Bluebell Park School

Bluebell Park School Child Protection and Safeguarding Policy

Approved by Governors 22nd April 2016

Updated September 2016

Contents

1 Introduction and context

1.1Our responsibilities

1.2Our principles

1.3Our policies

1.4Promoting a safe culture

2Types of abuse

2.1Children who may require early help

2.2Child abuse

2.3Specific safeguarding issues

3Signs of abuse

3.1Physical abuse

3.2Emotional abuse

3.3Sexual abuse

3.4Neglect

4Safeguarding roles and responsibilities

4.1Staff, governors and volunteers responsibilities

4.2Governors and school leadership responsibilities

4.3Creating a safe environment

4.4Recruitment and staffing

5Safeguarding processes and procedures

5.1Dealing with a disclosure

5.2Early Help

5.3Referring to Children’s Social Care

5.4Recruitment of Staff and Volunteers

5.5Dealing with allegations against staff and volunteers who work with children

5.6Important contact details

6Safeguarding students who are vulnerable to extremism

7Disqualification under the Childcare Act 2006

8Management of the policy

9Information sharing and retention

9.1Confidentiality and Information Sharing

9.2Record Keeping

9.3Transfer of Child Protection Records

Appendix

A Role of the designated safeguarding lead

BChild Protection procedures flowchart

CSeven golden rules for information sharing

DFlow chart of key questions for information sharing

EReceipt of child protection file

1Introduction and context

1.1 Our responsibilities

Bluebell Park School fully recognises its responsibilities for Child Protection and Safeguarding. This policy sets out how the School will deliver these responsibilities. This policy has been developed in conjunction with the ‘Model Child Protection Policy and Procedures for Knowsley Schools and Education Settings’ (September 2016). The aim of this policy is to promote a safe environment where child safeguarding concerns can be managed in an appropriate way.

This policy should be read in conjunction with:

‘Working Together to Safeguard Children’ (DfE, 2015)

‘Keeping Children Safe in Education’ (DfE, Sept 2016)

‘Keeping Children Safe in Education: for School and College Staff – Part 1 (DfE, Sept 2016)

‘What to do if you are worried a child is being abused: advice for practitioners’ (DfE, 2015)

‘Information Sharing: Advice for practitioners providing safeguarding services to children, young people, parents and carers’ (DfE, 2015)

Procedures set out by Knowsley Safeguarding Children Board (

In accordance with the above procedures, Bluebell Park School carries out an annual audit of its Safeguarding provision (Section 175Safeguarding Audit) and a copy is sent to the Local Authority Safeguarding Team.

In addition, this policy forms part of a wider Safeguarding provision in conjunction with the following policies:

Allegations Management; Attendance; Behaviour; Bullying; Code of Conduct; Complaints; Exclusions; Internet & E-Safety; PSHCEE; Positive Handling; Safespace; Safer Recruitment; Whistleblowing; Visits and School Trips, Volunteer Policy.

1.2 Our principles

Safeguarding arrangements here at Bluebell Park School are underpinned by three key principles:

Principle 1: Safeguarding is everyone’s responsibility: all Staff, Governors and Volunteers have a responsibility to keep children safe

Principle 2:Bluebell Park School works from a child centred approach – a clear understanding of the needs, wishes, views and voices of all of our children

Principle 3:All Staff, Governors and Volunteers have a clear understanding regarding abuse and neglect in all forms; including how to identify, respond, record and report. This also includes knowledge in the process for allegations against professionals. They should feel confident that they can report all safeguarding matters in school where matters will be dealt with swiftly and securely, following the correct procedures with the safety and wellbeing of the children in mind at all times.

Para 2

Safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone who comes into contact with children and their families has a role to play in safeguarding children. In order to fulfil this responsibility effectively, all professionals should make sure their approach is child-centred. This means they should consider, at all times, what is in the best interests of the child.

Keeping Children Safe in Education, September 2016

1.3 Our policies

Our policy is divided into the following elements:

  • The types of abuse covered by the policy
  • The signs of abuse that staff and volunteers should look for
  • Roles and responsibilities for safeguarding
  • Expectations of staff and volunteers with regard to safeguarding; and the procedures and processes that should be followed, including the support given to children
  • How the school will ensure that staff and volunteers are appropriately trained, and checked for their suitability to work within the school
  • How the policy will be managed and overseen

By implementing the policy, we will ensure that Bluebell Park provides a safe environment for children to learn and develop. The policy will overlap with other policies where appropriate.

The policy recognises that the welfare and interests of children are paramount in all circumstances. It aims to ensure that, regardless of age, gender, religion or beliefs, disability, sexual orientation or socio-economic background, all children have a positive and enjoyable experience of activities at school in a safe child centred environment. That they are protected from abuse whilst participating in education wherever such learning/activity takes place.

Within this policy it is understood that some children, including children with disabilities can be particularly vulnerable to abuse and neglect. It is understood that:

Para 85

...’additional barriers can exist when recognising abuse and neglect in this group of children. This can include

  • Assumptions that indications of possible abuse such as behaviour, mood and injury relate to thte child’s disability without further exploration
  • Children with SEN and disabilities can be disproportionally impacted by things like bullying – without outwardly showing any signs; and
  • Communication barriers and difficulties in overcoming these barriers

Keeping Children Safe in Education, September 2016

1.4Promoting a safe culture

Child Protection is just one aspect of Safeguarding for schools, however for child protection processes and procedures to be effective; they should be embedded as part of a safer school culture. At Bluebell Park we will (in accordance with Keeping Children Safe in Education, 2016):

  • Establish and maintain an open environment where children feel secure, are encouraged to talk and feel listened to
  • Ensure that children know there are adults in school who they can approach and speak to if they feel worried
  • Teach children, through the PHSE curriculum, the skills they need to recognise and stay safe from harm
  • Ensure pupils individual needs are supported enabling all pupils, regardless of any communication difficulties, to be able to express themselves to members of staff
  • Promote and prioritise the safety and wellbeing of all children and young people
  • Ensure that everyone understands their roles and responsibilities in respect of safeguarding and child protection
  • Ensure all staff have read Part 1 of the Keeping Children Safe in Education, September 2016 Guidance document and have completed a signed record to say they have done so
  • Ensure everyone is provided with appropriate learning opportunities to recognise, identify and respond to signs of abuse, neglect and other safeguarding concerns relating to children and young people
  • Ensure appropriate action is taken in the event of incidents/concerns of abuse and support provided to the individual/s who raise or disclose a concern
  • Ensure that confidential, detailed and accurate records of safeguarding and child protection concerns are maintained and securely stored
  • Prevent the employment / deployment of unsuitable individuals
  • Help protect children and young people form extremism ad violence
  • Ensure robust safeguarding arrangements and procedures are in operation

2 Types of abuse

In line with Keeping Children Safe in Education, September 2016, the definition of safeguarding for this document is:

Para 4

Protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes.

Keeping Children Safe in Education, September 2016.

2.1 Children who may require early help

Staff and volunteers should be alert to the potential need for Early Help for children. The vast majority of our children are often supported from a range of services and support strategies. Factors include:

  • A child who is disabled and has specific additional needs
  • Has Special Educational Needs
  • Is a young carer
  • Is showing signs of engaging in anti-social or criminal behaviour
  • Is in a family presenting challenges for the child, such as substance abuse, adult mental health, domestic violence; and/or
  • Is showing early signs of abuse and / or neglect
  • Is showing signs of displaying behaviour or views that are considered to be extreme

We will ensure staff and volunteers know the process to secure advice, help and support where needed.

2.2 Child abuse

‘Working together to safeguard children’ (2016) identifies four types of abuse:

  • Physical Abuse – a form of abuse which 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
  • Emotional Abuse – 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 a child 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 a child’s developmental capability, as well as overprotection and limitation of exploration of 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.
  • 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 also include non-contact activities, such as involving children 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.
  • Neglect – 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);
  • Protect a child from physical and emotional harm or danger
  • Ensure adequate supervision (including the use of inadequate care givers); or
  • Ensure access to appropriate medical care or treatment

It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

Bullying and forms of bullying including prejudice based and Cyber bullying is also abusive and will include at least one, two, three or all four, of the defined categories of abuse.

2.3Specific Safeguarding Issues

There are specific safeguarding issues that schools and colleges will endeavour to ensure their Staff, Governors and Volunteers are familiar with; having processes in place to identify, report and monitor.

Child missing from education

Child missing from home or care

Child sexual exploitation (cse)

Bullying including cyberbullying

Domestic violence

Drugs

Fabricated or induced illness

Faith abuse

Female genital mutilation (fmg)

Para 27

If a teacher, in the course of their work in the profession, discovers that an act of Female Genital Mutilation appears to have been carried out on a girl under the age of 18 the teacher must report this to the police.

Keeping Children Safe in Education, September 2016.

If staff have a concern Knowsley Safeguarding Procedures should be followed. Teachers must personally report to the police cases where they discover that an act of FGM appears to have been carried out. Unless the teacher has a good reason not to, they should also still consider and discuss any such case with the Designated Safeguarding Lead. The duty does not apply in relation to at risk or suspected cases. In these cases teacher should follow Knowsley Safeguarding Children Board procedures.

Forced marriage

Gangs and youth violence

Gender-based violence/violence against women and girls (vawg)

Mental health

Private fostering

Preventing radicalisation

Sexting

Teenage relationship abuse

Trafficking

3Signs of abuse

3.1Physical abuse

Most children will collect cuts and bruises and injuries, and these should always be interpreted in the context of the child’s medical/social history, developmental stage and the explanation given. Most accidental bruises are seen over bony parts of the body, e.g. elbows, knees, shins, and are often on the front of the body. Some children, however, will have bruising that is more than likely inflicted rather than accidental.

Important indicators of physical abuse are bruises or injuries that are either unexplained or inconsistent with the explanation given; these can often be visible on the ‘soft’ parts of the body where accidental injuries are unlikely, e.g. cheeks, abdomen, back and buttocks. A delay in seeking medical treatment when it is obviously necessary is also a cause for concern.

The physical signs of abuse may include:

  • Unexplained bruising, marks or injuries on any part of the body
  • Multiple bruises – in clusters, often on the upper arm, outside of the thigh.
  • Cigarette burns
  • Human bite marks
  • Broken bones
  • Scalds, with upward splash marks
  • Multiple burns with a clearly demarcated edge

Changes in behaviour that may also indicate physical abuse:

  • Fear of parents being approached for an explanation
  • Aggressive behaviour or severe temper outbursts
  • Flinching when approached or touched
  • Reluctance to get changed, for example in hot weather
  • Depression
  • Withdrawn behaviour
  • Running away from home

3.2Emotional abuse

Emotional abuse can be difficult to identify as there are often no outward physical signs. Indications may be a developmental delay due to a failure to thrive and grow, however, children who appear well cared for may nevertheless be emotionally abused by being taunted, put-down or belittled. They may receive little or no love, affection or attention from their parents or carers. Emotional abuse can also take the form of children not being allowed to mix or play with other children.

Changes in behaviour which may indicate emotional abuse include:

  • Neurotic behaviour e.g. sulking, hair twisting, rocking
  • Being unable to play
  • Fear of making mistakes
  • Sudden speech disorders
  • Self-harm
  • Fear of parent being approached regarding their behaviour
  • Developmental delay in terms of emotional progress

3.3Sexual abuse

All staff and volunteers should be aware that adults, male and female, or other children, who use children to meet their own sexual needs, abuse both boys and girls of all ages. Indications of sexual abuse may be physical or from a child’s behaviour. In all cases, children who tell about sexual abuse do so because they want it to stop. It is important, therefore, that they are listened to and taken seriously.

The physical signs of sexual abuse may include:

  • Pain or itching in the genital area
  • Bruising or bleeding near the genital area
  • Sexually transmitted disease
  • Stomach pains
  • Discomfort when walking or sitting down
  • Pregnancy

Changes in behaviour which may also indicate sexual abuse may include:

  • Sudden or unexplained changes in behaviour, e.g. becoming aggressive or withdrawn
  • Fear of being left with a specific person or group of people
  • Having nightmares
  • Running away from home
  • Sexual knowledge which is beyond their age, or developmental level
  • Sexual drawings or language
  • Bedwetting
  • Eating problems such as overeating or anorexia
  • Self harm or mutilation, sometimes leading to suicide attempts
  • Substance or drug abuse
  • Acting in a sexually explicit way towards adults

3.4Neglect

It can be difficult to recognise neglect, however its effects can be long term and damaging for children.

The physical signs of neglect may include:

  • Being constantly dirty or ‘smelly’
  • Constant hunger, sometimes stealing food from other children
  • Losing weight, or constantly underweight
  • Inappropriate or dirty clothing

Neglect may be indicated by changes in behaviour which may include:

  • Mentioning being left alone or unsupervised
  • Not having many friends
  • Complaining of being tired all the time
  • Not requesting medical assistance and/or failing to attend appointments

4Safeguarding roles and responsibilities

4.1 All staff, governors and volunteers are responsible for:

  • Being aware of the school safeguarding processes and procedures
  • Listening to the views, wishes and feelings of the children and ensuring this is referred to
  • Knowing who the school designated lead safeguarding officer is and who the deputy safeguarding officers are, and being aware of who the link safeguarding governor is
  • Being alert to signs of abuse, including specific issues in safeguarding and the need to refer any concerns to the safeguarding officers
  • Know about whistleblowing procedures and where to get information and support on this
  • Ensure that child protection training is up to date
  • Sharing information and working together to to provide children and young people with the support they need
  • Supporting pupils on their child protection plan where applicable
  • Ensuring that any concerns are raised with the lead or deputy safeguarding officer(s)
  • If they feel unclear about what has happened to their concerns they can enquire further and receive feedback
  • Staff and volunteers are aware of Extremism, which include the signs of, alerts of concerning behaviours, and ideologies considered to be extreme, as well as having an understanding of the British Values Agenda

4.2 Governors and school leadership are responsible for: