Safeguarding for Governors Spring 2014 Jo Barclay Safeguarding

Safeguarding for Governors Spring 2014 Jo Barclay Safeguarding Adviser to Schools 1

What is safeguarding?

• government introduced the concept of ‘safeguarding children’ in 2004/05 • Safeguarding’ much broader concept 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 3

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 coordinating the work of local agencies to safeguard and promote the welfare of children • Links with Southend and Thurrock (SET procedures) • Statutory duty to publish annual report on effectiveness of child safeguarding within the locality 4

ESCB Priorities (2013 /14): • Focus on the quality and safety of safeguarding practice • Effective information sharing protocol and processes • An agreed understanding and scrutiny of thresholds, safeguards and early help • Development of an electronic S 11 audit tool • Bullying in and out of schools (including online/mobile phone bullying and exploitation) • Young people self-harming • Robust and proportionate response to Domestic Abuse and to develop a local Domestic Abuse Strategy • Ensure learning and improvement in practice around key issues such as child sexual exploitation and missing children • Review the arrangements for the operation of the Child Death Overview Panel 5

Ofsted: The behaviour and safety of pupils at the school: An ‘outstanding’ school is where “all groups of pupils are safe and feel safe at school and at alternative provision placements at all times. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe in different situations, including in relation to e-safety” 6

Ofsted: Quality of leadership in and management of the school: In an ‘outstanding’ school o “arrangements for safeguarding meet the statutory requirements” o “the curriculum has a very positive impact on all pupils’ behaviour and safety and contributes very well to …. their physical well-being and their spiritual, moral, social and cultural development” 7

Ofsted: Quality of leadership in and management of the school: Safeguarding arrangements ensure there is safe recruitment and that all pupils are safe. This includes the: o maintenance of the single central record and appropriate arrangements for child protection o rigour with which absence is followed up o decision-making process in taking pupils off roll o care taken to ensure that pupils placed in alternative provision are safe at all time o action taken following any serious incident o promotion of safe practices and a culture of safety, including e-safety 8

Responsibilities of Governing Bodies: • S. 175 (2) and (3) of the Education Act 2002 - obligation on school governors to ensure that they make arrangements for ensuring functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children / young people receiving education • Safeguarding Policy • Recruitment Policy • Ensure regular training takes place • Have member of the governing body nominated to be responsible for liaising with the CSA and/or partner agencies in the event of allegations of abuse being made against the head teacher 9

Local Authority Designated Officer (LADO) • Initial considerations – Judgment made about the investigative route – Are further details needed? – Is there any evidence that establishes whether the allegation is false or unfounded? • Significant Harm? • Criminal offence? • Investigation by Police / Children’s Social Care not required • Contact Duty: 01245 436744 (for advice / guidance / referrals)

Priorities for Schools: • Effective Safeguarding policy in place – all staff aware – Annually reviewed and updated • Named Designated Teacher for Safeguarding (and CSE ) • Promote a culture of listening to and engaging in dialogue with children • Adherence to SET procedures 11

Priorities for Schools: • Awareness of signs and symptoms of abuse (regular training for staff) • Anti-bullying procedures (and recording) • Emotional well-being (mental health) of students • Safe recruitment procedures • Response to work around Domestic Abuse • Record keeping and sharing / transfer of information to a new school 12

Child Sexual Exploitation • CSE can involve any child, not just ‘in care’ not just white and not just female or teenagers. • Essex along with Southend and Thurrock is developing CSE Champions approach – each school will have a lead person (Designated Teacher for Child Protection) • CSE Champions Training for Designated Teacher • House of Commons, Select Committee report ‘Child Sexual Exploitation and the Response to Localised Grooming’. 13

CSE Definition: “……under 18……exploitative situations, contexts and relationships……… receive ‘something’ (e. g. food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of them performing …. others performing on them, sexual activities. CSE can occur through the use of technology without the child’s immediate recognition; for example being persuaded to post sexual images on the Internet/mobile phones without immediate payment or gain. In all cases, those exploiting …. . have power over them by virtue of their age, gender, intellect, physical strength and/or economic or other resources. Violence, coercion and intimidation are common, involvement in exploitative relationships being characterised in the main by the child or young person’s limited availability of choice resulting from their social/economic and/or emotional vulnerability”. (Department for Education, Tackling Child Sexual Exploitation Action Plan)

Victim and Perpetrators Victims Perpetrators Mostly female (80%) Mostly male (90%) Mostly white Mid Teens (particularly 14 -15 yrs) 18 -35 yrs White Group CSE - high percentage Asian At least 1 identifiable vulnerability factor High proportion unemployed, students or retired

Warning Signs and Vulnerabilities prior to abuse Chaotic or dysfunctional household History of abuse Recent Bereavement or Loss Gang association (direct or indirect) Attending school with others who are sexually exploited Learning disabilities Signs of already being sexually exploited Missing from home or care Physical injuries Drug or alcohol misuse Involvement in offending Repeat STIs, pregnancy and terminations Absent from school Change in physical appearance Evidence of sexual bully/vulnerability through the Unsure or not disclosing sexual orientation internet/social networking sites Friends with young people who are sexually exploited Estranged from their family Homeless Receipt of gifts from unknown sources Lacking friends from the same age group Recruiting others into exploitative situations Living in a gang neighbourhood Poor mental health Living in residential care Self-harm Living in hostel, B&B or foyer Thoughts of or attempted suicide Low self-esteem/confidence Missing from home or care Young carer Physical injuries

Updates…. Domestic Abuse Notifications • Essex Serious Case Review – Olivia • Essex sharing domestic abuse notifications ü High or medium risk case ü Open to Childrens Social Care • Named contact in school • If you have concerns for the welfare of a child, do not assume all is well if you have not received a notification 17

Updates…Daniel Pelka Serious Case Review Background • Daniel was a 4 year 9 month old Polish boy, born in the UK to Polish parents, living in Coventry. He died in July 2012 from a subdural hemorrhage (serious head injury). • His mother and stepfather both received 30 year prison sentences for his murder. • His sister (8 years) and brother (1 year) are in care. • The head injury caused Daniel’s death, but he was also severely malnourished and had a large number of bruises on his body. • There had been a number of referrals and assessments by social care, the case was repeatedly closed. 18

Updates…Daniel Pelka Serious Case Review Learning for Schools • Ensure previous school or nursery records are read to be aware of any previous concerns or external services intervention. • Record any injuries including the date and explanation from the child or parent. Seek medical advice if unsure of injury and explanation. • Consider the whole picture- possible links between injuries and behaviour. 19

Updates…Daniel Pelka Serious Case Review Learning for Schools • Good formal and recorded communication in school with clear accountable oversight. • Review the school safeguarding policy for clarity including internal arrangements for communication and reporting. • Consider language differences when communicating with the child and between the school and family. 20

Updates…Daniel Pelka Serious Case Review Learning for Schools • Do not use siblings or family members or friends as interpreters • Sharing information on domestic abuse between agencies • Think the unthinkable • Maintain courteous scepticism 21

Schools Safeguarding Survey • Strategic and organisational arrangements • Work with individual children and families • Staff training and workforce development • Safer recruitment • Effective inter-agency working 22

Schools Safeguarding Survey Key areas of concern • Materials to promote safeguarding and awareness of mental health issues for staff, pupils and parents • Clearer definition on who should be trained in ‘safer recruitment’ and school responsibilities for safeguarding • Schools should be encouraged to seek the views of children and families when making plans • Provision of materials to help signpost where pupils and families can go for help around maltreatment, abuse and bullying. • More guidance on information sharing about a child(ren) • Ensure staff and volunteers are trained in recognising signs of abuse and neglect. • More is done to encourage schools to review and promote safeguarding procedures and duties to staff 23

Schools Safeguarding - actions to take forward • Follow up on the concerns raised in the schools survey • Make contact with the 21% of schools that did not complete the survey • Provide an annual report to the Essex Safeguarding Children Board on safeguarding in schools 24

How role will support schools with safeguarding…. • Contribute to overall school improvement • Support staff development and training • Provide advice and support to schools on individual cases where appropriate • Direct schools to other agencies / services so need is addressed at the appropriate level • Develop existing communication systems to schools to ensure they have current, accurate information • Support the ESCB work around Domestic Abuse • Support the ESCB work around CSE (to raise awareness in schools) • Develop a process for Section 11 audits 25

‘Working Together’ (March 2013) “Safeguarding children - the action we take to promote the welfare of children and protect them from harm - is everyone’s responsibility. Everyone who comes into contact with children and families has a role to play” 26

Contact: jo. barclay@essex. gov. uk 01245 433360 27