsafeguarding. org. uk/about/what-is-contextual-safeguarding (video)

Contextual Safeguarding In summary, Contextual Safeguarding provides a framework against which to design safeguarding systems that the address extra-familial risk. In doing so it: • Recognises the weight of peer influence on the decisions that young people make • Extends the notion of ‘capacity to safeguard’ to sectors that operate beyond families • Provides a framework in which referrals can be made for contextual interventions that, when delivered effectively, can complement work with individuals and families

Use of reasonable force Especially related to children with SEN and disabilities “Reasonable” means “using no more force than is needed”. Draw up individual plans for vulnerable children to reduce use of force.

Volunteers Schools must risk assess volunteers to decide whether to obtain an enhanced DBS check for any volunteer not engaging in regulated activity. ** Remember, even if it is decided an enhanced DBS is to be requested, if the volunteer is not in regulated activity, then you’re not legally allowed to do a barred list check. Risk assessments must be recorded. https: //www. gov. uk/government/collections/dbs-eligibility-guidance

Emergency Contacts Where reasonably possible, more than one emergency contact number for each pupil. Chadrack Mbala-Mulo case in Hackney http: //www. chscb. org. uk/? s=chadrack

Single Central Records (SCR) MAT’s don’t need separate SCR for each school, but SCR needs to be accessible at each site. This may be a technological challenge. It is likely therefore that individual schools will continue to look after their own SCR. ** Changes to Disqualification by Association 2018 From 1 st September 2018, schools will no longer have to ask staff questions about cautions or convictions of someone living or working in their household. The Childcare (Disqualification) and Childcare (Early Years Provision Free of Charge) (Extended Entitlement) (Amendment) Regulations 2018, Part 2 Childcare (Disqualification) Regulations 2018, section 9, states that such a disqualification applies only to 'work in domestic premises'. https: //www. legislation. gov. uk/uksi/2018/794/part/2/made#f 00015

Check for s 128 prohibitions S 128 prohibition checks should be completed for all Academies, Free and Independent schools (more specific tan previously where it stated in a management position): • • Governors/Trustees Head teachers Senior Leadership Team Departmental heads How do I check for a Section 128 direction? There are two methods: 1. As part of an enhanced DBS check; or 2. Separately using the NCTL Teacher Services secure access The s 128 check should be recorded on your SCR. **Will appear on DBS checks if they have been prohibited from management of schools. https: //www. gov. uk/guidance/teacher-status-checks-information-for-employers

Proprietor led schools DSL must be sufficiently independent, particularly in relation to any allegations involving the proprietor or members of the proprietor's family. Written confirmation that duties involve contacting the LADO on any matter that the DSL considers cannot be dealt with internally. This enables there to a separation between the family running the school and the DSL. Consider providing the DSL with access to external advice and/or legal services.

Schools and Alternative Providers Schools must obtain written confirmation that all alternative providers has completed all relevant check on all its staff.

‘Home stays’ in the UK If the school arranges the home-stay, they should obtain an enhanced DBS for everyone in the home over 18 years old. Schools are “free to decide” if they should get enhanced DBS checks for those who are 16 or 17 years old. There is no charge for these DBS checks as they are for volunteers.

What all school and college staff need to know All staff should be aware of systems within their school or college which support safeguarding and these should be explained to them as part of staff induction. This must include: • the child protection policy; (Read part 1 and annex A) • the behaviour policy; • the staff behaviour policy (sometimes called a code of conduct); • the safeguarding response to children who go missing from education; and • the role of the designated safeguarding lead (including the identity of the designated safeguarding lead any deputies) and how to report a concern. In addition staff should be aware any child may benefit from early help, but all school and college staff should be particularly alert to the potential need for early help for a child who may have additional needs or vulnerabilities.

Learning outcomes for whole school safeguarding training When the whole school safeguarding awareness training is completed your staff should be: 1. Aware of the legislation and national guidance relating to protecting and safeguarding children and young people (KCSIE, WT, Information sharing). 2. Understand what children and young people want to feel safe. 3. Be aware of the different types of abuse 4. Be aware of indicators of abuse and neglect 5. Know when and how to pass on a concern to the designated safeguarding lead within the school 6. Understand lessons and issues highlighted in serious case reviews

Staff development: What should be covered in your whole school safeguarding checklist Keeping Children Safe in Education (Df. E 2018) Induction All staff should read KSCIE (2018) Part 1 All staff working directly with children should read KCSIE (2018) Annex A Know that safeguarding and promoting the welfare of children is everyone’s responsibility. Know that safeguarding children is everyone's responsibility Know that professionals should always consider what is in the best interests of the child. Know that everyone who comes into contact with them has a role to play in identifying concerns, sharing information and taking prompt action Know the definition of safeguarding (paragraph 4) Know that children refers to everyone under the age of 18. Know that all school and college staff have a responsibility to provide a safe environment in which children can learn. Know that all schools and colleges should have a designated safeguarding lead who will provide support to staff members to carry out their safeguarding duties Know that all school and college staff should be prepared to identify children who may benefit from early help, including the risk factors listed in KSCIE (2018) (paragraph 18) Know that in the first instance, staff should discuss early help requirements with the designated safeguarding lead. Know that all staff may be required to support social workers and other agencies following any referral Know that all teachers, including headteachers, should safeguard children’s wellbeing and maintain public trust in the teaching profession Be aware of the contents of the school's child protection policy Be aware of the school's procedures for children missing education (CME) Be aware of the contents of the school's staff behaviour policy (Code of Conduct) Be aware of the role of the designated safeguarding lead All staff members should be aware that they must take part in safeguarding and child protection training which is regularly updated, at least annually All staff should be aware of the early help process, and understand their role in it. All staff should know what to do if a child tells them he/she is being abused or neglected All staff should know how to manage the requirement to maintain an appropriate level of confidentiality ✔ ✔ ✔ ✔ ✔ ✔

Staff development: Checklist continued All staff must know that they should never promise a child that they will not tell anyone about an allegation All staff should understand the definition of abuse All staff should understand the signs and symptoms of physical abuse ✔ ✔ ✔ All staff should understand the signs and symptoms of emotional abuse ✔ All staff should understand the signs and symptoms of sexual abuse ✔ All staff should understand the signs and symptoms of neglect All staff should understand the impact and indicators of child sexual exploitation ✔ ✔ All teachers should be aware of their duty to report a disclosure of FGM to the police ✔ All staff should have an awareness of private fostering and the duty on schools to report such arrangements ✔ All staff should have an awareness of relationship abuse All staff should understand the school's duty to prevent radicalisation ✔ All staff should understand the signs to looking for when considering the risk of radicalisation ✔ All staff should know that if a child is in immediate danger, or at risk of harm a referral should be made to children's social care or the police All staff should know that all concerns, discussions and decisions should be made in writing All staff should aware of the impact of poor safeguarding practice All staff should understand the school's whistleblowing policy All staff should be aware of how to raise a concern outside the school or college ✔ ✔ All staff should know that they are able to make a referral to children's social care themselves ✔ All staff should understand the impact of the internet and technology on safeguarding ✔ All staff working with under-8 s, should understand what is meant by 'Disqualification by Association' ✔ All staff should be aware of meaning of 'Position of Trust' in the Sexual Offences Act 2003 ✔ What to do if your worried a child is being abused (Df. E 2015) All staff should understand that children with special educational needs or disabilities are more vulnerable to abuse and harm ✔ All staff should be aware of the indicators of abuse or neglect Guidance for safer working practices (Safer Recruitment Consortium 2015) ✔ All staff should understand how to work with children so that they protect children from harm ✔ All staff should understand how to work with children in an open and transparent way ✔

Staff development: Checklist continued Prevent Duty (Df. E 2015) All staff should understand what the Prevent duty means for schools All staff should understand the online risks of radicalisation All staff should understand how to refer concerns to the school's designated safeguarding lead Child Sexual Exploitation - definition and guide for Practitioners (Df. E 2017) ✔ ✔ ✔ All staff should be aware of the guidance set out in section A of 'Child Sexual Exploitation' (Df. E 2017) ✔ All staff should understand the definition of child sexual exploitation ✔ All staff should understand the possible indicators of child sexual exploitation ✔ School procedures All staff should know how to report concerns about a child All staff should know how to report concerns about an adult All staff should know how to report concerns about the headteacher All staff should know how to report concerns about the proprietor (where relevant) Keeping Children Safe in Education (2018) Part 5 and Sexual Violence and Sexual Harassment between children (Df. E 2018) ✔ ✔ All staff should understand issues around sexual violence and sexual harassment between children ✔ All staff should understand the school's approach to managing incidents of sexual violence and sexual harassment ✔

Safeguarding Policy Review: Additional areas to consider in your safeguarding policy updates: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Update all references in relation to KCSIE from 2016 to 2018. Update all references to Working Together to Safeguard children from 2015 to 2018. Update references to Data Protection 1998 and information sharing to GDPR 2018 Change all references to Sexual Violence and Sexual Harassment between children from December 2017 to May 2018. It should include information about the criminal exploitation of children, including ‘county lines’. The policy should explain what the school does when children have poor attendance or are regularly going missing. The policy should ensure at least two emergency contacts are held for their children. The policy should reflect the fact that children with SEND can face additional safeguarding challenges. An area of ‘Peer on Peer’ abuse and how it is dealt with. Clarity in the policy about what to do if the DSL is not available. In proprietor led schools, DSL’s have independence to take concerns directly to LADO The policy should refer to online safety which includes how schools to be clear about how they manage pupils’ use of their own devices.

Updates from Slough pathways Early Help – FIRST (Family Information Resource Support Team) Schools will be able seek advice from FIRST about services available to support pupils in need of additional support and also to refer pupils and families deemed to be at Level 2 to FIRST@slough. gov. uk Front door for children a risk of harm: If there any concerns of significant risk of harm to children, the Front Door (Trust) must be contacted via telephone: 01753 875 362 (9 am – 5 pm) or 01344 786 543 (outside of these hours) Slough thresholds document The publication of refreshed Threshold guidance can be accessed here: https: //www. sloughsafeguardingboards. org. uk/lscb/training/threshold-seminars

Referral Pathway to support

FIRST Referral Process

Next steps • Update your child protection policy • Update your learning and development programme for staff • Check that you have more than one contact for each pupil • Create and complete risk assessments for volunteers • Ensure s 128 checks are done for department heads (relevant schools) • Obtain written confirmation from AP’s that they have complete vetting checks • Check any home stay adults have enhanced DBS’s checks

Thank you Any questions? Jatinder Matharu Education Safeguarding Officer Jatinder. matharu@slough. gov. uk 01753 875608