Child Protection Policy for

Sankey Valley St. James’ CE VA Primary School

The school recognises its obligation to promote and safeguard the welfare of all pupils and sees its Child Protection Policy as fulfilling a key part of this duty.

• Introduction
• Sankey Valley St. James’ fully recognises the contribution it makes to    Child Protection.

There are three main elements to our policy:

• Prevention through the teaching and pastoral support offered to pupils.
• Procedures for identifying and reporting cases, or suspected cases, of abuse. Due to our day to day contact with children school staff are well placed to observe the outward signs of abuse.
• Support to pupils who may have been abused.

• Our policy applies to all staff and volunteers working in the school, community education staff and governors. Teaching Assistants, Mid-day supervisors, secretaries as well as teachers can be the first point of disclosure for a child. Concerned parents may also contact school or Governors.

• Prevention
• We recognise that high self esteem, confidence, supportive friends and good lines of communications with a trusted adult helps prevention.

The school will therefore:

• establish and maintain an ethos where children feel secure and are encouraged to talk, and are listened to;
• ensure children know that there are adults in the school whom they can approach if they are worried or in difficulty;
• include in the curriculum, activities and opportunities for Citizenship which equip children with the skills they need to stay safe from abuse and to know to whom to turn for help;

• Procedures
• We will follow the procedures set out in the Safeguarding Procedures Manual produced by the Warrington Safeguarding Children Board (WSCB).
• The school will:
• ensure it has a Designated Senior Person for Child Protection. Training by the LA will have been undertaken.
• Recognise the key role of the designated senior person and arrange all necessary support and training.
• Ensure every member of staff and every governor knows:

• The name of the designated person and their role – Mrs. V. Formby

• That they have an individual responsibility for referring child protection concerns using the proper channels. This responsibility is outlined in the Child Protection Awareness document which is issued to all staff. (see Appendix 1)

• Where the Safeguarding Procedures Manual is located. ( Head teacher’s office)

• ensure that members of staff are aware of the need to be alert to signs of abuse and know how to respond to a pupil who may tell of abuse.
• Ensure that all parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school brochure.

(Note:  The DfES guidance ‘Safeguarding Children in Education’ states that “All parents need to understand that school have a duty to safeguard and promote the welfare of children who are their pupils, that this responsibility necessitates a child protection policy and procedures.)

• provide refresher training for all staff every three years and induction training (including the Child Protection Awareness document) for new staff so that they know (i) their personal responsibility, (ii) the local procedures, (iii) the need to be vigilant in identifying cases of abuse (iv) how to support a child who tells of abuse.
• Notify the local Child care team if:
• it should have to exclude a pupil on the child protection register either for a fixed term or permanently.
• There is an unexplained absence of a pupil on the child protection register of more than two days duration from school (or one day following a week end);
• work to develop effective links with relevant agencies and co- operate as required with their enquiries regarding child protection matters including attendance at initial case conferences, core groups and child protection review conferences;
• keep written records  of concerns about children (noting the date, event and action taken), even where there is no need to refer the matter to Children’s Services immediately;
• ensure all records are kept secure and in locked locations;
• adhere to the procedures set out in the Designated Teacher’s Handbook and the Warrington Safeguarding Children Board Safeguarding Procedures Manual when an allegation is made against a member of staff.
• Employ robust and secure recruitment and selection procedures which are always mindful of protecting children from unsuitable people. (refer to Bichard Report).
• Seek guidance from the Governing Body.

• Supporting the pupil at risk
• We recognise that children who are abused or witness violence may find it difficult to develop a sense of self worth and to view the world as benevolent and meaningful. They may feel helplessness, humiliation and some sense of self blame.
• The school may be the only stable, secure and predictable element in the lives of children at risk. Nevertheless, when at school their behaviour may be challenging and defiant or they may be withdrawn.
• The school will endeavour to support the pupil through:
• The content of the curriculum to encourage self esteem and self motivation (see section 2).
• The school ethos which (i) promotes a positive, supportive and secure environment (ii) gives pupils a sense of being valued (see section 2)
• The school’s behaviour policy is aimed at supporting vulnerable pupils in the school. All staff will agree on a consistent approach which focuses on the behaviour of the offence committed by the child but does not damage the pupil’s sense of self worth. The school will endeavour to ensure that the pupil knows that some behaviour is unacceptable but she/he is valued and not to be blamed for any abuse which has occurred.
• Liaison with other agencies who support the student such as Children’s Services (Social Care), Child and Adolescent Mental Health Services, the Educational Psychology Service, Behaviour Support Services and the Education Welfare Service.
• Keeping records and notifying Children’s Services (Social Care) as soon as there is a recurrence of a concern.

• When a pupil on the child protection register leaves, we will transfer information to the new school immediately and inform Children’s Services (Social Care).
• Bullying-                                                                                                        Our policy on bullying is set out in a separate policy and is reviewed annually by the Governing Body.
• Physical Intervention                                                                                                          Our Policy on staff conduct including physical intervention and the management of allegations made against staff is set out in a separate section within the Staff Handbook and is reviewed annually by the Governing Body.
• Children with Statements of Special Educational Needs.                                              We recognise that statistically children with behavioural difficulties and disabilities are most vulnerable to abuse. School staff who deal with children with profound and multiple disabilities, cerebral palsy, sensory impairment and or emotional and behaviour problems will be particularly sensitive to signs of abuse.

Legislation and Guidance (March 2006)

The Children Act 1989

• The current legal framework stems from the Children Act 1089
• The Act effectively established two legal routes for the local Authority
• Section 17 - Provision of Services for Children in Need
• Section 47 – Duty to Investigate

Education Act 2002

• Section 175 introduces a new statutory duty for LAs and School Governing Bodies in relation to the welfare of children.
• A local authority shall make arrangements for ensuring that the functions conferred on them in their capacity as a local education authority are exercised with a view to safeguarding and promoting the welfare of children
• The governing body of a maintained school shall make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school.

Children Act 2004

• Each person and body to whom this section applies must make arrangements ensuring that:
• their functions are discharged having regard to the need to safeguard and promote the welfare of children and
•  any services provided by another person pursuant to arrangements made by the person or body in the discharge of their functions are provided having regard to that need.

Bichard Report

Recruitment guidance – people in contact with children and young people

Every Child Matters

Five outcomes for children and young people staying safe:

                               -    from maltreatment, neglect, violence and sexual exploitation

• from accidental injury or death
•  from bullying and discrimination
• from crime and anti social behaviour in and out of school
• having security, stability and are cared for.

Please note:

Safeguarding

• Places a new legal duty on LAs and Governors
• Creates more accountability for more people , including parents
• Puts safeguarding on a par with attainment as a priority for schools and LAs

Safeguarding children in education

• The current child protection arrangements within schools and other educational establishments are contained in the DfES Guidance ‘Safeguarding Children in Education’
• Available on http://www.teachernet.gov.uk
•  

Reference Documents

IRSC

Safeguarding Children in Education

What To Do If You’re Worried A Child is Being Abused

LA Child Protection Designated Teacher’s Handbook

Every Child Matters

Warrington Safeguarding Children Board Safeguarding Procedures Manual

Policy review date

This policy and related procedures will be reviewed annually.

Policy Reviewed - Curriculum Sub Committee 13th June 2006

Policy Reviewed - Curriculum Sub Committee June2007

Policy Reviewed - Curriculum Sub Committee March 2008

Policy reviewed – Curriculum Sub Committee March 2009

Policy reviewed – Curriculum Sub Committee September 2010

Appendix 1

Child Protection Awareness Document

Introduction

Schools are advised to give this document to volunteers, staff new to the school/service including supply staff and governors. It is a simple tool that helps to send out the message that this is an ‘aware’ school/establishment.

Child Protection Summary

• Teachers and others in regular contact with children and young people are in a position to get to know those individuals well, to develop trusting relationships, observe changes in behaviour and may be chosen by the young person to share confidence and concerns. Regrettably, there are occasions where child abuse is alleged or suspected. All such situations must be taken seriously.
• It is the policy of this school to safeguard the welfare of children and all others involved in the school’s activities by protecting them from physical, sexual and emotional harm.
• It is the responsibility of each adult to ensure that his/her behaviour is appropriate at all times. A Code of Behaviour is included in this document to give positive guidance for all adults. It is essential that all adults follow the Code of Behaviour whether they work with children, young people or adults. Details of the steps to take if abuse is alleged or suspected are also included in this document, although more detailed LA Child Protection Guidelines are also available to all staff. It is important to remember that school staff are not investigating officers.
• If there is an allegation or suspicion of abuse then this must be reported immediately to the Designated Senior Person for child protection, whose responsibility it is to refer to social services/police (who are the investigation agencies). At all times the welfare of the child is paramount. Swift reporting will enable the investigating agency to give advice and to take appropriate action.
• These procedures exist, not to discourage adults from being involved in the life of this school, but to ensure, as far as possible, that people who may abuse children do not get the opportunity to do so.

Complying with School Child Protection Policy;

• All adults coming into contact with children and young people in this school must comply with the Child Protection Policy and Code of Behaviour.
• You are required to read this document. The form must be read, before you take any duties in this establishment.
• In all matters of child protection, the welfare and safety of the child is the paramount consideration.

Procedure:

• If you suspect that a child/young person is being abused:
• Immediately tell the Designated Senior Person for child protection.
• Record the known facts and give them to the above person.

If a child or young person tells you he/she is being abused:

• Allow him/her to speak without interruption, accepting what is said.
• Advise him/her that you will offer support, but you must pass information on to the Designated Senior Person for child protection.
• Immediately tell the Designated Senior Person for child protection.
• Record the facts as you know them, including the account given to you by the young person and give a copy to the Designated Senior Person for child protection.

If you receive an allegation about any adult or about yourself:

1.         Immediately tell the Headteacher ( or Designated Senior Person for child protection or Chair of Governors where the Heateacher is implicated).

2.         Record the facts as you know them and give a copy to the Headteacher or Designated Senior Person for child protection or Chair of Governors where the Heateacher is implicated.

You must refer. You must NOT investigate.

Code of Behaviour

Do treat everyone with respect.

Do provide an example you wish others to follow.

Do plan activities so that they involve more than one person or at least are in sight or hearing of others.

Do respect a child’s right to personal privacy.

Do provide access for children and adults to feel comfortable enough to point out attitudes or behaviours they do not like, and try to provide a caring atmosphere.

Do remember that someone else might misinterpret your actions, no matter how well intentioned.

Do act as an appropriate adult role model.

Do not permit abusive peer activities (e.g. bullying, ridiculing).

Do not play physical contact games, make inappropriate comments, or have inappropriate verbal banter with the children.

Do not jump to conclusions without checking facts.

Do not make suggestive remarks/gestures or tell sexist/homophobic ‘jokes’.

Do not rely on your good name to protect you. It may not be enough.

Do not believe it could not happen to you. It could.

Guidelines

The following may be useful to staff with regard to their child protection role.

What is Child Abuse? (As defined under the Children Act 1989)

The definition of the categories of abuse for registration

Neglect:  This is the persistent or severe neglect of a child, or the failure to protect a child from exposure to any kind of danger, including cold and starvation or extreme failure to carry out important aspects of care, resulting in the significant impairment of the child's health or development, including non-organic failure to thrive.

Physical Injury:  This is the actual or likely physical injury to a child, or failure to prevent physical injury (or suffering) to a child, including deliberate poisoning, suffocation, or Munchausen's syndrome by proxy.

Sexual Abuse:  This is the actual or likely sexual exploitation of a child or adolescent.  The child may be dependent and/or developmentally immature.

Emotional Abuse:  This is the actual or likely severe adverse effect on the emotional and behavioural development of a child caused by persistent or severe emotional ill treatment or rejection.  All abuse involves some emotional ill treatment.  This category should be used when it is the main or sole form of abuse.

The Concept of Significant Harm

The categories of abuse for child protection do not tie in precisely with the definition of "significant harm".  Section 31 of the Children Act 1989 will be relevant if court proceedings are initiated and also in the framework of a Section 47 Child Protection Investigation.

There is no statutory definition of Significant Harm.

Harm - ill treatment or the impairment of health or development.

Development - physical, intellectual, emotional, social or behavioural development.

Ill treatment - includes sexual abuse and forms of ill-treatment which are not physical.

A similar child - where the question of harm suffered by a child is significant, turns on the child's health or development, his health or development shall be compared with that which could be reasonably expected of a similar child.

Teachers have found that the following behaviours MAY point to the possibility of likelihood of abuse:

              Persistent tiredness/sleepiness

              Sudden switches in mood or behaviour

              Regression to more immature behaviour

              Excessive nervousness

              Attention-seeking behaviour

              Deterioration in school work

              Reluctance to participate in physical education, games, swimming or other

              activities that involve changing clothes or physical exposure

              Running away from lessons/school or reluctance to go home at the end of the day

              Poor school attendance

              Inappropriate conduct towards or relationships with peers and/or adults

              (e.g. demonstrations of sexual precocity that cannot easily be explained by

              normal, natural curiosity).

              Compulsive stealing.

None of the above are conclusive, but, nevertheless, teachers must be aware that such signs are not inconsistent with abuse; where there is no convincing explanation for unusual patterns of behaviour, the possibility of abuse cannot be ruled out.  If there are other indicators of abuse, or concerns about the child's family life, the evidence must be carefully investigated.

WHAT SHOULD TEACHERS DO WHEN THEY SUSPECT ABUSE?

Teachers are in daily contact with children and may be the first to notice changes in a child's behaviour or possible evidence of physical abuse.  Children who have been abused may also choose to confide in a teacher they trust.

All those who have contact with children have a duty to act in accordance with the provisions of the Children Act, which gives paramount importance to the welfare of the child.  A teacher who has reason to be concerned about a child should act in the best interests of that child, which may mean informing the head teacher or deputy head teacher of

              signs of abuse

              details of the child's disclosure of abuse

              anxieties about the family

If a teacher acts quickly in sharing concerns of this nature, suffering may be prevented and lives may even be saved.

The head teacher should always be informed, even if abuse is merely suspected.

Where injuries have been sustained, the teacher should keep a careful note of when and how the marks were observed (e.g., when the children were changing for P.E).  It may be helpful to sketch the size and position of the marks for future reference.  If the child or parents themselves make reference to the marks, the teacher should write down these comments - endeavouring to record the exact words used.  Such references may be a thinly veiled request for help and should not be ignored.

If the child is absent from school, the absence may itself be suspicious and should also be reported:  it is possible that the child has been kept away in order to hide new bruising or cuts.

CHILD ABUSE AND THE CHILDREN ACT.

The New Definition of Parental Responsibility

Section 2 of the Act defines parental responsibility as "the rights, duties, powers and responsibilities and authority which by law a parent of a child has in relation to that child".

The people (or agencies) who can exercise parental responsibility are as follows:

a)           if the parents are married (and the child is the legitimate child of the union)

              both parents share parental responsibility

b)           where parents are separated or divorced, both retain parental responsibility

c)           a person who holds a residence order (court order)

d)           the child's legal guardian

e)           the local authority, where a care order is in force

f)            the father of an illegitimate child can only acquire parental responsibility

              by means of

              a)           a court order,     or

              b)           a formal agreement with the mother.

The rules surrounding parental responsibility are rather vague, which leaves the teacher in a difficult position.

              1.           More than one person can have parental responsibility for a child at any one                      time

              2.           A person does not cease to have parental responsibility merely because

                            someone else acquires it (for example through a court order).

              3            Where more than one person has parental responsibility, each person may

                            act independently without the other's agreement (unless a court order

                            requiring the consent of all persons with parental responsibility is in

                            force.

This new definition of parental responsibility means that teachers must look into the family history in order to establish who has parental responsibility.  The teacher and indeed the school must be aware of all those who have parental responsibility, for a number of important reasons:

1.           All school records must accurately reflect the home situation

2.           The school should obtain consent for school trips, medical attention etc. from those

              with parental responsibility.  As long as one person with the appropriate legal

              responsibility consents, the school need not enquire further.

3.           In the event of a dispute between parents which affects a child's education, the

              school may have to advise parents to obtain a court order to arrive at a resolution

              of the matter.  Where married parents both have parental responsibility, each can

              make independent decisions for the child; it is therefore important that, where

              conflict arises between parents; schools do not act against the interest of either

              party.  Where the dispute is between parents who are unmarried, the school may

              ignore the wishes of the father if he does not have a court order giving him

              parental responsibility.

4.           All those with parental responsibility have a right to see school reports.

5.           All those with parental responsibility have a right to stand as a parent governor.

              If a person with relevant legal responsibility were denied this right, s/he could

              challenge the injustice in court.

6.           Should there be an accident; the school must be able to contact a person with

              parental responsibility since her/his consent to medical treatment will be

              required.  Any ensuing legal action would be taken against the person who

              administered the treatment - which is why it is imperative that the medication

              and other treatments are administered only by medically-qualified practitioners

              i.e., ambulance operatives, doctors and nurses.  If a treatment goes wrong,

              liability attaches to the person(s) who administered it.  Doctors and nurses

              etc. carry professional indemnity against such liability, but a teacher may not

              be fully insured against a claim of this nature.

School administration and the increased responsibility of the teacher.

The implementation of the Children’s Act means that schools must review their administrative procedures to ensure that they have accurate records covering the following:

a)           any court orders currently in force

b)           who has parental responsibility

c)           children who are on the child protection register (see below)

d)           each child's name at birth and any name changes (supported by court order

              if there is a residence order in force)

e)           whether a child is receiving medication or has a history of medical problems.

Accurate information is particularly important where children are on a child protection register or are victims of abuse.  If records are kept on a child's attendance, discipline, sickness record or progress, they may be used as evidence in either a case conference or court hearing.

AVOIDING ALLEGATIONS OF ABUSE

There has been widespread concern about the increase in false or malicious accusations of child abuse brought against teachers by children and/or their parents.  Once an accusation has been made the allegation must be recorded and passed to the Local authority Designated Officer (LADO) who will investigate alongside the Pupil Support Manager and the named Senior Officer (HR), and will decide whether there is any substance to the accusation. Please refer to DSP Handbook page 18 onwards.

Urgent initial consideration of whether there may be substance in an allegation

When an allegation is made against a member of staff, there should be urgent initial consideration by the senior manager, named officer for Human Resources and LADO, of whether or not there could be sufficient substance in the allegation to warrant an investigation.  There will be one of three possible outcomes of that consideration:

• An immediate referral under the local safeguarding procedures.
• There is reason to suspect that abuse could have occurred and that referral under the local safeguarding procedure or school’s disciplinary procedure.
• The allegation is apparently without foundation.

It is important for the designated senior person for safeguarding to act quickly.  They are not expected to investigate the allegation itself, or interview pupils.

Actions to take

• Obtain details of the allegation in writing, signed and dated by the person who received the allegation (not the child who is the subject of the allegation) and countersigned and dated by the designated senior person.
• Record any information about times, dates, locations and names of potential witnesses.
• The designated senior person must inform the LA senior manager (Pupil Support Manager) or named senior officer (HR) who will liaise with the Local Authority Designated Officer (LADO).

Where wholly satisfied that the child/children is/are not at risk of significant harm and that a reportable criminal offence has not been committed, consideration for disciplinary action will be made.  In this case it would be necessary to carry out an investigation at school level, with HR in accordance with the school’s disciplinary procedure.

• Consider when to advise the Parents/Guardian of the child.
• Should the allegation be against a member of staff, then in consultation with the head teacher, the named senior officer (Human Resources) will consider when to advise the member of staff and/or determine whether or not to suspend the member of staff from duty.
• The head teacher/designated senior person does not make the decision on their own, they must consult the LA Senior Manager, the HR Officer for the school and the Local Authority Designated Officer

A LADO referral form is attached at the end of this document for reference purposes.

Nursery teachers may often be placed in a situation where children have become soiled and require washing and changing.  This obviously must be done at school for the health and welfare of the child and others.  It is always advisable to remove clothing and bathe the child in the presence of a nursery nurse or a trained assistant.

If a child sustains bruising or other accidental injury at school and the parent complains, it is imperative that any complaint is dealt with in a professional manner by the head.  The teacher may be asked by the head to prepare a report of any incident, which must first be checked by the teacher's professional association.  Any injury sustained by a child at school should be entered in an accident log card at the time of the incident.

WARRINGTON SAFEGUARDING CHILDREN BOARD

AGENCY REFERRAL TO LADO

PART A

(To be completed by referrer and faxed to children’s safeguarding unit 01925 457017 or e-mail to

safeguardingunit@warrington.gov.uk)

AGENCY REFERRAL TO LADO – SAFEGUARDING UNIT FOR ALLEGATIONS AGAINST STAFF,

CARERS AND VOLUNTEERS.

(to be completed and sent to the safeguarding unit within 1 day of the allegation)

Date of referral: Received by (CSU)

Referred by:

Name: Position:

Agency (Name and Address)

Agency Type (Please underline, as appropriate)

Social Care / Health / Education / Connexions / Police / YOT / Probation / CAFCASS / Secure Estate / NSPCC /

Vol. Youth Org. / Faith Group / Armed Forces / Immigration / Asylum Support Services / Foster Care Agency /

Residential Care Agency / OFSTED / LSCB / Nursery/Other.

If other, please specify:

Person Being Referred:

Name: DOB:

Ethnic Origin:

Home Address:

Workplace (Name and Address)

Position:

Relevant Children (Must include alleged victim and own children, etc)

Name DOB Address Relationship E/O

NB: Boxes are for Safeguarding Unit use only.

4

Name and Contact Numbers of:

Named Senior Officer (Strategic)

Have they been informed? Y / N

Named Senior Manager (Operational)

Have they been informed? Y / N

DETAILS OF REFERRAL NOTE: Allegations must be reported to the LADO within one day.

Date incident occurred: Date LADO informed:

Category: Physical / Physical – Authorised Restraint / Emotional / Sexual / Neglect

(Please underline one of the above)

Details of any previous incident and outcome, if known:

Have Access to Social Care Team (01925 444239) been informed? Y / N

DETAILS OF INCIDENT:

Has child’s parents/carers been informed? (Give details)

FAX TO SAFEGUARDING UNIT ON 01925 457017

OR E-MAIL TO safeguardingunit@warrington.gov.uk

1

PART B (To be completed by the Children’s Safeguarding Unit)

ACTION TAKEN BY ASC:

Team

ARRANGEMENTS FOR NOTIFICATION TO OTHER AGENCIES:

(I.e. Police, Children’s Social Care, Named Senior Officer, Named Senior Manager, Other Agencies.

(State who involved)

ARRANGEMENTS FOR RISK ASSESSMENT:

(State who Involved)

ARRANGEMENTS TO INFORM PERSON SUBJECT TO ALLEGATION:

SUPPORT ARRANGEMENTS:

Child:

Parent / Carer:

PART C: (To be completed by Safeguarding Unit upon notification of outcomes)

MONITORING ARRANGEMENTS:

The following date is to be recorded and provided to the Safeguarding Unit: (Underline Number)

OUTCOMES

DATE

STARTED

DATE

ENDED

1 NFA Professional Advice

2 Investigated and Unfounded

3 Investigated and Unsubstantiated

4 Investigated and Found Malicious

5 Suspended (state)

6 Dismissal

7 Cessation of Use

8 Section 47 Investigation

9 Criminal Investigation

10 Disciplinary Procedures

11 Criminal Prosecution

12 Caution

13 Conviction

14 Acquittal

15 Referral to Barring Board (State Barring Board)

16 Inclusion on Barring List (State Barring List)

17 Referral to Regulatory Body (State Regulatory Body)

2

5

5

TO BE COMPLETED BY CHILDREN’S SAFEGUARDING UNIT:

Date Received

Date of Strategy Meetings (initial within 5 days)

Dates Minutes Circulated:

Date Concluded:

Final Outcome:

Tick box if over 12 months:

Signed off by:

Date:

Comments:

Data Loaded By:

Date Loaded: