BirchgrovePrimary School

Ysgol Gynradd Gellifedw

Child Protection Policy

INTRODUCTION

At BirchgrovePrimary School we believe that every child, whatever their race, sex, beliefs, physical and mental abilities, has the right to grow up unharmed. We believe that every child should have the opportunity to develop fully and have their basic needs met. Child abuse represents a failure to respect the needs and rights of the children. At our school we have a vitally important role to ensure that all children in our care our protected from abuse.

The health, safety and well being of all children in our school is of paramount importance. In our school we respect our children and listen to what they have to say. As part of our Personal and Social Education we endeavour to help them develop appropriate attitudes and make them aware that their decisions may impact on others. We also teach them how to recognise different risks in different situations, and how to behave in response to them.

Every member of our school is responsible for child protection and all staff should make themselves aware of the guidelines contained in the Child Protection Procedures Handbook issued by the City and County of Swansea and the All Wales Child Protection Guidelines housed in the Headteacher’s Office. Staff are encouraged to attend Child Protection training as part of the school's Professional Development Programme.

Our policy for Child Protection ensures that all staff are clear about how to recognise possible child abuse and identifies the actions necessary with regard to reporting any allegations of abuse.

Aims

The aim of our policy is to:

  • Raise the awareness of all teaching and support staff about their responsibility for identifying and reporting cases of abuse
  • Promote good communications between staff and other agencies
  • Create an ethos within the school which helps children to feel secure and able to talk freely, in the knowledge that they will be listened to and their concerns taken seriously

What is child abuse?

There are four categories which constitute child abuse:

  1. Physical abuse

This may involve hitting, shaking, throwing, poisoning, burning, scalding, suffocating or otherwise causing physical harm to the child. Physical harm may also be caused when a parent or carer feigns the symptoms of, or deliberately causes ill health to a child whom they are looking after.

  1. Emotional abuse

This is the persistent emotional ill treatment of a child such as to cause severe and persistent adverse effects on the child's emotional development. It may involve conveying to the child that he/she is worthless, unloved or inadequate. It may feature age or developmentally inappropriate expectations being imposed on the child. It may involve the child frequently feeling frightened or in danger, or even exploitation of the child. Some level of emotional abuse is involved in all types of ill-treatment of a child, though it may occur alone.

  1. Sexual abuse

This involves forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative or non-penetrative sexual acts. The may include non-contact activities, such as involving children in looking at, or in the production of, pornographic material or encouraging children to behave in sexually inappropriate ways.

  1. Neglect

This 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. It may involve a parent or carer failing to provide adequate food, shelter and clothing, failing to protect a child from physical harm or danger, or the failure to ensure access to appropriate medical care and treatment. It may also include neglect of, or unresponsiveness to, a child's basic emotional needs.

Some indications of the above categories are:

PHYSICAL
Bruising
Biting
Injuries to the head
Burns, scalds
Aggressive behaviour
Withdrawn, timid behaviour / SEXUAL
Changes of mood or behaviour
School phobia
Inappropriate sexual knowledge and behaviour
Pregnancy
Promiscuity
Bulimia
Physical signs
What the child says
EMOTIONAL
Rejecting behaviour
Isolating behaviour
Ignoring the child
Terrorising the child
Corrupting the child
High criticism, low warmth / NEGLECT
Failure to thrive
Poor health and hygiene
Lack of love and attention
Inadequate protection and supervision
Inadequate shelter, clothing and warmth
Speech and language delay
Poor coping skills
Delinquent behaviour
Running away
Missed medical check ups

The Role of the Child Protection Co-ordinator (Headteacher)

There is a named person in our school who is the Child Protection Co-ordinator. This is the Headteacher or the Deputy Head in his absence. There is also a named Governor for child protection which at present is the Chair of Governors. As Child Protection Co-ordinator the Headteacher will:

  • Attend relevant training and keep up to date with all child protection policies, good practice guidelines and legal requirements
  • Disseminate policy and good practice to all staff and encourage staff to attend relevant training
  • Make appropriate referrals to Social Services
  • Ensure relevant documentation, assessment forms and reports are completed
  • Attend Case conferences, core group meetings and Strategy meetings
  • Make appropriate arrangements for child protection in the curriculum

What do you do if you suspect a child may be a victim of abuse?

If an adult suspects that a child may be a victim of abuse, they must immediately inform the Headteacher of their concerns. Any concern, no matter how insignificant, must be recorded by the class teacher and Headteacher. Such records may provide invaluable information to inform future dialogue with parents and possibly outside agencies. Close monitoring of situations can identify a pattern of behaviour or absences for example and it is important that we build up a complete picture for any child we have concerns about.

Any action the Headteacher takes when dealing with an issue of child protection must be in line with the procedures outlined in the LEA's Child Protection guidelines.

The Headteacher works closely with the Social Services Department and the Area Child Protection link person when investigating any allegations of abuse. All parties involved handle investigations in a sensitive manner, but the interest of the child is of paramount importance.

If a child alleges abuse, the school usually makes a referral without communicating with parents first when it is considered that to do so would place the child in further danger. In some circumstances parents are informed of the allegations first.

If a child protection referral is made, a case conference may later be arranged. This case conference offers the opportunity to share information and formulate a plan of action. Staff are expected to attend and participate in all case conferences and meetings held under the LEA guidelines.

We regard all information relating to child protection issues as confidential and we treat this accordingly. We only pass information on to appropriate persons and we inform the child at all stages of who is involved, and what information we give them.

All adults employed in the school have to have an Enhanced Criminal Record check in order to ensure that there is no evidence of offences involving children or abuse.

Allegations against staff

All staff have been issued with a Code of Conduct for working with young people. Staff have been advised to read this code of conduct to ensure that their relationships with pupils are appropriate for the age and gender of those in their care.

If an allegation is made against a member of staff appropriate procedures must be followed as stated in the LEA guidelines for dealing with allegations against staff. This document can be found in the filing cabinet in the Headteacher's office.

Use of Physical Intervention

The use of physical intervention is not encouraged. All staff are encouraged to de-escalate any potential confrontational situation through the use of verbal reasoning and communication, following School’s Positive Behaviour Policy.

However, the use of physical intervention may be justified under the following circumstances.

  • To prevent the child from harming him/herself
  • To prevent harm taking place to another child
  • To prevent serious harm to property

GUIDELINES FOR STAFF ON DEALING WITH DISCLOSURES

RECEIVE

  • Listen to what is being said without displaying shock or disbelief
  • Accept what is being said
  • Take notes

REASSURE

  • Reassure the pupil, but only so far as is honest and reliable, for example don't make promises you may not be able to keep, like, "I'll stay with you" or "Everything will be all right now"
  • Don't promise confidentiality, you have a duty to refer
  • Do reassure and alleviate guilt, if the pupil refers to it. For example you could say
  • "You're not to blame"
  • "You're not alone; you're not the only one this sort of thing has happened to"

REACT

  • React to the pupil only as far as is necessary for you to establish whether or not you need to refer this matter, but don't "interrogate" for full details
  • Do not ask "leading" questions for example "what did he/she do next?" Such question may invalidate your evidence (and the child's) in any later prosecution court
  • Do ask open questions, like, "anything else to tell me", "Yes and?"
  • Do not criticise the perpetrator, the pupil may love him/her and reconciliation may be possible
  • Do not ask the pupil to repeat it all for another member of staff. The first person who receives the disclosure must then inform the Headteacher/Deputy Headteacher
  • Explain what you have to do next and who you have to talk to. Try to see the matter through yourself and keep in contact with the pupil. Ensure that if a Social Services interview is to follow, that the pupil has a support person presents if the pupil wishes (it could be yourself)

RECORD

  • Make some very brief notes at the time on any paper which comes to hand and write them up as soon as possible
  • Do not destroy your original notes in case they are required by a court
  • Record the date, time and place, any noticeable non-verbal behaviour, and the words used by the child. If the child uses sexual "pet" words, record the actual words used rather than translating them into proper words
  • Draw a diagram to indicate the position of any visible bruising
  • Record statements and observable things, rather than your "interpretations" or assumptions

REMEMBER

  • Follow your establishment's guidelines, Consult as appropriate and refer to Social Services if relevant

RELAX

….try to and get some support for yourself if you need it.

BIRCHGROVEPRIMARY SCHOOL

CODE FOR TEACHERS AND OTHER STAFF WHOSE WORK BRINGS THEM INTO CONTACT WITH YOUNG PEOPLE

FOREWORD

This code of conduct is intended to help staff minimise the risk of being accused of improper conduct towards the young people with whom they come into contact during their work.

It is important to recognise that child abuse is a widespread problem which can affect the pupils all staff deal with. It may be physical, sexual or psychological. It has been increasingly detected and brought to the attention of the general public in recent years.

Whilst many child abusers are known to the victim either as relatives or friends of the family, some meet children in other contexts and a small minority of these may gain access to children in schools as teachers or support staff or through their voluntary involvement in school activities.

Pupils should not feel inhibited from reporting any abuse against them by staff. Children will be best protected when they are empowered to speak and adults are prepared to believe. This will include not only reporting of serious abuse but also any incident where a pupil has grounds to believe that a member of staff has crossed the boundary of acceptable behaviour. Heads working with employees generally should continue to do all they can to ensure that the environment within schools encourages truthful reports of any inappropriate behaviour.

The following practical advice to staff should be recognised as only part of an overall school policy and strategy. A determined abuser could get round and even use any procedures to their own advantage.

  1. Meeting with Pupils

a)Employees should be aware of the dangers, which may arise from private interviews, individual tuition or even casual meetings before or after lessons with individual pupils. It is recognised that there will be occasions when confidential interviews must take place, but where possible, such interviews should be conducted in a room with visual access, or with the door open, or in a room or area which is likely to be frequented by other people. Meetings with pupils away from the school premises should not be permitted unless the specific approval of the Head has been obtained. Doors should always be unlocked during interviews. Headteachers should ensure that non-visible areas are not created in the school by the creation of partitions or blocked areas.

b)Where such conditions cannot apply employees are advised to ensure that another adult knows that the interview is taking place. This is particularly important if the interview is before or after the school day. The use of “engaged” signs or lights is not advisable.

c)Where possible other pupils or another adult should be present or nearby during the interview.

d)Wherever possible leave space between the pupil and yourself rather than sit next to the pupil.

e)Avoid unnecessary physical contact with the pupils.

2.Caring For Pupils with Particular Problems

a)Where possible first aid should be administered by a member of staff who has received training in first aid. However, any employee who has to administer first aid should ensure wherever possible that if in any doubt as to whether necessary physical contact could be misconstrued, someone else is present, preferably an adult.

b)Wherever possible employees who have to help children with toileting difficulties should be accompanied by another adult, and pupils should wherever possible be encouraged to change themselves. It is accepted that there will be some situations where pupils will present particular problems for employees and the emphasis will be on what is reasonable in all the circumstances.

3.Reporting Incidents That Cause Concern To Staff

a) All incidents must be recorded in an Incident File and where considered appropriate by the Headteacher reported in writing to the Manager of the Pupil and Parent Support Unit. Employees should provide a written report to the Headteacher of any unnecessary physical contact or restraint, action or words which could have a sexual connotation. Following any incident where an employee feels that his/her actions have been, or nay be, misconstrued he/she should discuss the matter with the Head. It is especially important to speak to the Head in cases where an employee had been obliged to restrain a pupil physically and where a complaint has been made by a pupil, parent or other adult. Complaints received by the Local Authority will require the LEA to obtain details from school records to enable it to reply.

b)A Headteacher should, if involved in such incidents, contact the Manager of the Local Education Authority, Pupil and Parent Support Unit and provide an account in writing of the incident to the Manager

4.Where Physical Contact May Be Acceptable

a)There may be occasions where a distressed pupil needs comfort

and reassurance which may include physical comforting such as a

caring parent would give. Employees should use their discretion in

such cases to ensure that what is seen to be by others present,

normal and natural does not become unnecessary and unjustified

contact, particularly with the same pupil over a period of time.

Where an employee has a particular concern about the need to

provide this type of care and reassurance he/she should seek the

advice of the appropriate agency through the Headteacher.

b)Some employees are likely to come into physical contact with

pupils from time to time in the course of their duties. Examples

include: showing a pupil how to use a piece of apparatus or

equipment; demonstrating a move or exercise during games or PE

and contact activities at a youth club. Employees should be aware

of the limits within which such contact should properly take place

and of the possibility of such contact being misinterpreted.

  1. Gratuitous Physical Contact With Pupils

a)Physical contact may be misconstrued by a pupil, parent or observer. Such contact can include well intentioned informal and formal gestures such as putting a hand on the shoulder or arm, which if repeated with an individual pupil could lead to serious questions being raised. Therefore as a general principle employees must not make gratuitous physical contact with their pupils and it is unwise to use touching as a way of relating to pupils.