Safeguarding Policy

 

 

 

 

Norton College Worcester

 

Child Protection and Safeguarding Policy

This policy has been updated in line with Keeping Children Safe in Education 2018.  As Norton College Worcester is a Specialist Provision all students in attendance will have an Education, Health and Care Plan (EHCP).  Therefore, any reference made within this Policy to Students with SEND will apply to all our Students. 

 

 

 

 

 

 

 

 

 

 

 

 

 

Policy date: 27th September 2018

 

Statement of intent

1.Definitions

2.Legal framework

3.Roles and responsibilities

Inter-agency working
Abuse and neglect
Types of abuse and neglect
FGM
Forced marriage
Child sexual exploitation (CSE)
Homelessness
County lines criminal activity
Pupils with family members in prison
Pupils required to give evidence in court
Contextual safeguarding
Preventing radicalisation

16.A child missing from education

Pupils with SEND
Alternative provision
Work experience
Homestay exchange visits
Private fostering
Concerns about a pupil
Early help
Managing referrals
Concerns about staff members and safeguarding practices
Dealing with allegations of abuse against staff
Allegations of abuse against other pupils (peer-on-peer abuse)

28.Communication and confidentiality

Online safety

30.Mobile phone and camera safety

31.Sports clubs and extracurricular activities

Safer recruitment
Single central record (SCR)
Training
Monitoring and review

 

 

 

Appendices

1.Concern Log (form – if using paper system) Appendix 1

2.Sings of Abuse Appendix 2

3.Child Sexual Exploitation Appendix 3

4.Effects of domestic abuse Appendix 4

5.Forced Marriage Appendix 5

6.Female Genital Mutilation Appendix 6

7.Sexting Appendix 7

Radicalisation and Extremism Appendix 8

9.Safeguarding Reporting Process Appendix 9

10.Contacts and Advice Appendix 10

 

 

 

Statement of intent

 

Norton College Worcester is committed to safeguarding and promoting the welfare, both physical and emotional, of every pupil both inside and outside of the College premises. We implement a whole-College preventative approach to managing safeguarding concerns, ensuring that the wellbeing of pupils is at the forefront of all action taken.

This policy sets out a clear and consistent framework for delivering this promise, in line with safeguarding legislation and statutory guidance.

It will be achieved by:

Creating a culture of safer recruitment by adopting procedures that help deter, reject or identify people who might pose a risk to children.
Teaching pupils how to keep safe and recognise behaviour that is unacceptable.
Identifying and making provision for any pupil that has been subject to abuse.
Ensuring that members of the governing board, the headteacher and staff members understand their responsibilities under safeguarding legislation and statutory guidance, are alert to the signs of child abuse and know to refer concerns to the DSL.
Ensuring that the headteacher and any new staff members and volunteers are only appointed when all the appropriate checks have been satisfactorily completed.

 

 

 

 

 

 

 

 

 

 

Signed by:

 

Headteacher

Date:

 

 

Chair of governors

Date:

 

The DSL is: Rod Goold. In the absence of the DSL, child protection matters will be dealt with by Rebecca Kenny, Ian McCrudden and Robyn Williams.

 

 
1.      Definitions
    1.1         The terms “children” and “child” refer to anyone under the age of 18.
    1.2         For the purposes of this policy, “safeguarding and protecting the welfare of children” is defined as:

Protecting pupils from maltreatment.
Preventing the impairment of pupils’ health or development.
Ensuring that pupils grow up in circumstances consistent with the provision of safe and effective care.
Taking action to enable all pupils to have the best outcomes.

    1.3         For the purposes of this policy, the term “harmful sexual behaviour” includes, but is not limited to, the following actions:

Using sexually explicit words and phrases
Inappropriate touching
Sexual violence or threats
Full penetrative sex with other children or adults

    1.4         In accordance with the DfE’s guidance, ‘Sexual violence and sexual harassment between children in Colleges and colleges’ (2018), and for the purposes of this policy, the term “‘sexual harassment” is used within this policy to describe any unwanted conduct of a sexual nature, both online or offline, which violates a child’s dignity and makes them feel intimidated, degraded or humiliated, and can create a hostile, sexualised or offensive environment.
    1.5         For the purpose of this policy, the term “sexual violence” encompasses the definitions provided in the Sexual Offences Act 2003, including those pertaining to rape, assault by penetration and sexual assault.
    1.6         The term “teaching role” is defined as planning and preparing lessons and courses for pupils; delivering lessons to pupils; assessing the development, progress and attainment of pupils; and reporting on the development, progress and attainment of pupils. These activities are not teaching work if the person carrying out the activity does so (other than for the purposes of induction) subject to the direction and supervision of a qualified teacher or other person nominated by the headteacher to provide such direction and supervision.
2.      Legal framework
    2.1         This policy has been created with due regard to all relevant legislation including, but not limited to, the following:

Legislation

Children Act 1989
Children Act 2004
Safeguarding Vulnerable Groups Act 2006
The Education (School Teachers’ Appraisal) (England) Regulations 2012 (as amended)
Sexual Offences Act 2003
[New for 2018] General Data Protection Regulation (GDPR)
Data Protection Act 2018
[New for 2018] [Schools providing education to pupils under the age of eight only] The Childcare (Disqualification) and Childcare (Early Years Provision Free of Charge) (Extended Entitlement) (Amendment) Regulations 2018

Statutory guidance

HM Government (2013) ‘Multi-agency practice guidelines: Handling cases of Forced Marriage’
DfE (2018) ‘Working Together to Safeguard Children’
DfE (2015) ‘The Prevent duty’
DfE (2018) ‘Keeping children safe in education’
DfE (2018) ‘Disqualification under the Childcare Act 2006’

            Non-statutory guidance

DfE (2015) ‘What to do if you’re worried a child is being abused’
DfE (2018) ‘Information sharing’
DfE (2017) ‘Child sexual exploitation’
DfE (2018) ‘Sexual violence and sexual harassment between children in Colleges and colleges’

    2.2         Other relevant College appendices include:

Concern Log (form – if using paper system) Appendix 1
Sings of Abuse Appendix 2
Child Sexual Exploitation Appendix 3
Effects of domestic abuse Appendix 4
Forced Marriage Appendix 5
Female Genital Mutilation Appendix 6
Sexting Appendix 7
Radicalisation and Extremism Appendix 8

    2.3         Other relevant College Policies include:

Absence Procedures
Managing Allegations of Abuse Against Staff Policy
Student Code of Conduct (includes anti-bullying)
Staff Code of Conduct
GDPR data protection Policy
Whistleblowing Policy
Exclusion Policy
E-Security Policy
Use of images, photographs & videos Policy
Work Experience Policy
Student Computer guidelines
Intimate Care Policy
Educational Visits

3.      Roles and responsibilities
    3.1         The Directors have a duty to:

Ensure that the College complies with its duties under the above child protection and safeguarding legislation.
Guarantee that the policies, procedures and training opportunities in the College are effective and comply with the law at all times.
Guarantee that the College contributes to inter-agency working in line with the statutory guidance ‘Working Together to Safeguard Children’ (2018).
Confirm that the College’s safeguarding arrangements take into account the procedures and practices of the LA as part of the inter-agency safeguarding procedures.
Understand the local criteria for action and the local protocol for assessment, and ensure these are reflected in the College’s policies and procedures.
Comply with its obligations under section 14B of the Children Act 2004 to supply the local safeguarding arrangements with information to fulfil its functions.
Ensure that staff members have due regard to relevant data protection principles which allow them to share personal information.
Ensure that a member of the governing board is nominated to liaise with the LA and/or partner agencies on issues of child protection and in the event of allegations of abuse made against the headteacher or another governor.
Guarantee that there are effective child protection policies and procedures in place together with a staff code of conduct.
Ensure that there is a senior board level lead responsible for safeguarding arrangements.
Appoint a member of staff from the SLT to the role of DSL as an explicit part of the role-holder’s job description.
Appoint one or more deputy DSL(s) to provide support to the DSL and ensure that they are trained to the same standard as the DSL and that the role is explicit in their job description(s).
Ensure all relevant persons are aware of the College’s local safeguarding arrangements, and the timelines for their local safeguarding children boards (LSCBs) to transition to the new system – including the governing board itself, the SLT and DSL.
Make sure that pupils are taught about safeguarding, including protection against dangers online, through teaching and learning opportunities, as part of providing a broad and balanced curriculum.
Adhere to statutory responsibilities by conducting preemployment checks on staff who work with children, taking proportionate decisions on whether to ask for any checks beyond what is required.
Ensure that staff members are appropriately trained to support pupils to be themselves at College, e.g. if they are LGBTQ+.
Guarantee that volunteers are appropriately supervised.
Make sure that at least one person on any appointment panel has undertaken safer recruitment training.
Ensure that all staff members receive safeguarding and child protection training updates, such as e-bulletins, emails and staff meetings, as required, but at least annually.
Certify that there are procedures in place to handle allegations against members of staff or volunteers.
Confirm that there are procedures in place to make a referral to the DBS and the Teaching Regulation Agency (TRA), where appropriate, if a person in regulated activity has been dismissed or removed due to safeguarding concerns or would have been had they not resigned.
Guarantee that there are procedures in place to handle pupils’ allegations against other pupils.
Ensure that appropriate disciplinary procedures are in place, as well as policies pertaining to the behaviour of pupils and staff.
Ensure that procedures are in place to eliminate unlawful discrimination, harassment and victimisation, including those in relation to peer-on-peer abuse.
Make sure that pupils’ wishes and feelings are taken into account when determining what action to take and what services to provide to protect individual pupils.
Guarantee that there are systems in place for pupils to express their views and give feedback.
Establish an early help procedure and ensure all staff understand the procedure and their role in it.
Appoint a designated teacher to promote the educational achievement of LAC and ensure that this person has undergone appropriate training.
Ensure that the designated teacher works with the virtual College head to discuss how the pupil premium funding can best be used to support LAC.
Introduce mechanisms to assist staff in understanding and discharging their roles and responsibilities.
Make sure that staff members have the skills, knowledge and understanding necessary to keep LAC safe, particularly with regards to the pupil’s legal status, contact details and care arrangements.
Put in place appropriate safeguarding responses for pupils who go missing from College, particularly on repeat occasions, to help identify any risk of abuse and neglect, including sexual abuse or exploitation, and prevent the risk of their disappearance in future.
Ensure that all members of the governing board have been subject to an enhanced DBS check.
Create a culture where staff are confident to challenge senior leaders over any safeguarding concerns.              

    3.2         The headteacher has a duty to:

Safeguard pupils’ wellbeing and maintain public trust in the teaching profession.
Ensure that the policies and procedures adopted by the governing board, particularly concerning referrals of cases of suspected abuse and neglect, are followed by staff members.
Provide staff, upon induction, with the Child Protection and Safeguarding Policy, Staff Code of Conduct, part one of the ‘Keeping children safe in education’ (KCSIE) guidance, Student Code of Conduct, online safety training, and the identity of the DSL and any deputies.

    3.3         The DSL has a duty to:

Understand, and keep up-to-date with, local plans for their LSCB’s transition to the new multi-agency arrangement of three safeguarding partners.
Act as the main point of contact with the LSCB, and with the three safeguarding partners following completion of the transition period.
Refer all cases of suspected abuse to children’s social care services (CSCS), the LA designated officer (LADO) for child protection concerns, the DBS, and the police in cases where a crime has been committed.
Refer cases of radicalisation to the Channel programme.
Liaise with the headteacher to inform them of safeguarding issues, especially ongoing enquiries under section 47 of the Children Act 1989 and police investigations.
Liaise with the deputy DSL(s) to ensure effective safeguarding outcomes.
Act as a source of support, advice and expertise to staff members on matters of safeguarding by liaising with relevant agencies.
Understand the assessment process for providing early help and intervention.
Support staff members in liaising with other agencies and setting up inter-agency assessment where early help is deemed appropriate.
Keep cases of early help under constant review and refer them to the CSCS if the situation does not appear to be improving.
Have a working knowledge of how LAs conduct a child protection case conference and a child protection review conference and be able to attend and contribute to these effectively when required to do so.
Ensure each member of staff has access to and understands the College’s Child Protection and Safeguarding Policy and procedures – this will be discussed during the staff induction process.
Be alert to the specific requirements of children in need, including those with SEND and young carers.
Keep detailed, accurate and secure records of concerns and referrals.
Secure access to resources and attend any relevant training courses.
Encourage a culture of listening to children and taking account of their wishes and feelings.
Work with the governing board to ensure the College’s Child Protection and Safeguarding Policy is reviewed annually and the procedures are updated regularly.
Ensure the College’s Child Protection and Safeguarding Policy is available publicly, and parents are aware that the College may make referrals for suspected cases of abuse or neglect, as well as the role the College plays in these referrals.
Link with local safeguarding arrangements to make sure that staff members are aware of the training opportunities available and the latest local policies on safeguarding.
Ensure that a pupil’s child protection file is copied when transferring to a new College.
Be available at all times during College hours to discuss any safeguarding concerns.
Hold the details of the LA personal advisor and liaise with them as necessary.

NB. The College will determine what “available” means, e.g. it may be appropriate to be accessible by electronic means such as phone or Skype.

The designated teacher has a responsibility for promoting the educational achievement of LAC and previously LAC, and for children who have left care through adoption, special guardianship or child arrangement orders or who were adopted from state care outside England and Wales.

    3.4         Other staff members have a responsibility to:

Safeguard pupils’ wellbeing and maintain public trust in the teaching profession as part of their professional duties.
Provide a safe environment in which pupils can learn.
Act in accordance with College procedures with the aim of eliminating unlawful discrimination, harassment and victimisation, including those in relation to peer-on-peer abuse.
Maintain an attitude of ‘it could happen here’ where safeguarding is concerned.
Be aware of the signs of abuse and neglect.
Be aware of the early help process and understand their role in it.
Act as the lead professional in undertaking an early help assessment, where necessary.
Be aware of, and understand, the process for making referrals to CSCS, as well as for making statutory assessments under the Children Act 1989 and their role in these assessments.
Be confident of the processing conditions under relevant data protection legislation, including information which is sensitive and personal, and information that should be treated as special category data.
Make a referral to CSCS and/or the police immediately, if at any point there is a risk of immediate serious harm to a child.
Be aware of and understand the procedure to follow in the event that a child confides they are being abused or neglected.
Support social workers in making decisions about individual children, in collaboration with the DSL.
Maintain appropriate levels of confidentiality when dealing with individual cases, and always act in the best interest of the child.
Follow the College’s procedure for, and approach to, preventing radicalisation as outlined in the Radicalisation and Extremism Appendix 8
Challenge senior leaders over any safeguarding concerns, where necessary.

4.      Inter-agency working
    4.1         The College contributes to inter-agency working as part of its statutory duty.
    4.2         The College is aware of the expected timeline for its LSCB to fully transition to new system of three safeguarding partners.
    4.3         The College will work with CSCS, the police, health services and other services to protect the welfare of its pupils, through the early help process and by contributing to inter-agency plans to provide additional support.
    4.4         Where a need for early help is identified, the College will allow access for CSCS from the host LA and, where appropriate, a placing LA, for that LA to conduct (or consider whether to conduct) a section 17 or 47 assessment.
    4.5         The College recognises the importance of proactive information sharing between professionals and local agencies in order to effectively meet pupils’ needs and identify any need for early help.
    4.6         Considering 4.3, staff members are aware that whilst the GDPR and the Data Protection Act 2018 place a duty on Colleges to process personal information fairly and lawfully, they also allow for information to be stored and shared for safeguarding purposes – data protection regulations do not act as a barrier to sharing information where failure to do so would result in the pupil being placed at risk of harm.
    4.7         Staff members will ensure that fear of sharing information does not stand in the way of their responsibility to promote the welfare and safety of pupils.
    4.8         If staff members are in doubt about sharing information, they will speak to the DSL or deputy DSL.
    4.9         The College also recognises the particular importance of inter-agency working in identifying and preventing child sexual exploitation (CSE).
5.      Abuse and neglect
    5.1         All members of staff will be aware that abuse, neglect and safeguarding issues are rarely standalone events that can be given a specific label and multiple issues often overlap one another.
    5.2         All staff members will be aware of the indicators of abuse and the appropriate action to take following a pupil being identified as at potential risk of abuse or neglect.
    5.3         When identifying pupils at risk of potential harm, staff members will look out for a number of indicators including, but not limited to, the following:

Injuries in unusual places, such as bite marks on the neck, that are also inconsistent with their age
Lack of concentration and acting withdrawn
Knowledge ahead of their age, e.g. sexual knowledge.
Use of explicit language
Fear of abandonment
Depression and low self-esteem

    5.4         All members of staff will be aware of the indicators of peer-on-peer abuse, such as those in relation to bullying, gender-based violence, sexual assaults and sexting.
    5.5         All staff will be aware of the necessary procedures to follow to prevent peer-on-peer abuse, as outlined in the College’s Student Code of Conduct.
    5.6         All staff will be aware of the behaviours linked to drug taking, alcohol abuse, truancy and sexting, and will understand that these put pupils in danger.
    5.7         Staff members will be aware of the effects of a pupil witnessing an incident of abuse, such as witnessing domestic violence at home.
6.      Types of abuse and neglect
    6.1         Abuse: A form of maltreatment of a child which involves inflicting harm or failing to act to prevent harm. Children may be abused in a family, institutional or community setting by those known to them or, more rarely, by others, e.g. via the internet.
    6.2         Physical abuse: A form of abuse which may involve actions such as hitting, throwing, burning, drowning and poisoning, or otherwise causing physical harm to a child. Physical abuse can also be caused when a parent fabricates the symptoms of, or deliberately induces, illness in a child.
    6.3         Emotional abuse: A form of abuse which involves the emotional maltreatment of a child to cause severe and adverse effects on the child’s emotional development. This may involve telling a child they are worthless, unloved, inadequate, not giving them the opportunities to express their views, deliberately silencing them, or often making them feel as though they are in danger.
    6.4         Sexual abuse: A form of abuse which involves forcing or enticing a child to take part in sexual activities, not necessarily involving a high level of violence, and whether or not the child is aware of what is happening. This may involve physical assault, such as penetrative assault and touching, or non-penetrative actions, such as looking at sexual images or encouraging children to behave in inappropriate ways.
    6.5         Neglect: A form of abuse which involves the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in serious impairment of a child’s health or development. This may involve providing inadequate food, clothing or shelter, or the inability to protect a child from physical or emotional harm or ensure access to appropriate medical treatment.
7.      FGM
    7.1         For the purpose of this policy, FGM is defined as the partial or total removal of the external female genitalia, or any other injury to the female genital organs.
    7.2         FGM is considered a form of abuse in the UK and is illegal.
    7.3         All staff will be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM. If staff members are worried about someone who is at risk of FGM or who has been a victim of FGM, they are required to share this information with social care and/or the police.
    7.4         Teaching staff are legally required to report to the police any discovery, whether through disclosure by the victim or visual evidence, of FGM on a girl under the age of 18. Teachers failing to report such cases will face disciplinary action.

NB. The above does not apply to any suspected or at-risk cases, nor if the individual is over the age of 18. In such cases, local safeguarding procedures will be followed.

    7.5         There are a range of potential indicators that a pupil may be at risk of FGM. While individually they may not indicate risk, if two or more indicators are present, this could signal a risk to the pupil.
    7.6         Victims of FGM are most likely to come from communities that are known to adopt this practice. It is important to note that the pupil may not yet be aware of the practice or that it may be conducted on them, so staff will be sensitive when broaching the subject.
    7.7         Indicators that may show a heightened risk of FGM include the following:

The socio-economic position of the family and their level of integration into UK society
Any girl with a mother or sister who has been subjected to FGM
Any girl withdrawn from PSHE

    7.8         Indicators that may show FGM could take place soon include the following:

When a female family elder is visiting from a country of origin
A girl may confide that she is to have a ‘special procedure’ or a ceremony to ‘become a woman’
A girl may request help from a teacher if she is aware or suspects that she is at immediate risk
A girl, or her family member, may talk about a long holiday to her country of origin or another country where the practice is prevalent

    7.9         Staff will be vigilant to the signs that FGM has already taken place so that help can be offered, enquiries can be made to protect others, and criminal investigations can begin.
  7.10       Indicators that FGM may have already taken place include the following:

Difficulty walking, sitting or standing
Spending longer than normal in the bathroom or toilet
Spending long periods of time away from a classroom during the day with bladder or menstrual problems
Prolonged or repeated absences from College followed by withdrawal or depression
Reluctance to undergo normal medical examinations
Asking for help, but not being explicit about the problem due to embarrassment or fear

  7.11       Teachers will not examine pupils, and so it is rare that they will see any visual evidence, but they will report to the police where an act of FGM appears to have been carried out. Unless the teacher has a good reason not to, they should also consider and discuss any such case with the DSL and involve CSCS as appropriate.
  7.12       FGM is also included in the definition of ‘honour-based’ violence (HBV), which involves crimes that have been committed to defend the honour of the family and/or community, alongside forced marriage and breast ironing.
  7.13       All forms of HBV are forms of abuse and will be treated and escalated as such.
  7.14       Staff will be alert to the signs of HBV, including concerns that a child is at risk of HBV, or has already suffered from HBV, and will consult with the DSL who will activate local safeguarding procedures if concerns arise.
8.      Forced marriage
    8.1         For the purpose of this policy, a “forced marriage” is defined as a marriage that is entered into without the full and free consent of one or both parties, and where violence, threats or any other form of coercion is used to cause a person to enter into the marriage. Forced marriage is classed as a crime in the UK.
    8.2         As part of HBV, staff will be alert to the signs of forced marriage including, but not limited to, the following:

Becoming anxious, depressed and emotionally withdrawn with low self-esteem
Showing signs of mental health disorders and behaviours such as self-harm or anorexia
Displaying a sudden decline in their educational performance, aspirations or motivation
Regularly being absent from College
Displaying a decline in punctuality
An obvious family history of older siblings leaving education early and marrying early

    8.3         If staff members have any concerns regarding a child who may have undergone, is currently undergoing, or is at risk of, forced marriage, they will speak to the DSL and local safeguarding procedures will be followed – this could include referral to CSCS, the police or the Forced Marriage Unit.
9.      Child sexual exploitation (CSE)
    9.1         For the purpose of this policy, “child sexual exploitation” is defined as: a form of sexual abuse where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person into sexual activity, for either, or both, of the following reasons:

In exchange for something the victim needs or wants
For the financial advantage or increased status of the perpetrator or facilitator

    9.2         CSE does not always involve physical contact, as it can also occur online. It is also important to note that a child can be sexually exploited even if the sexual activity appears consensual.
    9.3         The College has adopted the following procedure for handling cases of CSE, as outlined by the DfE:

Identifying cases

    9.4         School staff members are aware of and look for the key indicators of CSE; these are as follows:

Going missing for periods of time or regularly going home late
Regularly missing lessons
Appearing with unexplained gifts and new possessions
Associating with other young people involved in exploitation
Having older boyfriends or girlfriends
Undergoing mood swings or drastic changes in emotional wellbeing
Displaying inappropriate sexualised behaviour
Suffering from sexually transmitted infections or becoming pregnant
Displaying changes in emotional wellbeing
Misusing drugs or alcohol

Referring cases

    9.5         Where CSE, or the risk of it, is suspected, staff will discuss the case with the DSL. If after discussion a concern still remains, local safeguarding procedures will be triggered, including referral to the LA.

Support

    9.6         The LA and all other necessary authorities will then handle the matter to conclusion. The College will cooperate as needed.
10.  Homelessness
  10.1       The DSL and deputy(s) will be aware of the contact details and referral routes in to the Local Housing Authority so that concerns over homelessness can be raised as early as possible.
  10.2       Indicators that a family may be at risk of homelessness include the following:

Household debt
Rent arrears
Domestic abuse
Anti-social behaviour
Any mention of a family moving home because “they have to”

  10.3       Referrals to the Local Housing Authority do not replace referrals to CSCS where a child is being harmed or at risk of harm.
  10.4       For 16- and 17-year-olds, homelessness may not be family-based and referrals to CSCS will be made as necessary where concerns are raised.
11.  County lines criminal activity
  11.1       For the purpose of this policy, “County lines criminal activity” refers to drug networks or gangs grooming and exploiting children to carry drugs and money from urban areas to suburban areas, rural areas and market and seaside towns.
  11.2       Staff will be made aware of pupils with missing episodes who may have been trafficked for the purpose of transporting drugs.
  11.3       Staff members who suspect a pupil may be vulnerable to, or involved in, this activity will immediately report all concerns to the DSL.
  11.4       The DSL will consider referral to the National Referral Mechanism on a case-by-case basis.
  11.5       Indicators that a pupil may be involved in county lines active include the following:

Persistently going missing or being found out of their usual area
Unexplained acquisition of money, clothes or mobile phones
Excessive receipt of texts or phone calls
Relationships with controlling or older individuals or groups
Leaving home without explanation
Evidence of physical injury or assault that cannot be explained
Carrying weapons
Sudden decline in College results
Becoming isolated from peers or social networks
Self-harm or significant changes in mental state
Parental reports of concern

12.  Pupils with family members in prison
  12.1       Pupils with a family member in prison will be offered pastoral support as necessary.
  12.2       They will receive a copy of ‘Are you a young person with a family member in prison’ from Action for Prisoners’ Families where appropriate and allowed the opportunity to discuss questions and concerns.
13.  Pupils required to give evidence in court
  13.1       Pupils required to give evidence in criminal courts, either for crimes committed against them or crimes they have witnessed, will be offered appropriate pastoral support.
  13.2       Pupils will also be provided with the booklet ‘Going to Court’ from HM Courts and Tribunals Service (HMCTS) where appropriate and allowed the opportunity to discuss questions and concerns.
  13.3       Pupils will also be provided with the booklet ‘Going to Court and being a witness’ from HMCTS where appropriate and allowed the opportunity to discuss questions and concerns.
14.  Contextual safeguarding
  14.1       Safeguarding incidents can occur outside of College and can be associated with outside factors. School staff, particularly the DSL and their deputy(s), will always consider the context of incidents – this is known as contextual safeguarding.
  14.2       Assessment of pupils’ behaviour will consider whether there are wider environmental factors that are a threat to their safety and/or welfare.
  14.3       The College will provide as much contextual information as possible when making referrals to CSCS.
15. Preventing radicalisation
  15.1       For the purpose of this policy, “radicalisation” refers to the process by which a person comes to support terrorism and extremist ideologies.
  15.2       Protecting children from the risk of radicalisation is part of the College’s wider safeguarding duties.
  15.3       The College will actively assess the risk of pupils being drawn into terrorism.
  15.4       Staff will be alert to changes in pupils’ behaviour which could indicate that they may be in need of help or protection.
  15.5       Staff will use their professional judgement to identify pupils who may be at risk of radicalisation and act appropriately, which may include making a referral to the Channel programme. The College will work with local safeguarding arrangements as appropriate.
  15.6       The College will ensure that they engage with parents and families, as they are in a key position to spot signs of radicalisation. In doing so, the College will assist and advise family members who raise concerns and provide information for support mechanisms.
  15.7       Any concerns over radicalisation will be discussed with a child’s parents, unless the College has reason to believe that the child would be placed at risk as a result.
Training
  15.8       The DSL will undertake Prevent awareness training to be able to provide advice and support to other staff on how to protect children against the risk of radicalisation. The DSL will hold formal training sessions with all members of staff to ensure they are aware of the risk indicators and their duties regarding preventing radicalisation.
Risk indicators of vulnerable pupils
  15.9       Indicators of an identity crisis include the following:

Distancing themselves from their cultural/religious heritage
Uncomfortable with their place in society

 15.10     Indicators of a personal crisis include the following:

Family tensions
A sense of isolation
Low self-esteem
Disassociation from existing friendship groups
Searching for answers to questions about identity, faith and belonging

 15.11     Indicators of vulnerability through personal circumstances includes the following:

Migration
Local community tensions
Events affecting their country or region of origin
Alienation from UK values
A sense of grievance triggered by personal experience of racism or discrimination

 15.12     Indicators of vulnerability through unmet aspirations include the following:

Perceptions of injustice
Feelings of failure
Rejection of civic life
Indicators of vulnerability through criminality:
Experiences of dealing with the police
Involvement with criminal groups

Making a judgement
 15.13     When making a judgement, staff will ask themselves the following questions:

Does the pupil have access to extremist influences?
Does the pupil access the internet for the purposes of extremist activities (e.g. using closed network groups, accessing or distributing extremist material, contacting such groups covertly using Skype)?
Is there a reason to believe that the pupil has been, or is likely to be, involved with extremist organisations?
Is the pupil known to have possessed, or be actively seeking, extremist literature/other media likely to incite racial or religious hatred?
Does the pupil sympathise with or support illegal/illicit groups?
Does the pupil support groups with links to extremist activity?
Has the pupil encountered peer, social, family or faith group rejection?
Is there evidence of extremist ideological, political or religious influence on the pupil?
Have international events in areas of conflict and civil unrest had a noticeable impact on the pupil?
Has there been a significant shift in the pupil’s outward appearance that suggests a new social, political or religious influence?
Has the pupil come into conflict with family over religious beliefs, lifestyle or dress choices?
Does the pupil vocally support terrorist attacks, either verbally or in their written work?
Has the pupil witnessed or been the victim of racial or religious hate crimes?
Is there a pattern of regular or extended travel within the UK?
Has the pupil travelled for extended periods of time to international locations?
Has the pupil employed any methods to disguise their identity?
Does the pupil have experience of poverty, disadvantage, discrimination or social exclusion?
Does the pupil display a lack of affinity or understanding for others?
Is the pupil the victim of social isolation?
Does the pupil demonstrate a simplistic or flawed understanding of religion or politics?
Is the pupil a foreign national or refugee, or awaiting a decision on their/their family’s immigration status?
Does the pupil have insecure, conflicted or absent family relationships?
Has the pupil experienced any trauma in their lives, particularly trauma associated with war or sectarian conflict?
Is there evidence that a significant adult or other person in the pupil’s life has extremist views or sympathies?

15.14         Critical indicators include where the pupil is:

In contact with extremist recruiters.
Articulating support for extremist causes or leaders.
Accessing extremist websites.
Possessing extremist literature.
Using extremist narratives and a global ideology to explain personal disadvantage.
Justifying the use of violence to solve societal issues.
Joining extremist organisations.
Making significant changes to their appearance and/or behaviour.

15.15         Any member of staff who identifies such concerns, because of observed behaviour or reports of conversations, will report these to the DSL.
15.16         The DSL will consider whether a situation may be so serious that an emergency response is required. In this situation, a 999 call will be made; however, concerns are most likely to require a police investigation as part of the Channel programme, in the first instance.

Channel programme

15.17         Safeguarding children is a key role for both the College and the LA, which is implemented through the use of the Channel programme. This service shall be used where a vulnerable pupil is at risk of being involved in terrorist activities.
15.18         In cases where the College believes a pupil is potentially at serious risk of being radicalised, the headteacher or DSL will contact the Channel programme.
15.19         The DSL will also support any staff making referrals to the Channel programme.
15.20         The Channel programme ensures that vulnerable children and adults of any faith, ethnicity or background, receive support before their vulnerabilities are exploited by those that would want them to embrace terrorism, and before they become involved in criminal terrorist-related activity.
15.21         The programme identifies individuals at risk, assesses the extent of that risk, and develops the most appropriate support plan for the individuals concerned, with multi-agency cooperation and support from the College.
15.22         The delivery of the Channel programme may often overlap with the implementation of the LA’s or College’s wider safeguarding duty, especially where vulnerabilities have been identified that require intervention from CSCS, or where the individual is already known to CSCS.
Extremist speakers
15.23         The College do not currently invite guest speakers to the College.

 

Building children’s resilience
15.24         The College will:

Provide a safe environment for debating controversial issues.
Promote fundamental British values, alongside pupils’ spiritual, moral, social and cultural development.
Allow pupils time to explore sensitive and controversial issues.
Provide pupils with the knowledge and skills to understand and manage potentially difficult situations, recognise risk, make safe choices and recognise where pressure from others threatens their personal safety and wellbeing.
Equip pupils to explore political and social issues critically, weigh evidence, debate, and make reasoned arguments.
Teach pupils about how democracy, government and law making/enforcement occur.
Teach pupils about mutual respect and understanding for the diverse national, regional, religious and ethnic identities of the UK.

Resources
 15.25     The College will utilise the following resources when preventing radicalisation:

Local safeguarding arrangements
Local police (contacted via 101 for non-emergencies)
The DfE’s dedicated helpline (020 7340 7264)
The Channel awareness programme

·        The Educate Against Hate website

16. A child missing from education
  16.1       A child going missing from College is a potential indicator of abuse or neglect and, as such, these children are increasingly at risk of being victims of harm, exploitation or radicalisation.
  16.2       Staff will monitor pupils that go missing from the College, particularly on repeat occasions, and report them to the DSL following normal safeguarding procedures, in accordance with the Absence Procedures.
  16.3       The College will inform the LA of any pupil who fails to attend regularly or has been absent without the College’s permission for a continuous period of 10 College days or more.

Admissions register

  16.4       Pupils are placed on the admissions register at the beginning of the first day that is agreed by the College, or when the College has been notified that the pupil will first be attending.
  16.5       The College will notify the LA within five days of when a pupil’s name is added to the admissions register.
  16.6       The College will ensure that the admissions register is kept up-to-date and accurate at all times and will inform parents when any changes occur.
  16.7       Two emergency contact details will be held for each pupil where possible.
  16.8       Staff will monitor pupils who do not attend the College on the agreed date and will notify the LA at the earliest opportunity.
  16.9       If a parent notifies the College that their child will live at a different address, the College will record the following information on the admissions register:

The full name of the parent with whom the pupil will live
The new address
The date from when the pupil will live at that address

 16.10     If a parent notifies the College that their child will be attending a different College, or is already registered at a different College, the following information will be recorded on the admissions register:

The name of the new College
The date on which the pupil first attended, or is due to attend, that College

 16.11     Where a pupil moves to a new College, the College will use a secure internet system to securely transfer pupils’ data.
 16.12     To ensure accurate data is collected to allow effective safeguarding, the College will inform the LA of any pupil who is going to be deleted from the admission register, in accordance with the Education (Pupil Registration) (England) Regulations 2006 (as amended), where they:

Have been taken out of the College by their parents, and are being educated outside the national education system, e.g. home education.
Have ceased to attend the College, and no longer live within a reasonable distance of the premises.
Have been certified by the College’s medical officer as unlikely to be in a fit state of health to attend, before ceasing to be of compulsory College age, and their parent has not indicated the intention to the pupil continuing to attend College after ceasing to be of compulsory College age.
Have been in custody for a period of more than four months due to a final court order and the College does not reasonably believe they will be returning to the College at the end of that period.
Have been permanently excluded.

 16.13     The College will also remove a pupil from the admissions register where the College and LA has been unable to establish the pupil’s whereabouts after making reasonable enquiries into their attendance.
 16.14     If a pupil is to be removed from the admissions register, the College will provide the LA with the following information:

The full name of the pupil
The full name and address of any parent with whom the pupil lives
At least one telephone number of the parent with whom the pupil lives
The full name and address of the parent with whom the pupil is going to live, and the date that the pupil will start living there, if applicable
The name of the pupil’s new College and the pupil’s expected start date there, if applicable
The grounds for removal from the admissions register under regulation 8 of the Education (Pupil Registration) (England) Regulations 2006 (as amended)

 16.15     The College will work with the LA to establish methods of making returns for pupils back into the College.
 16.16     The College will highlight to the LA where they have been unable to obtain necessary information from parents, e.g. where an address is unknown.
 16.17     The College will also highlight any other necessary contextual information including safeguarding concerns
17. Pupils with SEND
  17.1       The College recognises that pupils with SEND can face additional safeguarding challenges and understands that further barriers may exist when determining abuse and neglect in this group of pupils.
  17.2       Staff will be aware of the following:

Certain indicators of abuse, such as behaviour, mood and injury, may relate to the pupil’s disability without further exploration; however, it should never be assumed that a child’s indicators relate only to their disability
Pupils with SEND can be disproportionally impacted by things like bullying, without outwardly showing any signs
Communication barriers may exist, as well as difficulties in overcoming these barriers

  17.3       When reporting concerns or making referrals for pupils with SEND, the above factors will always be taken into consideration.
18. Alternative provision
  18.1       The College will remain responsible for a pupil’s welfare during their time at an alternative provider.
  18.2       When placing a pupil with an alternative provider, the College will obtain written confirmation that the provider has conducted all relevant safeguarding checks on staff.
19.  Work experience
  19.1       When a pupil is sent on work experience, the College will ensure that the provider has appropriate safeguarding policies and procedures in place.
  19.2       Where the College has pupils conduct work experience at the College, an enhanced DBS check will be obtained if the pupil is over the age of 16.
20.  Homestay exchange visits
  20.1       Norton College Tewkesbury do not currently arrange homestay exchange visits.
21.  Private fostering
  21.1       Where the College becomes aware of a pupil being privately fostered, they will notify the LA as soon as possible to allow the LA to conduct any necessary checks.
22. Concerns about a pupil
  22.1       If a member of staff has any concern about a child’s welfare, they will act on them immediately by speaking to the DSL or a deputy.
  22.2       All staff members are aware of the procedure for reporting concerns and understand their responsibilities in relation to confidentiality and information sharing, as outlined in section 28 of this policy.
  22.3       Where the DSL is not available to discuss the concern with, staff members will contact the deputy DSL with the matter.
  22.4       If a referral is made about a child by anyone other than the DSL, the DSL will be informed as soon as possible.
  22.5       The LA will make a decision regarding what action is required within one working day of the referral being made and will notify the referrer.
  22.6       Staff are required to monitor a referral if they do not receive information from the LA regarding what action is necessary for the pupil.
  22.7       If the situation does not improve after a referral, the DSL will ask for reconsideration to ensure that their concerns have been addressed and that the situation improves for the pupil.
  22.8       If early help is appropriate, the case will be kept under constant review. If the pupil’s situation does not improve, a referral will be considered.
  22.9       All concerns, discussions and decisions made, as well as the reasons for making those decisions, will be recorded in writing by the DSL and kept securely in a locked cabinet in the DLS’s office or entered onto the CPOMS secure system.
 22.10     If a pupil is in immediate danger, a referral will be made to CSCS and/or the police immediately.
 22.11     If a pupil has committed a crime, such as sexual violence, the police will be notified without delay.
 22.12     Where there are safeguarding concerns, the College will ensure that the pupil’s wishes are always taken into account, and that there are systems available for pupils to provide feedback and express their views.
 22.13     When responding to safeguarding concerns, staff members will act calmly and supportively, ensuring that the pupil feels like they are being listened to and believed.
 22.14     An inter-agency assessment will be undertaken where a child and their family could benefit from coordinated support from more than one agency. These assessments will identify what help the child and family require in preventing needs escalating to a point where intervention would be needed.
23.  Early help
  23.1       Early help means providing support as soon as a problem emerges, at any point in a child’s life.
  23.2       Any pupil may benefit from early help, but in particular staff will be alert to the potential need for early help for pupils who:

Are young carers.
Show signs of being drawn into anti-social or criminal behaviour, including gang involvement and association with organised crime groups.
Are frequently missing/going missing from care or from home.
Misuse drugs or alcohol.
Are at risk of modern slavery, trafficking or exploitation.
Are in a family circumstance presenting challenges such as substance abuse, adult mental health problems or domestic abuse.
Are returned home to their family from care.
Show early signs of abuse and/or neglect.
Are at risk of being radicalised or exploited.
Are privately fostered.

  23.3       Early help will also be used to address non-violent harmful sexual behaviour to prevent escalation.
  23.4       All staff will be made aware of the local early help process and understand their role in it.
  23.5       The DSL will take the lead where early help is appropriate.
24. Managing referrals
  24.1       The reporting and referral process outlined in Appendix 9 will be followed accordingly.
  24.2       All staff members, in particular the DSL, will be aware of the LA’s arrangements in place for managing referrals. The DSL will provide staff members with clarity and support where needed.
  24.3       When making a referral to CSCS or other external agencies, information will be shared in line with confidentiality requirements and will only be shared where necessary to do so.
  24.4       The DSL will work alongside external agencies, maintaining continuous liaison, including multi-agency liaison where appropriate, in order to ensure the wellbeing of the pupils involved.
  24.5       The DSL will work closely with the police to ensure the College does not jeopardise any criminal proceedings, and to obtain help and support as necessary.
  24.6       Where a pupil has been harmed or is in immediate danger or at risk of harm, the referrer will be notified of the action that will be taken within one working day of a referral being made. Where this information is not forthcoming, the referrer will contact the assigned social worker for more information.
  24.7       The College will not wait for the start or outcome of an investigation before protecting the victim and other pupils: this applies to criminal investigations as well as those made by CSCS.
  24.8       Where CSCS decide that a statutory investigation is not appropriate, the College will consider referring the incident again if it is believed that the pupil is at risk of harm.
  24.9       Where CSCS decide that a statutory investigation is not appropriate and the College agrees with this decision, the College will consider the use of other support mechanisms, such as early help and pastoral support.
 24.10     At all stages of the reporting and referral process, the pupil will be informed of the decisions made, actions taken and reasons for doing so.
 24.11     Discussions of concerns with parents will only take place where this would not put the pupil or others at potential risk of harm.
 24.12     The College will work closely with parents to ensure that the pupil, as well as their family, understands that the arrangements in place, such as in-College interventions, are effectively supported and know where they can access additional support.
25. Concerns about staff members and safeguarding practices
  25.1       If a staff member has concerns about another member of staff, it will be raised with the headteacher.
  25.2       If the concern is with regards to the headteacher, it will be referred to the chair of governors.
  25.3       Any concerns regarding the safeguarding practices at the College will be raised with the SLT, and the necessary whistleblowing procedures will be followed, as outlined in the Whistleblowing Policy.
  25.4       If a staff member feels unable to raise an issue with the SLT, they should access other whistleblowing channels such as the NSPCC whistleblowing helpline (0800 028 0285).
  25.5       Any allegations of abuse made against staff members will be dealt with in accordance with the College’s Managing Allegations of Abuse Against Staff Policy.
26. Dealing with allegations of abuse against staff
  26.1       All allegations will be dealt with in line with the College’s Managing Allegations of Abuse Against Staff Policy, a copy of which will be provided to, and understood by, all staff.
  26.2       Where an allegation is substantiated, and the individual is dismissed or resigns, the College will refer it to the DBS. They will also consider referring the matter to the TRA for consideration for a prohibition order.
  26.3       If a case manager is concerned about the welfare of other children in the community following a staff member’s suspension, they may report this concern to CSCS.
  26.4       The College will preserve records which contain information about allegations of sexual abuse for the Independent Inquiry into Child Sexual Abuse (IICSA), for the term of the inquiry in question.
27.  Allegations of abuse against other pupils (peer-on-peer abuse)
Sexual harassment
  27.1       Sexual harassment refers to unwanted conduct of a sexual nature that occurs online or offline. Sexual harassment violates a pupil’s dignity and makes them feel intimidated, degraded or humiliated, and can create a hostile, sexualised or offensive environment. If left unchallenged, sexual harassment can create an atmosphere that normalises inappropriate behaviour and may lead to sexual violence.
  27.2       Sexual harassment includes:

Sexual comments.
Sexual “jokes” and taunting.
Physical behaviour, such as deliberately brushing against another pupil.
Online sexual harassment, including non-consensual sharing of images and videos and consensual sharing of sexual images and videos (often known as sexting), inappropriate comments on social media, exploitation, coercion and threats – online sexual harassment may be isolated or part of a wider pattern.

Sexual violence

  27.3       Sexual violence refers to the three following offences:

·        Rape: A person (A) commits an offence of rape if he intentionally penetrates the vagina, anus or mouth of another person (B) with his penis, B does not consent to the penetration and A does not reasonably believe that B consents.

·        Assault by Penetration: A person (A) commits an offence if s/he intentionally penetrates the vagina or anus of another person (B) with a part of her/his body or anything else, the penetration is sexual, B does not consent to the penetration and A does not reasonably believe that B consents.

·        Sexual Assault: A person (A) commits an offence of sexual assault if s/he intentionally touches another person (B), the touching is sexual, B does not consent to the touching and A does not reasonably believe that B consents.

·        Harmful sexual behaviours

  27.4       The term “harmful sexual behaviour” is used to describe behaviour that is problematic, abusive and violent, and that may cause developmental damage. Harmful sexual behaviour may include:

Using sexually explicit words and phrases.
Inappropriate touching.
Sexual violence or threats.
Full penetrative sex with other children or adults.
Sexual interest in adults or children of very different ages to their own.
Forceful or aggressive sexual behaviour.
Compulsive habits.
Sexual behaviour affecting progress and achievement.
Using sexually explicit words and phrases.
Inappropriate touching.
Sexual violence or threats.

  27.5       Sexual behaviour can also be harmful if one of the children is much older (especially where there is two years or more difference, or where one child is pre-pubescent and the other is not) and where the child may have SEND.
A preventative approach
  27.6       In order to prevent peer-on-peer abuse and address the wider societal factors that can influence behaviour, the College will educate pupils about abuse, its forms and the importance of discussing any concerns and respecting others through the curriculum, assemblies and PSHE lessons.
  27.7       The College will also ensure that pupils are taught about safeguarding, including online safety, as part of a broad and balanced curriculum in PSHE lessons, RSE and group sessions. Such content will be age and stage of development specific, and tackle issues such as the following:

Healthy relationships
Respectful behaviour
Gender roles, stereotyping and equality
Body confidence and self-esteem
Prejudiced behaviour
That sexual violence and sexual harassment is always wrong
Addressing cultures of sexual harassment

  27.8       Pupils will be allowed an open forum to talk about concerns and sexual behaviour. They are taught how to raise concerns and make a report, including concerns about their friends or peers, and how a report will be handled
Awareness
  27.9       All staff will be aware that pupils of any age and sex are capable of abusing their peers and will never tolerate abuse as “banter” or “part of growing up”.
 27.10     All staff will be aware that peer-on-peer abuse can be manifested in many different ways, including sexting and gender issues, such as girls being sexually touched or assaulted, and boys being subjected to hazing/initiation type of violence which aims to cause physical, emotional or psychological harm.
 27.11     All staff will be made aware of the heightened vulnerability of pupils with SEND, who are three times more likely to be abused than their peers. Staff will not assume that possible indicators of abuse relate to the pupil’s SEND and will always explore indicators further.
 27.12     LGBTQ+ children can be targeted by their peers. In some cases, children who are perceived to be LGBTQ+, whether they are or not, can be just as vulnerable to abuse as LGBTQ+ children.
 27.13     The College’s response to boy-on-boy and girl-on-girl sexual violence and sexual harassment will be equally as robust as it is for incidents between children of the opposite sex.
 27.14     Pupils will be made aware of how to raise concerns or make a report and how any reports will be handled. This includes the process for reporting concerns about friends or peers.
Support available if a child has been harmed, is in immediate danger or at risk of harm
 27.15     If a child has been harmed, is in immediate danger or is at risk of harm, a referral will be made to CSCS.
 27.16     Within one working day, a social worker will respond to the referrer to explain the action that will be taken.
Support available if early help, section 17 and/or section 47 statutory assessments are appropriate
 27.17     If early help, section 17 and/or section 47 statutory assessments (assessments under the Children Act 1989) are appropriate, College staff may be required to support external agencies. The DSL and deputies will support staff as required.
Support available if a crime may have been committed
 27.18     Rape, assault by penetration and sexual assaults are crimes. Where a report includes such an act, the police will be notified, often as a natural progression of making a referral to CSCS. The DSL will be aware of the local process for referrals to both CSCS and the police.
 27.19     Whilst the age of criminal responsibility is 10 years of age, if the alleged perpetrator is under 10, the principle of referring to the police remains. In these cases, the police will take a welfare approach rather than a criminal justice approach.
 27.20     The College has a close relationship with the local police force and the DSL will liaise closely with the local police presence.
Support available if reports include online behaviour
 27.21     Online concerns can be especially complicated. The College recognises that there is potential for an online incident to extend further than the local community and for a victim, or the alleged perpetrator, to become marginalised and excluded both online and offline. There is also strong potential for repeat victimisation if the content continues to exist.
 27.22     If the incident involves sexual images or videos held online, the Internet Watch Foundation will be consulted to have the material removed.
 27.23     Staff will not view or forward illegal images of a child. If they are made aware of such an image, they will contact the DSL.
Managing disclosures
 27.24     Victims will always be taken seriously, reassured, supported and kept safe. Victims will never be made to feel like they are causing a problem or made to feel ashamed.
 27.25     If a friend of a victim makes a report or a member of staff overhears a conversation, staff will take action – they will never assume that someone else will deal with it. The basic principles remain the same as when a victim reports an incident; however, staff will consider why the victim has not chosen to make a report themselves and the discussion will be handled sensitively and with the help of CSCS where necessary. If staff are in any doubt, they will speak to the DSL.
 27.26     Where an alleged incident took place away from the College or online but involved pupils from the College, the College’s duty to safeguard pupils remains the same.
 27.27     All staff will be trained to handle disclosures. Effective safeguarding practice includes:

Never promising confidentiality at the initial stage.
Only sharing the report with those necessary for its progression.
Explaining to the victim what the next steps will be and who the report will be passed to.
Recognising that the person the child chose to disclose the information to is in a position of trust.
Being clear about boundaries and how the report will be progressed.
Not asking leading questions and only prompting the child with open questions.
Waiting until the end of the disclosure to immediately write a thorough summary. If notes must be taken during the disclosure, it is important to still remain engaged and not appear distracted.
Only recording the facts as the child presents them – not the opinions of the note taker.
Where the report includes an online element, being aware of searching, screening and confiscation advice and UKCCIS sexting advice.
Wherever possible, managing disclosures with two staff members present (preferably with the DSL or a deputy as one of the staff members).
Informing the DSL or deputy as soon as possible after the disclosure if they could not be involved in the disclosure.

 27.28     The DSL will be informed of any allegations of abuse against pupils with SEND. They will record the incident in writing and, working with the SENCO, decide what course of action is necessary, with the best interests of the pupil in mind at all times.
Confidentiality
 27.29     The College will only engage staff and agencies required to support the victim and/or be involved in any investigation. If a victim asks the College not to tell anyone about the disclosure, the College cannot make this promise. Even without the victim’s consent, the information may still be lawfully shared if it is in the public interest and protects children from harm.
 27.30     The DSL will consider the following when making confidentiality decisions:

Parents will be informed unless it will place the victim at greater risk.
If a child is at risk of harm, is in immediate danger or has been harmed, a referral will be made to CSCS.
Rape, assault by penetration and sexual assaults are crimes – reports containing any such crimes will be passed to the police.

 27.31     The DSL will weigh the victim’s wishes against their duty to protect the victim and others. If a referral is made against the victim’s wishes, it will be done so extremely carefully and the reasons for referral will be explained to the victim. Appropriate specialist support will always be offered.
Anonymity
 27.32     There are legal requirements for anonymity where a case is progressing through the criminal justice system. The College will do all it can to protect the anonymity of children involved in any report of sexual violence or sexual harassment. It will carefully consider, based on the nature of the report, which staff will be informed and what support will be in place for the children involved.
27.33         When deciding on the steps to take, the College will consider the role of social media in potentially exposing victims’ identities and facilitating the spread of rumours.
Risk assessment
27.34         The DSL or a deputy will make an immediate risk and needs assessment any time there is a report of sexual violence. For reports of sexual harassment, a risk assessment will be considered on a case-by-case basis. Risk assessments are not intended to replace the detailed assessments of experts, and for incidents of sexual violence it is likely that a professional risk assessment by a social worker or sexual violence specialist will be required.
27.35         Risk assessments will consider:

The victim.
The alleged perpetrator.
Other children at the College, especially any actions that are appropriate to protect them.

27.36         Risk assessments will be recorded (either on paper or electronically) and kept under review in accordance with the College’s GDPR Data Protection Policy.
Taking action following a disclosure
27.37         The DSL or a deputy will decide the College’s initial response, taking into consideration:

The victim’s wishes.
The nature of the incident.
The ages and developmental stages of the children involved.
Any power imbalance between the children.
Whether the incident is a one-off or part of a pattern.
Any ongoing risks.
Any related issues and the wider context, such as whether there are wider environmental factors in a child’s life that threaten their safety and/or welfare.
The best interests of the child.
That sexual violence and sexual harassment are always unacceptable and will not be tolerated.

27.38        Immediate consideration will be given as to how to support the victim, alleged perpetrator and any other children involved.
27.39         For reports of rape and assault by penetration, whilst the College establishes the facts, the alleged perpetrator will be removed from any classes shared with the victim. The College will consider how to keep the victim and alleged perpetrator apart on College premises, and on transport where applicable. These actions will not be seen as a judgement of guilt on the alleged perpetrator.
27.40         For reports of sexual violence and sexual harassment, the proximity of the victim and alleged perpetrator and the suitability of shared classes, premises and transport will be considered immediately.
27.41         In all cases, the initial report will be carefully evaluated and the wishes of the victim, nature of the allegations and requirement to protect all children will be taken into consideration.
Managing the report
 27.42     The decision of when to inform the alleged perpetrator of a report will be made on a case-by-case basis. If a report is being referred to CSCS or the police, the College will speak to the relevant agency to discuss informing the alleged perpetrator.
 27.43    There are four likely outcomes when managing reports of sexual violence or sexual harassment:

·        Managing internally

·        Providing early help

·        Referring to CSCS

·        Reporting to the police

 27.44     Whatever outcome is chosen, it will be underpinned by the principle that sexual violence and sexual harassment is never acceptable and will not be tolerated. All concerns, discussion, decisions and reasons behind decisions will be recorded either on paper or electronically.
 27.45     The following situations are statutorily clear and do not allow for contrary decisions:

A child under the age of 13 can never consent to sexual activity.
The age of consent is 16.
Sexual intercourse without consent is rape.
Rape, assault by penetration and sexual assault are defined in law.
Creating and sharing sexual photos and videos of children under 18 is illegal – including children making and sending images and videos of themselves.

Managing internally
 27.46     In some cases, e.g. one-off incidents, the College may decide to handle the incident internally through behaviour and bullying policies and by providing pastoral support.
Providing early help
 27.47     The College may decide that statutory interventions are not required, but that pupils may benefit from early help – providing support as soon as a problem emerges. This approach can be particularly useful in addressing non-violent harmful sexual behaviour and may prevent escalation of sexual violence.
Referral to CSCS
 27.48     If a child has been harmed, is at risk of harm or is in immediate danger, the College will make a referral to CSCS. Parents will be informed unless there is a compelling reason not to do so (if referral will place the victim at risk). This decision will be made in consultation with CSCS. 
 27.49     The College will not wait for the outcome of an investigation before protecting the victim and other children.
 27.50     The DSL will work closely with CSCS to ensure that the College’s actions do not jeopardise any investigation. Any related risk assessment will be used to inform all decisions.
 27.51     If CSCS decide that a statutory investigation is not appropriate, the College will consider referring the incident again if they believe the child to be in immediate danger or at risk of harm.
 27.52     If the College agrees with the decision made by CSCS, they will consider the use of other support mechanisms such as early help, pastoral support and specialist support.
Reporting to the police
 27.53     Reports of rape, assault by penetration or sexual assault will be passed on to the police – even if the alleged perpetrator is under 10 years of age. Generally, this will be in parallel with referral to CSCS. The DSL and deputies will follow the local process for referral.
 27.54     Parents will be informed unless there is a compelling reason not to do so. Where parents are not informed, it is essential for the College to support the child with any decision they take, in unison with CSCS and any appropriate specialist agencies.
 27.55     The DSL and Headteacher will agree what information will be disclosed to staff and others, in particular the alleged perpetrator and their parents. They will also discuss the best way to protect the victim and their anonymity.
 27.56     The DSL will be aware of local arrangements and specialist units that investigate child abuse.
 27.57     In some cases, it may become clear that the police will not take further action, for whatever reason. In these circumstances, the College will continue to engage with specialist support for the victim as required.
Bail conditions
 27.58     Police bail is only used in exceptional circumstances. It is unlikely that a child will be placed on police bail if alternative measures can be used to mitigate risks.
 27.59     The College will work with CSCS and the police to support the victim, alleged perpetrator and other children (especially witnesses) during criminal investigations. The College will seek advice from the police to ensure they meet their safeguarding responsibilities.
 27.60     The term ‘released under investigation’ (RUI) is used to describe alleged perpetrators released in circumstances that do not warrant the application of bail.
 27.61     Where bail is deemed necessary, the College will work with CSCS and the police to safeguard children – ensuring that the victim can continue in their normal routine and continue to receive a suitable education.
 27.62     Managing delays in the criminal justice system
 27.63     The College will not wait for the outcome (or even the start) of criminal proceedings before protecting the victim, alleged perpetrator and other children. The associated risk assessment will be used to inform any decisions made.
 27.64     The DSL will work closely with the police to ensure the College does not jeopardise any criminal proceedings, and to obtain help and support as necessary.
The end of the criminal process
 27.65     Risk assessments will be updated if the alleged perpetrator receives a caution or is convicted. If the perpetrator remains in the same College as the victim, the College will set out clear expectations regarding the perpetrator, including their behaviour and any restrictions deemed reasonable and proportionate with regards to the perpetrator’s timetable.
 27.66     The College will ensure that the victim and perpetrator remain protected from bullying and harassment (including online).
 27.67     Where an alleged perpetrator is found not guilty or a case is classed as requiring “no further action”, the College will offer support to the victim and alleged perpetrator for as long as is necessary. The victim is likely to be traumatised and the fact that an allegation cannot be substantiated does not necessarily mean that it was unfounded. The College will discuss decisions with the victim and offer support.
 27.68     The alleged perpetrator is also likely to require ongoing support, as they have also been through a difficult and upsetting experience.

Ongoing support for the victim

 27.69     Any decisions regarding safeguarding and supporting the victim will be made with the following considerations in mind:

The terminology the College uses to describe the victim
The age and developmental stage of the victim
The needs and wishes of the victim
Whether the victim wishes to continue in their normal routine
The victim will not be made to feel ashamed about making a report
What a proportionate response looks like

 27.70     Victims may not disclose the whole picture immediately and they may be more comfortable talking about the incident on a piecemeal basis; therefore, a dialogue will be kept open and the victim can choose to appoint a designated trusted adult.
 27.71     Victims may struggle in a normal classroom environment. Whilst it is important not to isolate the victim, the victim may wish to be withdrawn from lessons and activities at times. This will only happen when the victim wants it to, not because it makes it easier to manage the situation.
 27.72     The College will provide a physical space for victims to withdraw to.
 27.73     Victims may require support for a long period of time and the College will be prepared to offer long-term support in liaison with relevant agencies.
 27.74     Everything possible will be done to prevent the victim from bullying and harassment as a result of any report they have made.
 27.75     If the victim is unable to remain in the College, alternative provision or a move to another College will be considered – this will only be considered at the request of the victim and following discussion with their parents.
 27.76     If the victim does move to another College, the DSL will inform the College of any ongoing support needs and transfer the child protection file.

Ongoing support for the alleged perpetrator

 27.77     When considering the support required for an alleged perpetrator, the College will take into account:

The terminology they use to describe the alleged perpetrator or perpetrator.
The balance of safeguarding the victim and providing the alleged perpetrator with education and support.
The reasons why the alleged perpetrator may have abused the victim – and the support necessary.
Their age and developmental stage.
What a proportionate response looks like.
Whether the behaviour is a symptom of their own abuse or exposure to abusive practices and/or materials.

 27.78     When making a decision, advice will be taken from CSCS, specialist sexual violence services and the police as appropriate.
 27.79     If the alleged perpetrator moves to another College (for any reason), the DSL will inform the destination College of any ongoing support needs and transfer the child protection file.
 27.80     The College will work with professionals as required to understand why the abuse took place and provide a high level of support to help the pupil understand and overcome the reasons for their behaviour and reduce the likelihood of them abusing again.
 27.81     Disciplining the alleged perpetrator
 27.82     Disciplinary action can be taken whilst investigations are ongoing and the fact that investigations are ongoing does not prevent the College reaching its own conclusion and imposing an appropriate penalty.
 27.83     The College will make such decisions on a case-by-case basis, with the DSL taking a leading role. The College will take into consideration whether any action would prejudice an investigation and/or subsequent prosecution. The police and CSCS will be consulted where necessary.
 27.84     The College will also consider whether circumstances make it unreasonable or irrational for the College to make a decision about what happened while an investigation is considering the same facts.
 27.85     Disciplinary action and support can take place at the same time.
 27.86     The College will be clear whether action taken is disciplinary, supportive or both.
 27.87     Once the DSL has decided to progress a report, they will again consider whether the victim and alleged perpetrator will be separated in classes, on College premises and on College transport – balancing the College’s duty to educate against its duty to safeguard. The best interests of the pupil will always come first.
 27.88     Where there is a criminal investigation into rape or assault by penetration, the alleged perpetrator will be removed from classes with the victim and potential contact on College premises and transport will be prevented.
 27.89     Where a criminal investigation into rape or assault by penetration leads to a conviction or caution, in all but the most exceptional circumstances, this will constitute a serious breach of discipline and result in the view that allowing the perpetrator to remain in the College would harm the education or welfare of the victim and potentially other pupils.
 27.90     Where a criminal investigation into sexual assault leads to a conviction or caution, the College will consider suitable sanctions and permanent exclusion. If the perpetrator will remain at the College, the College will keep the victim and perpetrator in separate classes and manage potential contact on College premises and transport. The nature of the conviction or caution, alongside the wishes of the victim, will inform any discussions made.
 27.91     Where a report of sexual assault does not lead to a police investigation, this does not mean that the offence did not happen or that the victim has lied. Both the victim and alleged perpetrator will be affected and appropriate support will be provided. Considerations regarding sharing classes and potential contact will be made on a case-by-case basis.
 27.92     In all cases, the College will record its decisions and be able to justify them. The needs and wishes of the victim will always be at the heart of the process. 
Working with parents and carers
 27.93     In most sexual violence cases, the College will work with the parents of both the victim and alleged perpetrator. For cases of sexual harassment, these decisions will be made on a case-by-case basis.
 27.94     The College will meet the victim’s parents with the victim present to discuss the arrangements being put in place to safeguard the victim, and to understand their wishes in terms of support arrangements and the progression of the report.
 27.95     Schools will also meet with the parents of the alleged perpetrator to discuss arrangements that will impact their child, such as moving them out of classes with the victim. Reasons behind decisions will be explained and the support being made available will be discussed. The DSL or a deputy will attend such meetings, with agencies invited as necessary.
 27.96     Clear policies regarding how the College will handle reports of sexual violence and how victims and alleged perpetrators will be supported will be made available to parents.
Safeguarding other children
 27.97     Children who have witnessed sexual violence, especially rape and assault by penetration, will be provided with support.
 27.98     It is likely that children will “take sides” following a report, and the College will do everything in its power to protect the victim, alleged perpetrator and witnesses from bullying and harassment.
 27.99     The College will keep in mind that contact may be made between the victim and alleged perpetrator and that harassment from friends of both parties could take place via social media and do everything in its power to prevent such activity.
27.100   As part of the College’s risk assessment following a report, transport arrangements will be considered, as it is a potentially vulnerable place for both a victim and alleged perpetrator. Schools will consider any additional support that can be put in place.
28. Communication and confidentiality
  28.1       All child protection and safeguarding concerns will be treated in the strictest of confidence in accordance with College data protection policies.
  28.2       Where there is an allegation or incident of sexual abuse or violence, the victim is entitled to anonymity by law; therefore, the College will consult its policy and agree what information will be disclosed to staff and others, in particular the alleged perpetrator and their parents.
  28.3       Where a report of sexual violence or sexual harassment is progressing through the criminal justice system, the College will do all it can to protect the anonymity of the pupils involved in the case.
  28.4       Concerns will only be reported to those necessary for its progression and reports will only be shared amongst staff members and with external agencies on a need-to-know basis.
  28.5       During disclosure of a concern by a pupil, staff members will not promise the pupil confidentiality and will ensure that they are aware of what information will be shared, with whom and why.
  28.6       Where it is in the public interest, and protects pupils from harm, information can be lawfully shared without the victim’s consent, e.g. if doing so would assist the prevention, detection or prosecution of a serious crime.
  28.7       Before doing so, the DSL will weigh the victim’s wishes against their duty to protect the victim and others.
  28.8       Where a referral is made against the victim’s wishes, it is done so carefully with the reasons for the referral explained to the victim and specialist support offered.
  28.9       Depending on the nature of a concern, the DSL will discuss the concern with the parents of the pupils involved.
 28.10     Discussions with parents will not take place where they could potentially put a pupil at risk of harm.
 28.11     Discussion with the victim’s parents will relate to the arrangements being put in place to safeguard the victim, with the aim of understanding their wishes in terms of support arrangements and the progression of the report.
 28.12     Discussion with the alleged perpetrator’s parents will have regards to the arrangements that will impact their child, such as moving classes, etc., with the reasons behind decisions being explained and the available support discussed.
 28.13     External agencies will be invited to these discussions where necessary.
 28.14     Where confidentiality or anonymity has been breached, the College will implement the appropriate disciplinary procedures as necessary and will analyse how damage can be minimised and future breaches be prevented.
 28.15     Where a pupil is leaving the College, the DSL will consider whether it is appropriate to share any information with the pupil’s new provider, in addition to the child protection file, that will allow the new provider to support the pupil and arrange appropriate support for their arrival.
29. Online safety
  29.1       As part of a broad and balanced curriculum, all pupils will be made aware of online risks and taught how to stay safe online.
  29.2       Through training, all staff members will be made aware of the following:

Pupil attitudes and behaviours which may indicate they are at risk of potential harm online
The procedure to follow when they have a concern regarding a pupil’s online activity

  29.3       The College will ensure that suitable filtering systems are in place to prevent children accessing terrorist and extremist material, in accordance with the College’s E-Security Policy and through the commissioned ICT provider; Grovetech.
  29.4       The use of mobile phones by staff and pupils is closely monitored by the College.
  29.5       The College will ensure that the use of filtering and monitoring systems does not cause “over blocking” which may lead to unreasonable restrictions as to what pupils can be taught regarding online teaching.
30.  Mobile phone and camera safety
  30.1       Staff members are permitted to use their mobile phones during the working day to make and receive internal phone calls.  It is essential to the safe running of the College that staff members are contactable at all times, both on and offsite.  
  30.2       The sending of inappropriate messages or images from mobile devices is strictly prohibited.
  30.3       Staff who do not adhere to this policy will face disciplinary action.
  30.4       Norton College commission an external company to complete all of the ICT Technician work and e-safety.  The Company review and authorise any downloadable apps – no apps or programmes will be downloaded without express permission from Grovetech.
  30.5       The College will adhere to the terms of the E-Security Policy at all times.
  30.6       Photographs and videos of pupils will be carefully planned before any activity with particular regard to consent and adhering to the College’s GDPR Data Protection Policy.  The College seeks annual permissions for this.
  30.7       Where photographs and videos will involve LAC pupils, adopted pupils, or pupils for whom there are security concerns, the designated teacher for looked after children (DT) will liaise with the DSL to determine the steps involved.0
  30.8       The DSL and/or DT will, in known cases of a pupil who is a LAC or who has been adopted, liaise with the pupil’s social worker, carers or adoptive parents to assess the needs and risks associated with the pupil.
  30.9       The College will adhere to its Use of Images/Photography & Videos Policy at all times.
 30.10     Staff will report any concerns about another staff member’s use of mobile phones to the DSL, following the procedures outlined in the Child Protection and Safeguarding Policy and the Managing Allegations of Abuse Against Staff Policy.
31.  Sports clubs and extracurricular activities
  31.1       Clubs and extracurricular activities hosted by external bodies, e.g. charities or companies, will work in collaboration with the College to effectively safeguard pupils and adhere to local safeguarding arrangements.
  31.2       Paid and volunteer staff running sports clubs and extracurricular activities are aware of their safeguarding responsibilities and promote the welfare of pupils.
  31.3       Paid and volunteer staff understand how they should respond to child protection concerns and how to make a referral to CSCS or the police, if necessary.
  31.4       All national governing bodies of sport that receive funding from either Sport England or UK Sport, must aim to meet the Standards for Safeguarding and Protecting Children in Sport.
32. Safer recruitment
  32.1       An enhanced DBS check with barred list information will be undertaken for all staff members engaged in regulated activity. A person will be considered to be in ‘regulated activity’ if, as a result of their work, they:

Are responsible on a daily basis for the care or supervision of children.
Regularly work in the College at times when children are on the premises.
Regularly come into contact with children under 18 years of age.

  32.2       The DfE’s DBS Workforce Guides will be consulted when determining whether a position fits the child workforce criteria.

Pre-employment checks

  32.3       The governing board will assess the suitability of prospective employees by:

Verifying the candidate’s identity, preferably from the most current photographic ID and proof of address except where, for exceptional reasons, none is available.
Obtaining a certificate for an enhanced DBS check with barred list information where the person will be engaged in regulated activity.
Obtaining a separate barred list check if an individual will start work in regulated activity before the DBS certificate is available.
Checking that a candidate to be employed as a teacher is not subject to a prohibition order issued by the Secretary of State, using the TRA Teacher Services’ System.
Verifying the candidate’s mental and physical fitness to undertake their working responsibilities, including asking relevant questions about disability and health to establish whether they have the physical and mental capacity for the specific role.
Checking the person’s right to work in the UK. If there is uncertainty about whether an individual needs permission to work in the UK, the advice set out on the Gov.UK website will be followed.
If the person has lived or worked outside the UK, making any further checks that the College considers appropriate; this includes checking for any teacher sanctions or restrictions that an EEA professional regulating authority has imposed.
Checking professional experience, QTS and qualifications as appropriate using Teacher Services.
Confirming that an individual taking up a management position is not subject to a section 128 direction.

  32.4       An enhanced DBS certificate will be obtained from candidates before or as soon as practicable after appointment. An online update check may be undertaken through the DBS update service if an applicant has subscribed to it and gives their permission.
Internal candidates
  32.5       If an individual moves from a position within the College that did not involve the provision of education to one that does, it will be treated as if the individual were a new member of staff and all required pre-appointment checks will be carried out.
  32.6       References from internal candidates will always be scrutinised before appointment.
ITT candidates
  32.7       Norton College Tewkesbury do not currently support ITT candidates.
Directors
  32.8       The College will carry out an enhanced DBS check and confirm the identity of Directors. Where a Director also engages in regulated activity, a barred list check will also be requested. An additional check is required for those in management positions, to ensure that they are not prohibited under section 128 provisions. Where a barred list check has been performed, the section 128 direction will also be shown and will not require a separate check. If the individual lives or has lived outside of the UK, consideration will be given as to further checks that may be necessary.
Those who have lived or worked outside of the UK
  32.9       For those who have lived or worked outside of the UK, additional checks regarding teacher sanctions or restrictions will be conducted, this includes checking for any teacher sanctions or restrictions that an EEA professional regulating authority has imposed.
Barred list check
 32.10     An enhanced DBS check may be requested for anyone working in College that is not in regulated activity but does not have a barred list check.
 32.11     If there are concerns about an applicant, an enhanced DBS check with barred list information may be requested, even if they have worked in regulated activity in the three months prior to appointment.
 32.12     Written information about their previous employment history will be obtained from candidates and the appropriate checks undertaken to ensure information is not contradictory or incomplete.
References
 32.13     References will be obtained directly from referees and scrutinised, with all concerns satisfactorily resolved prior to confirmation of employment.
 32.14     References will only be accepted from a senior person and not from a colleague.
 32.15     References will be sought on all short-listed candidates, including internal ones, before an interview (if possible) and checked on receipt to ensure that all specific questions were answered satisfactorily.
 32.16     References will be obtained prior to interviews taking place (if possible) and discussed during interviews.
 32.17     Open testimonials will not be considered.
 32.18     Information about past disciplinary actions or allegations will be considered carefully when assessing an applicant’s suitability for a post.
 32.19     Information sourced directly from a candidate or online source will be carefully vetted to ensure they originate from a credible source.
Volunteers
 32.20     No volunteer will be left unsupervised with a pupil or allowed to work in regulated activity until the necessary checks have been obtained.
 32.21     An enhanced DBS certificate with barred list check will be obtained for all new volunteers in regulated activity that will regularly teach or look after children on an unsupervised basis or provide personal care on a one-off basis.
 32.22     Personal care includes helping a child with eating and drinking for reasons of illness, or care in connection with toileting, washing, bathing and dressing for reasons of age, illness or disability.
 32.23     A supervised volunteer who regularly teaches or looks after children is not in regulated activity.
 32.24     The College will obtain an enhanced DBS certificate with barred list check for existing volunteers that provide pastoral care.
 32.25     Unless there is cause for concern, the College will not request any new DBS certificates with barred list check for existing volunteers that have already been checked.
 32.26     A risk assessment will be undertaken for volunteers not engaged in regulated activity when deciding whether to seek an enhanced DBS check.
Contractors
 32.27     The College will ensure that any contractor or employee of the contractor working on the premises during the College day has been subject to the appropriate level of DBS check.
 32.28     Checks will be conducted to ensure that the contractor presenting themselves for work is the same person on whom the checks have been made.
 32.29     Contractors without a DBS check will be supervised if they will have contact with children. The identity of the contractor will be checked upon their arrival at the College.
Data retention
 32.30     DBS certificates will be securely destroyed as soon as practicable, but not retained for longer than six months from receipt.
 32.31     A copy of the other documents used to verify the successful candidate’s identity, right to work and required qualifications will be kept for the personnel file. The personnel file will be held for the duration of the employee’s employment plus six years.
Referral to the DBS
 32.32     The College will refer to the DBS anyone who has harmed a child or poses a risk of harm to a child, or if there is reason to believe the member of staff has committed an offence and has been removed from working in regulated activity.

Ongoing suitability

 32.33     Following appointment, consideration will be given to staff and volunteers’ ongoing suitability – to prevent the opportunity for harm to children or placing children at risk.
 32.34     All staff employed by the College will be subject to a three month probationary period. 

 

33. Single central record (SCR)
  33.1       The College keeps an SCR which records all staff, including supply staff and teacher trainees on salaried routes, who work at the College.
  33.2       All members of the proprietor body are also recorded on the SCR.
  33.3       The following information is recorded on the SCR:

An identity check
A barred list check
An enhanced DBS check
A prohibition from teaching check
A section 128 check
A check of professional qualifications
A check to determine the individual’s right to work in the UK
Additional checks for those who have lived or worked outside of the UK

  33.4       Agency and third-party supply staff, the College do not use agency or supply staff currently as we consider that it would be detrimental to the education of our students.
  33.5       If any checks have been conducted for volunteers, this will also be recorded on the SCR.
  33.6       If risk assessments are conducted to assess whether a volunteer should be subject to an enhanced DBS check, the risk assessment will be recorded.
  33.7       The college will record on the SCR whether the employee’s position involves relevant activity, i.e. regularly caring for, training, supervising or being solely in charge of persons aged under 18.
34. Training
  34.1       Staff members will undergo safeguarding and child protection training at induction, which will be regularly updated on an annual basis or whenever there is a change in legislation.
  34.2       The induction training will cover:

The Child Protection and Safeguarding Policy
The Behavioural Policy
The Staff Code of Conduct
The safeguarding response to children who go missing from education
The identity of the DSL and any deputies
The role of the DSL and deputy DSLs

  34.3       All staff members will also receive regular safeguarding and child protection updates as required, but at least annually.
  34.4       Training will cover, at a minimum:

The issues surrounding sexual violence and sexual harassment.
Contextual safeguarding.
How to keep previously LAC safe.
Child criminal exploitation and the need to refer cases to the National Referral Mechanism.

  34.5       Staff will receive opportunities to contribute towards and inform the safeguarding arrangements in the College.
  34.6       The DSL and deputy DSL will undergo updated child protection training every two years, as well as additional training to refresh their skills and knowledge at regular intervals (at least annually) to allow them to keep up-to-date with any developments relevant to their role.
  34.7       The DSL and deputy DSL will also undergo Prevent awareness training which will enable them to understand and support the College with regards to the Prevent duty and equip them with the knowledge needed to advise staff.
  34.8       The DSL and their deputy(s) will undergo online safety training to help them recognise the additional risks that pupils with SEND face online, for example, from online bullying, grooming and radicalisation, to ensure they have the capability to support pupils with SEND to stay safe online
  34.9       Online training will also be conducted for all staff members as part of the overall safeguarding approach.
35. Monitoring and review
  35.1       This policy is reviewed annually by the DSL and the headteacher.
  35.2       Any changes made to this policy by the headteacher and DSL will be communicated to all members of staff.
  35.3       All members of staff are required to familiarise themselves with all processes and procedures outlined in this policy as part of their induction programme.
  35.4       The next scheduled review date for this policy is September 2019.

 

 

APPENDIX 1

FORM 1

Logging a Concern about a Child’s Safety and Welfare – all staff and visitors

 

Student’s Name:                                           DOB                            Yr. gp.

Date:

Time:

Name:

..................................................…………

Print

 

.................................................………….

Signature

Position:

Note the reason(s) for recording the incident.

 

 

 

Details of concern/incident - record the who/what/where/when factually (continue on reverse of sheet if necessary):

 

 

 

 

Any other relevant information (witnesses, immediate action taken)

 

 

 

Action taken

 

Reporting staff signature ………………………………………………  Date ………………

DSL – Response/Outcome

 

DSL signature ………………………………………………………….  Date ………………

   

Check to make sure your report is clear now - and will also be clear to a stranger reading it next year.

 

PLEASE PASS THIS FORM TO YOUR DESIGNATED SAFEGUARDING LEAD

 

        

Continuation Sheet

Incident /Concern; other relevant information; Action Taken; Outcome

PUPIL NAME:

 

DATE

DETAILS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Signature

 

 

 

 

APPENDIX 2

Recognition & Identification of Abuse

Taken from Working Together to Safeguard Children 2015, Appendix A

What is abuse?

Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting, by those known to them or, more rarely, by a stranger for example, via the internet. They may be abused by an adult or adults, or another child or children.

Indicators of Abuse

Caution should be used when referring to lists of signs and symptoms of abuse. Although the signs and symptoms listed below may be indicative of abuse there may be alternative explanations. In assessing the circumstances of any child any of these indicators should be viewed within the overall context of the child's individual situation including any disability.

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. 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.

Emotional abuse is difficult to:

- define

- identify/recognise

- prove.

Emotional abuse is chronic and cumulative and has a long-term impact. Indicators may include:

Physical, mental and emotional development lags
Sudden speech disorders
Continual self-depreciation ('I'm stupid, ugly, worthless, etc.')
Overreaction to mistakes
Extreme fear of any new situation
Inappropriate response to pain ('I deserve this')
Unusual physical behaviour (rocking, hair twisting, self-mutilation) - consider within the context of any form of disability such as autism
Extremes of passivity or aggression
Children suffering from emotional abuse may be withdrawn and emotionally flat. One reaction is for the child to seek attention constantly or to be over-familiar. Lack of self-esteem and developmental delay are again likely to be present
Babies – feeding difficulties, crying, poor sleep patterns, delayed development, irritable, non-cuddly, apathetic, non-demanding
Toddler/Pre-School – head banging, rocking, bad temper, ‘violent’, clingy. From overactive to apathetic, noisy to quiet. Developmental delay – especially language and social skills
School age – Wetting and soiling, relationship difficulties, poor performance at school, non-attendance, antisocial behaviour. Feels worthless, unloved, inadequate, frightened, isolated, corrupted and terrorised
Adolescent – depression, self-harm, substance abuse, eating disorder, poor self-esteem, oppositional, aggressive and delinquent behaviour
Child may be underweight and/or stunted
Child may fail to achieve milestones, fail to thrive, experience academic failure or under achievement
Also consider a child's difficulties in expressing their emotions and what they are experiencing and whether this has been impacted on by factors such as age, language barriers or disability

 

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. 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), failing to protect a child from physical and emotional harm or danger, failure to ensure adequate supervision (including the use of inadequate care-givers) or failure to ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child's basic emotional needs.

There are occasions when nearly all parents find it difficult to cope with the many demands of caring for children. But this does not mean that their children are being neglected. Neglect involves ongoing failure to meet a child's needs.

Neglect can often fit into six forms which are:

Medical – the withholding of medical care including health and dental.
Emotional – lack of emotional warmth, touch and nurture
Nutritional – either through lack of access to a proper diet which can affect in their development.
Educational – failing to ensure regular school attendance that prevents the child reaching their full potential academically
Physical – failure to meet the child’s physical needs

·        Lack of supervision and guidance – meaning the child is in dangerous situations without the ability to risk assess the danger.[1]

Common Concerns:

With regard to the child, some of the regular concerns are:

The child’s development in all areas including educational attainment
Cleanliness
Health
Children left at home alone and accidents related to this
Taking on unreasonable care for others

·        Young carers

Neglect can often be an indicator of further maltreatment and is often identified as an issue in serious case reviews as being present in the lead up to the death of the child or young person. It is important to recognise that the most frequent issues and concerns regarding the family in relation to neglect relate to parental capability. This can be a consequence of:

Poor health, including mental health or mental illness
Disability, including learning difficulties
Substance misuse and addiction

·        Domestic violence

School staff need to consider both acts of commission (where a parent/carer deliberately neglects the child) and acts of omission (where a parent’s failure to act is causing the neglect). This is a key consideration with regard to school attendance where parents are not ensuring their child attend school regularly.

Many of the signs of neglect are visible.  However school staff may not instinctively know how to recognise signs of neglect or know how to respond effectively when they suspect a pupil is being neglected. Children spend considerable time in school so staff have opportunities to identify patterns over time and recognise and respond to concerns about their safety and welfare. All concerns should be recorded and reflected upon, not simply placed in a file.

Here are some signs of possible neglect:

Physical signs:

Constant hunger
Poor personal hygiene
Constant tiredness
Emaciation
Untreated medical problems
The child seems underweight and is very small for their age
The child is poorly clothed, with inadequate protection from the weather
Neglect can lead to failure to thrive, manifest by a fall away from initial centile lines in weight, height and head circumference. Repeated growth measurements are crucially important
Signs of malnutrition include wasted muscles and poor condition of skin and hair. It is important not to miss an organic cause of failure to thrive; if this is suspected, further investigations will be required
Infants and children with neglect often show rapid growth catch-up and improved emotional response in a hospital environment
Failure to thrive through lack of understanding of dietary needs of a child or inability to provide an appropriate diet; or may present with obesity through inadequate attention to the child’s diet
Being too hot or too cold – red, swollen and cold hands and feet or they may be dressed in inappropriate clothing
Consequences arising from situations of danger – accidents, assaults, poisoning
Unusually severe but preventable physical conditions owing to lack of awareness of preventative health care or failure to treat minor conditions
Health problems associated with lack of basic facilities such as heating

·        Neglect can also include failure to care for the individual needs of the child including any additional support the child may need as a result of any disability

Behavioural signs:

No social relationships
Compulsive scavenging

Destructive tendencies

If they are often absent from school for no apparent reason
If they are regularly left alone, or in charge of younger brothers or sisters

Lack of stimulation can result in developmental delay, for example, speech delay, and this may be picked up opportunistically or at formal development checks

Craving attention or ambivalent towards adults, or may be very withdrawn
Delayed development and failing at school (poor stimulation and opportunity to learn)
Difficult or challenging behaviour

 

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.

When dealing with concerns regarding physical abuse, refer any suspected non-accidental injury to the Designated Safeguarding Lead without delay so that they are able to seek appropriate guidance from the police and/or Children’s Services in order to safeguard the child.

Staff must be alert to:

Unexplained recurrent injuries or burns; improbable excuses or refusal to explain injuries;

·        Injuries that are not consistent with the story: too many, too severe, wrong place or pattern, child too young for the activity described.

Physical signs:

Bald patches

Bruises, black eyes and broken
Untreated or inadequately treated injuries

Injuries to parts of the body where accidents are unlikely, such as thighs, back, abdomen 
Scalds and burns
General appearance and behaviour of the child may include:

- Concurrent failure to thrive: measure height, weight and, in the younger child, head circumference;

- Frozen watchfulness: impassive facial appearance of the abused child who carefully tracks the examiner with his eyes.

Bruising:

- Bruising patterns can suggest gripping (finger marks), slapping or beating with an object.

- Bruising on the cheeks, head or around the ear and black eyes can be the result of non-accidental injury.

 

Other injuries:

- Bite marks may be evident from an impression of teeth

- Small circular burns on the skin suggest cigarette burns

- Scalding inflicted by immersion in hot water often affects buttocks or feet and legs symmetrically

- Red lines occur with ligature injuries

- Retinal haemorrhages can occur with head injury and vigorous shaking of the baby

- Tearing of the frenulum of the upper lip can occur with force-feeding. However, any injury of this type must be assessed in the context of the explanation given, the child’s developmental stage, a full examination and other relevant investigations as appropriate.

- Fractured ribs: rib fractures in a young child are suggestive of non-accidental injury

- Other fractures: spiral fractures of the long bones are suggestive of non-accidental injury

Behavioural signs:

Wearing clothes to cover injuries, even in hot weather
Refusal to undress for gym
Chronic running away
Fear of medical help or examination
Self-destructive tendencies
Fear of physical contact - shrinking back if touched
Admitting that they are punished, but the punishment is excessive (such as a child being beaten every night to 'make him study')
Fear of suspected abuser being contacted
Injuries that the child cannot explain or explains unconvincingly
Become sad, withdrawn or depressed
Having trouble sleeping
Behaving aggressively or be disruptive
Showing fear of certain adults
Having a lack of confidence and low self-esteem

Using drugs or alcohol

Repetitive pattern of attendance: recurrent visits, repeated injuries
Excessive compliance
Hyper-vigilance

 

 

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 (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may 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.

Sexual abuse is usually perpetrated by people who are known to and trusted by the child – e.g. relatives, family friends, neighbours, people working with the child in school or through other activities.

Characteristics of child sexual abuse:

It is usually planned and systematic – people do not sexually abuse children by accident, though sexual abuse can be opportunistic;
Grooming the child – people who abuse children take care to choose a vulnerable child and often spend time making them dependent. This can be done in person or via the internet through chat-rooms and social networking sites;
Grooming the child’s environment – abusers try to ensure that potential adult protectors (parents and other carers especially) are not suspicious of their motives. Again, this can be done in person or via the internet through chat-rooms and social networking sites.

 

 

 

 

 

In young children behavioural changes may include:

·        Regressing to younger behaviour patterns such as thumb sucking or bringing out discarded cuddly toys

Being overly affectionate - desiring high levels of physical contact and signs of affection such as hugs and kisses

·        Lack of trust or fear of someone they know well, such as not wanting to be alone with a babysitter or child minder

They may start using sexually explicit behaviour or language, particularly if the behaviour or language is not appropriate for their age

·        Starting to wet again, day or night/nightmares

In older children behavioural changes may include:

Extreme reactions, such as depression, self-mutilation, suicide attempts, running away, overdoses, anorexia
Personality changes such as becoming insecure or clinging
Sudden loss of appetite or compulsive eating
Being isolated or withdrawn
Inability to concentrate
Become worried about clothing being removed
Suddenly drawing sexually explicit pictures
Trying to be 'ultra-good' or perfect; overreacting to criticism
Genital discharge or urinary tract infections

Marked changes in the child's general behaviour. For example, they may become unusually quiet and withdrawn, or unusually aggressive. Or they may start suffering from what may seem to be physical ailments, but which can't be explained medically

The child may refuse to attend school or start to have difficulty concentrating so that their schoolwork is affected
They may show unexpected fear or distrust of a particular adult or refuse to continue with their usual social activities

The child may describe receiving special attention from a particular adult, or refer to a new, "secret" friendship with an adult or young person

Children who have been sexually abused may demonstrate inappropriate sexualised knowledge and behaviour

·        Low self-esteem, depression and self-harm are all associated with sexual abuse

Physical signs and symptoms for any age child could be:

Medical problems such as chronic itching, pain in the genitals, venereal diseases
Stomach pains or discomfort walking or sitting

Sexually transmitted infections

Any features that suggest interference with the genitalia. These may include bruising, swelling, abrasions or tears
Soreness, itching or unexplained bleeding from penis, vagina or anus
Sexual abuse may lead to secondary enuresis or faecal soiling and retention
Symptoms of a sexually transmitted disease such as vaginal discharge or genital warts, or pregnancy in adolescent girls

 

Sexual Abuse by Young People

The boundary between what is abusive and what is part of normal childhood or youthful experimentation can be blurred.  The determination of whether behaviour is developmental, inappropriate or abusive will hinge around the related concepts of true consent, power imbalance and exploitation.  This may include children and young people who exhibit a range of sexually problematic behaviour such as indecent exposure, obscene telephone calls, fetishism, bestiality and sexual abuse against adults, peers or children.

Developmental Sexual Activity encompasses those actions that are to be expected from children and young people as they move from infancy through to an adult understanding of their physical, emotional and behavioural relationships with each other.  Such sexual activity is essentially information gathering and experience testing.  It is characterised by mutuality and of the seeking of consent.

Inappropriate Sexual Behaviour can be inappropriate socially, inappropriate to development, or both.  In considering whether behaviour fits into this category, it is important to consider what negative effects it has on any of the parties involved and what concerns it raises about a child or young person.  It should be recognised that some actions may be motivated by information seeking, but still cause significant upset, confusion, worry, physical damage, etc.  it may also be that the behaviour is “acting out” which may derive from other sexual situations to which the child or young person has been exposed.

If an act appears to have been inappropriate, there may still be a need for some form of behaviour management or intervention.  For some children, educative inputs may be enough to address the behaviour.

Abusive sexual activity includes any behaviour involving coercion, threats, aggression together with secrecy, or where one participant relies on an unequal power base.

Assessment

In order to more fully determine the nature of the incident the following factors should be given consideration.  The presence of exploitation in terms of:

·      Equality – consider differentials of physical, cognitive and emotional development, power and control and authority, passive and assertive tendencies

·      Consent – agreement including all the following:

-  Understanding that is proposed based on age, maturity, development level, functioning and experience

-  Knowledge of society’s standards for what is being proposed

-  Awareness of potential consequences and alternatives

-  Assumption that agreements or disagreements will be respected equally

-  Voluntary decision

-  Mental competence

·      Coercion – the young perpetrator who abuses may use techniques like bribing, manipulation and emotional threats of secondary gains and losses that is loss of love, friendship, etc.  Some may use physical force, brutality or the threat of these regardless of victim resistance.

In evaluating sexual behaviour of children and young people, the above information should be used only as a guide.

 

 

 

APPENDIX 3

Child Sexual Exploitation (CSE)

Child sexual exploitation is a form of abuse which involves children (male and female, of different ethnic origins and of different ages) receiving something in exchange for sexual activity.

‘Child sexual exploitation is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact; it can also occur through the use of technology.’ (DfE – February 2017)

The definition and further guidelines can be found in the DfE document : Child sexual exploitation - Definition and a guide for practitioners

Who is at risk?

Child sexual exploitation can happen to any young person from any background. Although the research suggests that the females are more vulnerable to CSE, boys and young men are also victims of this type of abuse.

The characteristics common to all victims of CSE are not those of age, ethnicity or gender, rather their powerlessness and vulnerability. Victims often do not recognise that they are being exploited because they will have been groomed by their abuser(s). As a result, victims do not make informed choices to enter into, or remain involved in, sexually exploitative situations but do so from coercion, enticement, manipulation or fear. Sexual exploitation can happen face to face and it can happen online. It can also occur between young people.

In all its forms, CSE is child abuse and should be treated as a child protection issue.

WARNING SIGNS AND VULNERABILITIES CHECKLIST[2]

The evidence available points to several factors that can increase a child’s vulnerability to being sexually exploited. The following are typical vulnerabilities in children prior to abuse:

·        Living in a chaotic or dysfunctional household (including parental substance use, domestic violence, parental mental health issues, parental criminality)

·        History of abuse (including familial child sexual abuse, risk of forced marriage, risk of ‘honour’-based violence, physical and emotional abuse and neglect)

·        Recent bereavement or loss

·        Gang association either through relatives, peers or intimate relationships (in cases of gang-associated CSE only)

·        Attending school with young people who are sexually exploited

·        Learning disabilities

·        Unsure about their sexual orientation or unable to disclose sexual orientation to their families

·        Friends with young people who are sexually exploited

·        Homeless

·        Lacking friends from the same age group

·        Living in a gang neighbourhood

·        Living in residential care

·        Living in hostel, bed and breakfast accommodation or a foyer

·        Low self-esteem or self-confidence

Young carer

The following signs and behaviour are generally seen in children who are already being sexually exploited:

·        Missing from home or care

·        Physical injuries

·        Drug or alcohol misuse

·        Involvement in offending

·        Repeat sexually-transmitted infections, pregnancy and terminations

·        Absent from school

·        Evidence of sexual bullying and/or vulnerability through the internet and/or social networking sites

·        Estranged from their family

·        Receipt of gifts from unknown sources

·        Recruiting others into exploitative situations

·        Poor mental health

·        Self-harm

·        Thoughts of or attempts at suicide

Evidence shows that any child displaying several vulnerabilities from the above lists should be considered to be at high risk of sexual exploitation.

All schools should ensure that there is a dedicated lead person with responsibility for implementing local guidance in respect of child sexual exploitation.  This would normally be the DSL.

The DSL must ensure they are aware of the guidance on Child Sexual Exploitation on the WSCB website: http://www.worcestershire.gov.uk/cms/safeguarding-our-children/child-sexual-exploitation.aspx

The DSL must ensure that all staff are aware of signs and symptoms of CSE and know that these must be reported and recorded as child protection concerns.  The DSL must follow the Worcestershire Pathway for dealing with issues of CSE, including completion of the screening tool.

 

 

 

 

 

35.4.1                   APPENDIX 4
35.4.2              Effects of domestic abuse on children and young people

The impact of domestic abuse on the quality of a child’s or young person’s life is very significant.  Children and young people who live with domestic abuse are at increased risk of behavioural problems, emotional trauma, and mental health difficulties in adult life.

The impact of domestic abuse on children and young people can be wide-ranging and may include effects in any or all of the following areas:

Physical:  Children and young people can be hurt either by trying to intervene and stopping the violence or by being injured themselves by the abuser. They may develop self-harming behaviour, or eating disorders. Their health could be affected, as they may not be being cared for appropriately. They may have suicidal thoughts or try to escape or blank out the abuse by using drugs, alcohol or by running away.

Sexual:  There is a high risk that children and young people will be abused themselves where there is domestic abuse.  In homes where living in fear is the norm, and situations are not discussed, an atmosphere of secrecy develops and this creates a climate in which sexual abuse could occur. In addition to this, children and young people may sometimes be forced to watch the sexual abuse of their mother/carer. This can have long-lasting effects on the sexual and emotional development of the child/young person.

Economic:  The parent or carer of the child or young person may have limited control over the family finances. Therefore, there might be little or no money available for extra-curricular activities, clothing or even food, impacting on their health and development.

Emotional:  Children and young people will often be very confused about their feelings – for example, loving both parents/carers but not wanting the abuse to continue. They may be given negative messages about their own worth, which may lead to them developing low self-esteem. Many children and young people feel guilty, believing that the abuse is their fault. They are often pessimistic about their basic needs being met and can develop suicidal thoughts. Some children and young people may internalise feelings and appear passive and withdrawn or externalise their feelings in a disruptive manner.

Isolation:  Children and young people may become withdrawn and isolated; they may not be allowed out to play; and if there is abuse in the home they are less likely to invite their friends round. Schooling may be disrupted in many ways, and this may contribute to their growing isolation. They may frequently be absent from school as they may be too scared to leave their mother alone. They may have to move away from existing friends and family – e.g. into a refuge or other safe or temporary accommodation.

Threats:  Children and young people are likely to have heard threats to harm their mother/father. They may have been directly threatened with harm or heard threats to harm their pet. They also live under the constant and unpredictable threat of violence, resulting in feelings of intimidation, fear and vulnerability, which can lead to high anxiety, tension, confusion and stress.

This clearly highlights that living with domestic abuse has a significant impact on a child’s ability to achieve the five outcomes as outlined in the Every Child Matters agenda:

• be healthy;

• stay safe;

• enjoy and achieve;

• make a positive contribution;

• achieve economic well-being.

 

What you might see in school

•    Unexplained absences or lateness – either from staying at home to protect their parent or hide their injuries, or because they are prevented from attending school;

•    Children and young people attending school when ill rather than staying at home;

•    Children and young people not completing their homework, or making constant excuses, because of what is happening at home;

•    Children and young people who are constantly tired, on edge and unable to concentrate through disturbed sleep or worrying about what is happening at home;

•    Children and young people displaying difficulties in their cognitive and school performance;

•    Children and young people whose behaviour and personality changes dramatically;

•    Children and young people who become quiet and withdrawn and have difficulty in developing positive peer relations;

•    Children and young people displaying disruptive behaviour or acting out violent thoughts with little empathy for victims;

•    Children and young people who are no trouble at all.

 

This list is not exhaustive – this is intended to give you an idea of some of the types of behaviour that could be presented.

 

What schools can do

Schools can create an environment which both promotes their belief and commitment that domestic abuse is not acceptable, and that they are willing to discuss and challenge it.

For many victims, the school might be the one place that they visit without their abusive partner.

It would help if schools displayed posters or had cards/pens available with information about domestic abuse and contact details for useful agencies: for example, NSPCC 0808 800 5000 and ChildLine 0800 11 11; Parentline 0808 800 2222; Worcestershire’s Forum Against Domestic Abuse and Sexual Violence (WFADSA) 24 hr. helpline: 0800 980 3331, website.

West Mercia Constabulary - Police Domestic Abuse Units 101.

Research shows that the repeated use of physical, sexual, psychological and financial abuse is one of the ways in which male power is used to control women. The underlying attitudes which legitimate and perpetuate violence against women should be challenged by schools as part of the whole school ethos.

Schools can support individual children and young people by:

•    Introducing a whole-school philosophy that domestic abuse is unacceptable;

•    Responding to disclosures and potential child protection concerns; recognising that domestic abuse and forced marriage may be a child protection concern; policies and procedures must include domestic abuse;

•    Giving emotional support – the child or young person might need referral to a more specialist service or need additional support to complete coursework, exams etc.;

•    Facilitating a peer support network – children and young people can become isolated but often welcome talking to friends about their problems;

•    Offering practical support – if children or young people are new to the school they may not yet have a uniform, they may also need financial help with extra-curricular activities, or they may be unfamiliar with the syllabus, the area, where to hang out, etc.;

•    Providing somewhere safe and quiet to do their homework or just to sit and think;

•    Improving the self-esteem and confidence of children and young people by:

-    offering them opportunities to take on new roles and responsibilities;

-    offering tasks which are achievable and giving praise and encouragement;

-    monitoring their behaviour and setting clear limits;

-    criticising the action, not the person;

-    helping them to feel a sense of control in their school lives;

-    involving them in decision making;

-    helping them to be more assertive;

-    respecting them as individuals;

-    encouraging involvement in extra-curricular activities.

Advice for schools on receiving notification of a Domestic Abuse incident

Background

Following a call to a domestic abuse incident where children are involved, Police notify Social Care and Health.  A domestic abuse triage meeting takes place each day within the Multi-Agency Safeguarding Hub (MASH) where the notifications are sorted into low, medium and high risk, depending on the perceived level of risk to the children.  For those cases that are classified medium or high, the school DSL will receive an e-mail via their secure communications system on the Children's Services Portal, from the Family Front Door informing them that an incident has taken place and giving them a copy of the Police log.  For high risk cases, they will also be contacted by telephone and asked whether they have any concerns about the children at school.  Social Care will also inform parents that the notification has been received and shared with other agencies and that the information will be treated confidentially.

 

School action

On receiving this information, the DSL should:

§   Log the information and keep the record alongside other information/concerns that the school has on this child/family, with all other confidential CP records in a secure place. This will allow the school to recognise any pattern and/or frequency of notifications and take appropriate action. Please note that school may receive further communication about this same incident, once further assessment of the situation has been undertaken by Police – be careful not to log this as a separate incident.

§   Inform any staff of notification on a ‘need to know’ only basis – e.g. class teacher/form tutor.

§   Alert all staff who teach pupil/student with minimum of information – e.g. ‘This pupil/student may need extra support / may need extra time to complete homework’.

§   Monitor pupil/student behaviour in school (including attendance) and should concerns arise which may be attributed to the impact of the incident, consult with Social Care through the Family Front Door as the concerns may be significant and lead to new safeguarding action, or to seek advice on how to proceed.

§   Provide appropriate support for child, if required – do not question pupil/student about the incident.  Respect the child's decision on whether or not they wish to discuss the situation.

§   Provide appropriate support for adult, if asked – e.g. helpline number (0800 980 3331) or website address.

Bear in mind

§   Victim of incident may be anxious that the information will be shared inappropriately.

§   Notification may not give details as to which parent is the perpetrator/victim – any disclosure to the ‘wrong’ parent could heighten risk.

§   Need to be aware who is ‘connected’ to the child – e.g. TA/lunchtime supervisor may be child’s relative / friend of the family.

§   Inappropriate sharing of information could heighten the risk for the victim and/or the child.

 

If in doubt, consult with the Family Front Door (01905 82266
APPENDIX 5

Forced Marriage – a form of Domestic Abuse

Forced Marriage should be recognised as a human rights abuse – and should always invoke child protection procedures within the school.

A forced marriage is a marriage conducted without the full consent of both parties, and one where duress is a factor.  A forced marriage is not the same as an arranged marriage – in an arranged marriage the families take a leading role in choosing the marriage partner.  The marriage is entered into freely by both people.

Warning signs

Warning signs can include a sudden drop in performance, truancy from lessons and conflicts with parents over continuation of the student's education. There may be excessive parental restrictions and control, a history of domestic abuse within the family, or extended absence through sickness or overseas commitments. Students may also show signs of depression or self-harming, and there may be a history of older siblings leaving education early to get married.

The justifications

Most cases of forced marriage in the UK involve South Asian families. This is partially a reflection of the fact that there is a large established South Asian population in the UK. It is clear, however, that forced marriage is not a solely South Asian phenomenon — there have been cases involving families from East Asia, the Middle East, Europe and Africa.

Some forced marriages take place in the UK with no overseas element, while others involve a partner coming from overseas, or a British citizen being sent abroad. Parents who force their children to marry often justify it as protecting them, building stronger families and preserving cultural or religious traditions. They may not see it as wrong.

Forced marriage can never be justified on religious grounds: every major faith condemns it and freely given consent is a pre-requisite of Christian, Jewish, Hindu, Muslim and Sikh marriage.

Culture

Often parents believe that they are upholding the cultural traditions of their home countries, when in fact practices and values there have changed. Some parents come under significant pressure from their extended families to get their children married.

The law

Sexual intercourse without consent is rape, regardless of whether this occurs within the confines of a marriage. A girl who is forced into marriage is likely to be raped and may be raped until she becomes pregnant.

In addition, the Forced Marriage (Civil Protection) Act (2007) makes provision for protecting children, young people and adults from being forced into marriage without their full and free consent through Forced Marriage Protection Orders.   Breaching a Forced Marriage Protection Order is a criminal offence.

The Anti-Social Behaviour, Crime and Policing Act 2014 makes it a criminal offence, with effect from 16th June 2014, to force someone to marry.  This includes:

·         Taking someone overseas to force them to marry (whether or not the marriage takes place);

·         Marrying someone who lacks the mental capacity to consent to the marriage (whether they're pressured into it or not).

What to do if a student seeks help

·         The student should be seen immediately in a private place, where the conversation cannot be overheard.

·         The student should be seen on her own, even if she attends with others.

·         Develop a safety plan in case the student is seen i.e. prepare another reason why you are meeting.

·         Explain all options to the student and recognise and respect her wishes. If the student does not want to be referred to Children's Services, you will need to consider whether to respect the student's wishes — or whether the student's safety requires further action to be taken. If you take action against the student's wishes you must inform the student.

·         Establish whether there is a family history of forced marriage — i.e. siblings forced to marry.

·         Advise the student not to travel overseas and discuss the difficulties she may face.

·         Seek advice from the Forced Marriage Unit.

·         Liaise with Police and Children's Services to establish if any incidents concerning the family have been reported.

·         Refer to the local Police Child Protection Unit if there is any suspicion that there has been a crime or that one may be committed.

·         Refer the student with her consent to the appropriate local and national support groups, and counselling services.


What to do if the student is going abroad imminently

The Forced Marriage Unit advises education professionals to gather the following information if at all possible — it will help the unit to locate the student and to repatriate her:

·         a photocopy of the student's passport for retention — encourage her to keep details of her passport number and the place and date of issue

·         as much information as possible about the family (this may need to be gathered discretely)

·         full name and date of birth of student under threat

·         student's father's name

·         any addresses where the student may be staying overseas

·         potential spouse's name

·         date of the proposed wedding

·         the name of the potential spouse's father if known

·         addresses of the extended family in the UK and overseas

Specific information

It is also useful to take information that only the student would know, as this may be helpful during any interview at an embassy or British High Commission — in case another person of the same age is produced pretending to be the student.

Professionals should also take details of any travel plans and people likely to accompany the student. Note also the names and addresses of any close relatives remaining in the UK and a safe means to contact the student — a secret mobile telephone, for example, that will function abroad.

Forced marriage: what educators should NOT do

·         treat such allegations merely as domestic issues and send the student back to the family home

·         ignore what the student has told you or dismiss the need for immediate protection

·         approach the student's family or those with influence within the community, without the express consent of the student, as this will alert them to your concern and may place the student in danger

·         contact the family in advance of any enquires by the Police, Children's Services or the Forced Marriage Unit, either by telephone or letter

·         share information outside child protection information sharing protocols without the express consent of the student

·         breach confidentiality except where necessary in order to ensure the student’s safety

·         attempt to be a mediator

Further guidance is available from The Forced Marriage Unit:

Tel: (+44) (0)20 7008 0151 between 9.00 a.m. and 5.00 p.m. Monday to Friday

Emergency Duty Officer (out of hours): (+44) (0)20 7008 1500

E-mail: fmu@fco.gov.uk    Website: www.fco.gov.uk/forcedmarriage

FMU publication: 'Multi-Agency Practice Guidelines: Handling Cases of Forced Marriage' June 09

See also: 'The Right to Choose – Multi-Agency Guidance in relation to Forced Marriage' Government Office - November 2008 and Interagency Guidance on Forced Marriage on the WSCB website.

Ref: WSCB regional procedures 'Forced Marriage' and Worcestershire's Forced Marriage, Honour-Based Violence and Female Genital Mutilation Protocol – January 2016.

APPENDIX 6

Female Genital Mutilation (FGM) – a form of Human Rights Abuse

What is FGM?

FGM includes procedures that intentionally alter or injure the female genital organs for non-medical reasons.

There are four known types of FGM, all of which have been found in the UK:

         Type 1 – clitoridectomy: partial or total removal of the clitoris and, in very rare cases, only the prepuce (the fold of skin surrounding the clitoris)

         Type 2 – excision: partial or total removal of the clitoris and the labia minora, with or without excision of the labia majora (the labia are the ‘lips’ that surround the vagina)

         Type 3 – infibulation: narrowing of the vaginal opening through the creation of a covering seal. The seal is formed by cutting and repositioning the inner, or outer, labia, with or without removal of the clitoris

Type 4 – other: all other harmful procedures to the female genitalia for non-medical purposes, e.g., pricking, piercing, incising, scraping and cauterising the genital area.

FGM is sometimes known as ‘female genital cutting’ or female circumcision. Communities tend to use local names for this practice, including ‘sunna’.

Why is FGM carried out?

It is believed that:

·     It brings status and respect to the girl and that it gives a girl social acceptance, especially for marriage.

·     It preserves a girl’s virginity/chastity.

·     It is part of being a woman as a rite of passage.

·     It upholds the family honour.

·     It cleanses and purifies the girl.

·     It gives the girl and her family a sense of belonging to the community.

·     It fulfills a religious requirement believed to exist.

·     It perpetuates a custom/tradition.

·     It helps girls and women to be clean and hygienic.

·     It is cosmetically desirable.

·     It is mistakenly believed to make childbirth safer for the infant.

Religion is sometimes given as a justification for FGM. For example, some people from Muslim communities argue that the Sunna (traditions or practices undertaken or approved by the prophet Mohammed) recommends that women undergo FGM, and some women have been told that having FGM will make them ‘a better Muslim’. However, senior Muslim clerics at an international conference on FGM in Egypt in 2006 pronounced that FGM is not Islamic, and the London Central Mosque has spoken out against FGM on the grounds that it constitutes doing harm to oneself or to others, which is forbidden by Islam.

Within which communities is FGM known to be practised?

According to the Home Office it is estimated that up to 24,000 girls under the age of 15 are at risk of FGM.

UK communities that are most at risk of FGM include Kenyan, Somali, Sudanese, Sierra Leoni, Egyptian, Nigerian and Eritrean, as well as non-African communities including Yemeni, Afghani, Kurdish, Indonesian and Pakistani.

Obviously, this not to say that all families from the communities listed above practise FGM, and many parents will refuse to have their daughters subjected to this procedure. However, in some communities a great deal of pressure can be put on parents to follow what is seen as a cultural or religious practice.

 

Is FGM harmful?

FGM is extremely harmful and is often described as brutal because of the way it is carried out, and its short and long term effects on physical and psychological health.

FGM is carried out on children between the ages of 0 and 15, depending on the community in which they live. It is often carried out without any form of sedation and without sterile conditions. The girl or young woman is held down while the procedure of cutting takes place and survivors describe extreme pain, fear and feelings of abandonment.

Where the vagina is cut and then sewn up, only a very small opening may be left. This is often seen as a way to ensure that when the girl enters marriage, she is a virgin. In some communities the mother of the future husband and the girl’s own mother will take the girl to be cut open before the wedding night.

Repeat urinal tract infections are a common problem for women who have undergone FGM, and for some, infections come from menstruation being restricted. Many women have problems during pregnancy and childbirth. The removal of the clitoris denies women physical pleasure during sexual activity and some groups will practise complete removal to ensure chastity.

Is it illegal?

FGM is internationally recognised as a violation of the human rights of girls and women, and is illegal in most countries – including the UK. The Female Genital Mutilation Act 2003 came into force in 2004:

The act makes it illegal to:

·      practise FGM in the UK

·      take girls who are British nationals or permanent residents of the UK abroad for FGM, whether or not it is lawful in that country

·      aid and abet, counsel or procure the carrying out of FGM abroad.

The offence carries a penalty of up to 14 years in prison, and/or a fine.

Signs, symptoms and indicators

The following list of possible signs and indicators are not diagnostic, but are offered as a guide as to what kind of things should alert professionals to the possibility of FGM.

Things that may point to FGM happening:

·      a child talking about getting ready for a special ceremony

·      a family arranging a long break abroad

·      a child’s family being from one of the ‘at-risk’ communities for FGM (see above)

·      knowledge that an older sibling has undergone FGM

·      a young person talks of going abroad to be 'cut', or get ready for marriage.

Things that may indicate a child has undergone FGM:

·      prolonged absence from school or other activities

·      behaviour change on return from a holiday abroad, such as the child being withdrawn and appearing subdued

·      bladder or menstrual problems

·      finding it difficult to sit still, and looking uncomfortable

·      complaining about pain between their legs

·      mentioning something somebody did to them that they are not allowed to talk about

·      secretive behaviour, including isolating themselves from the group

·      reluctance to take part in physical activity

·      repeated urinal tract infection

·      disclosure.

 

 

What should schools do?

Where schools have a concern about a child, they should contact Children's Social Care Services. If the concerns are based on more concrete indicators – i.e., the young person says this is going to happen to them, or disclosure that it has happened to them or to an older sister – schools should make a child protection referral and inform the Police as required by the mandatory reporting duty. Schools should not:

·      contact the parents before seeking advice from children's social care;

·      make any attempt to mediate between the child/young person and parents.

It is important to keep in mind that the parents may not see FGM as a form of abuse; however, they may be under a great deal of pressure from their community and or family to subject their daughters to it. Some parents from identified communities may seek advice and support as to how to resist and prevent FGM for their daughters, and education about the harmful effects of FGM may help to make parents feel stronger in resisting the pressure of others in the community. Remember that religious teaching does not support FGM.

The ‘one chance’ rule

In the same way that we talk about the 'one chance rule' in respect of young people coming forward with fears that they may be forced into marriage, young people disclosing fears that they are going to be sent abroad for FGM are taking the 'one chance', of seeking help.

It is essential that we take such concerns seriously and act without delay. Never underestimate the determination of parents who have decided that it is right for their daughter to undergo FGM. Attempts to mediate may place the child/young person at greater risk, and the family may feel so threatened at the news of their child's disclosure that they bring forward their plans or take action to silence her.

Mandatory Reporting Duty

Where FGM has taken place, since 31 October 2015 there has been a mandatory reporting duty placed on teachers. Section 5B of the Female Genital Mutilation Act 2003 (as inserted by section 74 of the Serious Crime Act 2015) places a statutory duty upon teachers in England and Wales, to personally report to the police where they discover (either through disclosure by the victim or visual evidence) that FGM appears to have been carried out on a girl under 18. Those failing to report such cases will face disciplinary sanctions. Further information on when and how to make a report can be found in the following Home Office guidance: 'Mandatory Reporting of Female Genital Mutilation - procedural information' (October 2015).

                                                                      

 

 

APPENDIX 7

SEXTING

What is sexting?

Sexting is the exchange of self-generated sexually explicit images, through mobile picture messages or webcams over the internet.

Sexting is often seen as flirting by children and young people who think that it's part of normal life.

Often, incidents of sexting are not clear-cut or isolated; schools may encounter a variety of scenarios.  Sexting incidents can be divided into two categories – aggravated and experimental[3]:

Aggravated incidents of sexting involve criminal or abusive elements beyond the creation of an image. These include further elements, adult involvement or criminal or abusive behaviour by minors such as sexual abuse, extortion, threats, malicious conduct arising from personal conflicts, or creation or sending or showing of images without the knowledge or against the will of a minor who is pictured.

Experimental incidents of sexting involve youths taking pictures of themselves to share with established boy or girlfriends, to create romantic interest in other youth, or for reasons such as attention seeking. There is no criminal element (and certainly no criminal intent) beyond the creation and sending of the images and no apparent malice or lack of willing participation.

The consequences of sexting can be devastating for young people. In extreme cases it can result in suicide or a criminal record, isolation and vulnerability. Young people can end up being criminalised for sharing an apparently innocently image which may have, in fact, been created for exploitative reasons.

Because of the prevalence of sexting, young people are not always aware that their actions are illegal. In fact, sexting as a term is not something that is recognised by young people and the ‘cultural norms’ for adults can be somewhat different.  Some celebrities have made comments which appear to endorse sexting – ‘it’s okay, as long as you hide your face’ - giving the impression that sexting is normal and acceptable. However, in the context of the law it is an illegal activity and young people must be made aware of this.

The Law - Much of the complexity in responding to youth produced sexual imagery is due to its legal status. Making, possessing and distributing any imagery of someone under 18 which is ‘indecent’ is illegal. This includes imagery of yourself if you are under 18. ‘Indecent’ is not defined in legislation. For most purposes, if imagery contains a naked young person, a topless girl, and/or displays genitals or sex acts, including masturbation, then it will be considered indecent. Indecent images may also include overtly sexual images of young people in their underwear.

The law criminalising indecent images of children was created long before mass adoption of the internet, mobiles and digital photography. It was also created to protect children and young people from adults seeking to sexually abuse them or gain pleasure from their sexual abuse. It was not intended to criminalise children. Despite this, young people who share sexual imagery of themselves, or peers, are breaking the law.

The National Police Chiefs Council (NPCC) has made clear that incidents involving youth produced sexual imagery should primarily be treated as safeguarding issues.  Schools may respond to incidents without involving the police.  Where the police are notified of incidents of youth produced sexual imagery they are obliged, under the Home Office Counting rules and National Crime Recording Standards, to record the incident on their crime systems. The incident will be listed as a ‘crime’ and the young person involved will be listed as a ‘suspect.’  This is not the same as having a criminal record.

Every ‘crime’ recorded on police systems has to be assigned an outcome from a predefined list of outcome codes. As of January 2016 the Home Office launched a new outcome code (outcome 21) to help formalise the discretion available to the police when handling crimes such as youth produced sexual imagery.  This means that even though a young person has broken the law and the police could provide evidence that they have done so, the police can record that they chose not to take further action as it was not in the public interest.

 

 

Action to take in the case of an incident of sexting

Step 1 – Disclosure by a student

Sexting disclosures should follow the normal safeguarding practices and protocols. A student is likely to be very distressed especially if the image has been circulated widely and if they don’t know who has shared it, seen it or where it has ended up. They will need pastoral support during the disclosure and after the event. They may even need immediate protection or a referral to Social Care.

The following questions will help decide upon the best course of action:

• Is the student disclosing about themselves receiving an image, sending an image or sharing an image?

• What sort of image is it? Is it potentially illegal or is it inappropriate?

• Are the school child protection and safeguarding policies and practices being followed? For example, has the DSL been consulted and is their advice and support available?

• How widely has the image been shared and is the device in their possession?

• Is it a school device or a personal device?

• Does the student need immediate support and or protection?

• Are there other students and or young people involved?

• Do they know where the image has ended up?

This situation will need to be handled very sensitively. Whatever the nature of the incident, ensure school safeguarding and child protection policies and practices are adhered to.

 

Step 2 – Searching a device

It is highly likely that the image will have been created and potentially shared through mobile devices. The image may not be on one single device, but may be on a website or on a multitude of devices; it may be on either a school-owned or personal device. It is important to establish the location of the image but be aware that this may be distressing for the young person involved, so be conscious of the support they may need.

When searching a mobile device the following conditions should apply:

• The action is in accordance with the school’s child protection and safeguarding policies

• The search is conducted by the head teacher or a person authorised by them

• A member of the safeguarding team is present

• The search is conducted by a member of the same sex

If any illegal images of a child are found you should consider whether to inform the police. As a general rule it will almost always be proportionate to refer any incident involving “aggravated” sharing of images to the police, whereas purely “experimental” conduct may proportionately be dealt with without such referral, most particularly if it involves the child sharing images of themselves.

Any conduct involving, or possibly involving, the knowledge or participation of adults should always be referred to the police.

If an “experimental” incident is not referred to the police the reasons for this should be recorded in writing.

Always put the child first. Do not search the device if this will cause additional stress to the student/person whose image has been distributed.

If there is an indecent image of a child on a website or a social networking site then you should report the image to the site hosting it.  In the case of a sexting incident involving a child or young person where you feel that they may be at risk of abuse then you should report the incident directly to CEOP www.ceop.police.uk/ceop-report, so that law enforcement can make an assessment, expedite the case with the relevant provider and ensure that appropriate action is taken to safeguard the child.

 

Step 3 – What to do and not do with the image

If the image has been shared across a personal mobile device:

·        Confiscate and secure the device;

·        Don't view the image unless there is a clear reason to do so;

·        Don't send, share or save the image anywhere;

·        Don't allow students to view images or send, share or save them anywhere.

If the image has been shared across a school network, a website or social network:

·        Block the network to all users and isolate the image;

·        Don't send or print the image;

·        Don't move the material from one place to another;

·        Don't view the image outside of the protocols of your safeguarding policies and procedures.

 

Step 4 – Who should deal with the incident?

Whoever the initial disclosure is made to must act in accordance with the school safeguarding policy, ensuring that the DSL or a senior member of staff is involved in dealing with the incident.

The DSL should always record the incident. Senior management should also always be informed. There may be instances where the image needs to be viewed and this should be done in accordance with protocols. The best interests of the child should always come first; if viewing the image is likely to cause additional stress, staff should make a judgement about whether or not it is appropriate to do so.

 

Step 5 - Deciding on a response

There may be a multitude of reasons why a student has engaged in sexting – it may be a romantic/sexual exploration scenario or it may be due to coercion.

It is important to remember that it won’t always be appropriate to inform the police; this will depend on the nature of the incident. However, as a school it is important that incidents are consistently recorded. It may also be necessary to assist the young person in removing the image from a website or elsewhere.

If indecent images of a child are found:

Act in accordance with your child protection and safeguarding policy, e.g. notify DSL
Store the device securely
Carry out a risk assessment in relation to the young person (see Appendix B of the Safeguarding Children in Education Guidance for a Sexting Risk Assessment pro-forma and flow chart)
Make a referral if needed
Contact the police (if appropriate)
Put the necessary safeguards in place for the student, e.g. they may need counselling support, immediate protection and parents must also be informed.
Inform parents and/or carers about the incident and how it is being managed.

 

Step 6 – Contacting other agencies (making a referral)

If the nature of the incident is high-risk, consider contacting Children's Social Care.  Depending on the nature of the incident and the response you may also consider contacting local police or referring the incident to CEOP.

Understanding the nature of the incident, whether experimental or aggravated, will help to determine the appropriate course of action.

Step 7 – Containing the incident and managing pupil reaction

Sadly, there are cases in which victims of sexting have had to leave or change schools because of the impact the incident has had on them. The student will be anxious about who has seen the image and where it has ended up. They will seek reassurance regarding its removal from the platform on which it was shared. They are likely to need support from the school, their parents and their friends. Education programmes can reinforce to all students the impact and severe consequences that this behaviour can have. Consider engaging with your local police and asking them to talk to the students.

Other staff may need to be informed of incidents and should be prepared to act if the issue is continued or referred to by other students. The school, its students and parents should be on high alert, challenging behaviour and ensuring that the victim is well cared for and protected. The students’ parents should usually be told what has happened so that they can keep a watchful eye over their child, especially when they are online at home.

Creating a supportive environment for students in relation to the incident is very important.

 

Step 8 – Reviewing outcomes and procedures to prevent further incidences

As with all incidents, a review process ensures that the matter has been managed effectively and that the school has the capacity to learn and improve its handling procedures. Incidents of sexting can be daunting for a school to manage, especially if the image has been widely shared between pupils in school.

Further information is available from the NSPCC

 

 

APPENDIX 8

RADICALISATION AND EXTREMISM

What is Prevent?

Prevent is the Government’s strategy to stop people becoming terrorists or supporting terrorism, in all its forms. Prevent works at the pre-criminal stage by using early intervention to encourage individuals and communities to challenge extremist and terrorist ideology and behaviour.

The Counter-Terrorism and Security Act (2015), places a duty on specified authorities, including schools and colleges, to have due regard to the need to prevent people from being drawn into terrorism (“the Prevent duty”). The Prevent duty reinforces existing duties placed upon educational establishments for keeping children safe by:

Ensuring a broad and balanced curriculum is in place schools to promote the spiritual, moral, social and cultural development of pupils;
Assessing the risk of pupils being drawn into extremist views;
Ensuring safeguarding arrangements by working in partnership with local authorities, police and communities;
Training staff to provide them with the knowledge and ability to identify pupils at risk;

·        Keeping pupils safe online, using effective filtering and usage policies.

Warning Signs/Indicators of Concern

There is no such thing as a “typical extremist”: those who become involved in extremist actions come from a range of backgrounds and experiences, and most individuals, even those who hold radical views, do not become involved in violent extremist activity.

Pupils may become susceptible to radicalisation through a range of social, personal and environmental factors. It is vital that school staff are able to recognise those vulnerabilities.  However, this list is not exhaustive, nor does it mean that all young people experiencing the above are at risk of radicalisation for the purposes of violent extremism.

Factors which may make pupils more vulnerable may include:

·     Identity Crisis: the pupil is distanced from their cultural/religious heritage and experiences discomfort about their place in society.

·     Personal Crisis: the pupil may be experiencing family tensions; a sense of isolation; low self-esteem; they may have dissociated from their existing friendship group and become involved with a new and different group of friends; they may be searching for answers to questions about identity, faith and belonging.

·     Personal Circumstances: migration; local community tensions and events affecting the pupil’s country or region of origin may contribute to a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy.

·     Unmet Aspirations: the pupil may have perceptions of injustice; a feeling of failure; rejection of civic life.

·     Experiences of Criminality: involvement with criminal groups, imprisonment, poor resettlement or reintegration.

·     Special Educational Need: pupils may experience difficulties with social interaction, empathy with others, understanding the consequences of their actions and awareness of the motivations of others.

Pupils who are vulnerable to radicalisation may also be experiencing:

Substance and alcohol misuse
Pressure
Influence from older people or via the Internet
Bullying
Domestic violence
Race/hate crime

Behaviours which may indicate a child is at risk of being radicalised or exposed to extremist views could include:

·        Being in contact with extremist recruiters and/or spending increasing time in the company of other suspected extremists;

·        Loss of interest in other friends and activities not associated with the extremist ideology, group or cause;

·        Pupils accessing extremist material online, including through social networking sites;

·        Possessing or accessing materials or symbols associated with an extremist cause;

·        Using extremist narratives and a global ideology to explain personal disadvantage;

·        Pupils voicing opinions drawn from extremist ideologies and narratives, this may include justifying the use of violence to solve societal issues;

·        Graffiti symbols, writing or art work promoting extremist messages or images;

·        Significant changes to appearance and/or behaviour increasingly centred on an extremist ideology, group or cause;

·        Changing their style of dress or personal appearance to accord with the group;

·        Attempts to recruit others to the group/cause;

·        Using insulting to derogatory names for another group;

·        Increase in prejudice-related incidents committed by that person – these may include:

-        physical or verbal assault

-        provocative behaviour

-        damage to property

-        derogatory name calling

-        possession of prejudice-related materials

-        prejudice related ridicule or name calling

-        inappropriate forms of address

-        refusal to co-operate

-        attempts to recruit to prejudice-related organisations

-        condoning or supporting violence towards others

-        Parental reports of changes in behaviour, friendship or actions and requests for assistance;

-        Partner schools, local authority services, and police reports of issues affecting pupils in other schools.

Referral Process

All concerns about young people vulnerable to radicalisation should be referred to the DSL in the first instance.  The DSL will follow safeguarding procedures including:

Talking to the young person about their behaviour/views/on-line activity/friends etc.;
Discussion with parents/carers about the concerns;
Checking out on-line activity, including social media if possible;
Providing in-house support, if available;
Providing Early Help targeted support if necessary.

If concerns persist, then the DSL should complete the Channel Referral Form (available from the WSCB website) and submit to the Family Front Door via a Cause for Concern Notification, normally with the knowledge and consent of the young person.

The referral will then be subject to a triage process to decide whether or not it meets the threshold for a referral to Channel.  If it does, the DSL should be prepared to attend the Channel Panel meeting to share the concerns and help identify any intervention required.  Further feedback to the Channel Panel will be expected following intervention to decide whether there are still concerns.

Further information can be found in the

 

Safeguarding Reporting Process Appendix 9

The process outlined within the first section should be followed where a staff member has a safeguarding concern about a child. Where a referral has been made, the process outlined in the ‘After a referral is made’ section should be followed.

 

The actions taken by the College are outlined in yellow, whereas actions taken by another agency are outlined in blue.

N

A staff member identifies a concern or potential concern. Is the pupil at immediate risk of harm?

 

Is the DSL or the deputy DSL available to discuss the concern with?

The staff member immediately notifies the police of the situation and informs the DSL.

The staff member makes a referral to children’s social care services (CSCS), notifying the DSL of this as soon as possible.

The staff member discusses the concern with the DSL. Taking into account observations and using professional judgement, is a referral required?

The DSL makes a referral to CSCS, keeping the staff member who raised the concern up-to-date with what action is taken.

The pupil continues to be monitored and early help is provided where necessary. If the concern escalates, a referral is made to the CSCS.

Within one working day, a social worker from CSCS will make a decision about the type of response that is required and will notify the referrer. Where this information is not forthcoming, the referrer should contact the appointed social worker to follow up the referral.

The steps outlined in the next flowchart are then followed.

N

N

Y

Y

Y

Before a referral is made

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                              

 

 

 

 

Once a referral has been made, a social worker from CSCS will notify the referrer that a decision has been made and one of the following responses will be actioned.

The pupil is in need of immediate protection.

Where the pupil is at risk of significant harm but is not in immediate danger, a strategy discussion is held.

No formal assessment is needed.

Where appropriate to do so, the DSL and staff member who raised the concern may be consulted during these stages to ensure that all areas of concern are addressed.

The DSL supports the initial staff member to liaise with other agencies to arrange an early help assessment and appropriate support.

A Child in Need assessment is completed within 45 working days.

Within 15 working days of the strategy discussion, an initial child protection conference is held.

A child protection plan is potentially required.

Appropriate emergency action is taken by the social worker, police or NSPCC.

If the child’s situation does not appear to be improving, the DSL should press for re-consideration to ensure their concerns have been addressed and, most importantly, that the child’s situation improves.

Staff keep the pupil’s circumstances under review and re-refer if appropriate to ensure circumstances improve – the pupil’s best interests always come first.

The type of support needed is identified, arranged through multi-agency liaison and provided effectively.

After a referral is made

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Contacts and Advice Appendix 10

 

Expert organisations

Barnardo’s
Lucy Faithfull Foundation
NSPCC
Rape Crisis
University of Bedfordshire: Contextual Safeguarding
UK Safer Internet Centre

Support for victims

Anti-Bullying Alliance
MoJ Victim Support
Rape Crisis
The Survivor’s Trust
Victim Support

Toolkits

Brook
NSPCC
Safeguarding Unit, Farrer and Co, and Carlene Firmin, MBE, University of Bedfordshire

Further information on confidentiality and information sharing

Gillick Competency Fraser Guidelines
Government Information Sharing Advice
Information Commissioner’s Office: Education
NSPCC: Things to Know and Consider

Further information on sexting

UK Council for Child Internet Safety: Sexting Advice
London Grid for Learning – Collection of Advice

Support for parents

Parentzone
Parentsafe – London Grid for Learning
CEOP Thinkuknow – Challenging Harmful Sexual Attitudes and their Impact
CEOP Thinkuknow – Supporting Positive Sexual Behaviour

 

[1] Source: Horwath, J (2007): Child neglect: identification and assessment: Palgrave Macmillan 

 

[2] The Office of the Children’s Commissioner (2012) Interim Report - Inquiry into Child Sexual Exploitation in Group and Gangs.

[3] Reprinted from Wolak and Finkelhor ‘Sexting: a Typology’ March 2011

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Ofsted Report May 2018


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31 May 2018

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