Thinking Schools Academy Trust
“Transforming Life Chances”
Holcombe Grammar School
Child Protection and Safeguarding Policy 2016
This policy was adopted on / 1st September 2016The policy is to be reviewed on / September 2017
Designated Safeguarding Lead (DCPC/DOSC/DSL) / Juliet Diaz
Deputy DCPC/DOSC/DSL / Richard Gardner
Safeguarding Nominated Regional Governor
Safeguarding Lead TSAT / Mrs Lee Lucas
1. Introduction
This policy has been developed in accordance with the principles established by the Children Acts 1989 and 2004; the Education Act 2002, in line with government publications: “Working Together to Keep Children Safe” 2015, Statutory Guidance for Schools and Colleges “Keeping Children Safe in Education” September 2016, Revised Safeguarding Statutory Guidance 2 “Framework for the Assessment of Children in Need and their Families” 2000, “What to do if you are worried a Child being abused” 2003, Mandatory Reporting of FGM – procedural information HM (2015), CHANNEL Duty guidance, HM Government (2015), Prevent Duty guidance, HM Government (2015). The guidance reflects “Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings” DCSF March 2009, Medway and Portsmouth Safeguarding Children Board (MSCB/PSCB) Safeguarding Children Procedures.
1.1 The Trust Board of Directors and the Regional Governing Bodies takes seriously its responsibility under section 175 of the Education Act 2002 to safeguard and promote the welfare of children; and to work together with other agencies to ensure adequate arrangements within our school to identify, assess, and support those children who are suffering harm.
1.2 We recognise that all adults, including temporary staff[1], volunteers and governors, have a full and active part to play in protecting our pupils from harm, and that the child’s welfare is our paramount concern.
1.3 All staff believe that our school should provide a caring, positive safe and stimulating environment that promotes the social, physical and moral development of the individual child.
1.4 As part of the Thinking Schools Academy Trust, there is also a Safeguarding, Attendance and Welfare Lead, who has received DCPC/DSL training and is able to provide support, advice and guidance as well as training, for all Academy staff.
1.5 The aims of this policy are:
1.5.1 To support the child’s development in ways that will foster security, confidence and independence.
1.5.2 To provide an environment in which children and young people feel safe, secure, valued and respected, and feel confident, and know how to approach adults if they are in difficulties, believing they will be effectively listened to.
1.5.3 To raise the awareness of all teaching and non-teaching staff of the need to safeguard children and of their responsibilities in identifying and reporting possible cases of abuse.
1.5.4 To provide a systematic means of monitoring children known or thought to be at risk of harm, and ensure we, the Academy, contribute to assessments of need and support packages for those children.
1.5.5 To emphasis the need for good levels of communication between all members of staff.
1.5.6 To develop a structured procedure within the Academy which will be followed by all members of the Academy community in cases of suspected abuse.
1.5.7 To develop and promote effective working relationships with other agencies, especially the Police and Social Care.
1.5.8 To ensure that all staff working within our Academy who have substantial access to children have been checked as to their suitability, including verification of their identity, qualifications, and a satisfactory DBS check and where necessary a barred list check (according to guidance)[2], and a central record is kept for audit. From the 5th September 2016, it is a statutory requirement that a Prohibition Order check must be made for any member of staff who is engaged in ‘teaching activities’ the Academy employs. This does not apply to other staff groups. This is NOT the same as a Barred List check 99 obtained via the DBS. The Prohibition check can be made via the Employer Access service.’
2.0 Safe Academy, Safe Staff
2.1 We will ensure that:
2.1.1 All members of the Board of Directors and the Regional Governing Bodies understand and fulfil their responsibilities, namely to ensure that:
· there is a Child Protection policy together with a staff behaviour (code of conduct) policy
· all staff are given the guidance to read “Keeping Children Safe in Education September 2016”
· the Academy operates safer recruitment procedures by ensuring that there is at least one person on every recruitment panel that has completed Safer Recruitment training
· the Academy has procedures for dealing with allegations of abuse against staff and volunteers and to make a referral to the DBS if a person in regulated activity has been dismissed or removed due to safeguarding concerns, or would have had they not resigned.
· a senior leader in each Academy has safeguarding responsibility: Lead Designated Child Protection Coordinator/Designated Safeguarding Lead (DCPC/DSL) in Medway Academies, Designated Officer for Safeguarding Children/Designated Safeguarding Lead(DOSC/DSL) in Portsmouth Academies. On appointment, the DCPC/DOSCs/DSL undertake interagency training and also undertake DCPO/DOSC/DSL ‘new to role’ and an ‘update’ course every year.
· all other staff have Safeguarding training updated on a regular basis.
· ‘Mechanisms’ are in place to assist staff to ‘understand and discharge their role and responsibilities’ as set out in Part one of Keeping Children Safe.
· any weaknesses in Child Protection are remedied immediately
· a member of the Regional Governing Body is nominated to liaise with the LA on Child Protection issues and in the event of an allegation of abuse made against the Headteacher/Principal: Portsmouth – Claire Stevens; Medway Primary –Lee Round; Medway Secondary – Kate Millar.
· the Regional Governing Body considers how children may be taught about safeguarding. This may be part of a broad and balanced curriculum covering relevant issues through personal social health and economic education (PSHE) and/or for maintained schools through sex and relationship education (SRE).
· that enhanced DBS checks are in place for Chairs of Governors of independent, academies, non-maintained special schools.
· the Academy will comply with the requirements of the Counter Terrorism and Security Act to have due regard for the need to prevent people being drawn into terrorism and will act in accordance with its “Prevent” duty. This will include promoting British Values and building resilience to radicalisation, all staff completing Prevent training in order they can identify the signs of children being radicalised, working together with social care and Police Prevent Engagement Officer and referring as appropriate, the young person to the Channel Panel under the Prevent strategy.
www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty
2.1.2 The Head Teacher/Principal has overall responsibility in each Academy. Lead DCPC/DOSC/DSL are Juliet Diaz and Richard Gardner. These Officers have undertaken ‘DCPC new to role’ training followed by annual updates and have a Senior Leadership role with regards to Safeguarding. The DCPC/DOSC/DSL will be directly managed by the Head Teacher/Principal
2.1.3 Staff who are involved in recruitment and at least one member of the Regional Governing Body will also complete safer recruitment training (currently on-line on the DfE website) to be renewed every 5 years.
2.1.4 All members of staff and volunteers are provided with child protection awareness information at induction, including in their arrival pack, the Academy DCPC/DOSC/DSL name so that they know who to discuss a concern with
2.1.5 All members of staff are trained in and receive regular updates in e-safety and reporting concerns
2.1.6 All other staff and governors, have whole school safeguard awareness training, by the DCPC/DOSC/DSL or another approved provider updated on a regular basis, to maintain their understanding of the signs and indicators of abuse.
2.1.7 Staff understand the difference between a ‘concern’ and ‘immediate danger or at risk of harm’ ensuring appropriate action is taken through whole school training and weekly safeguarding bulletins.
2.1.8 All members of staff, volunteers, and governors know how to respond to a pupil who discloses abuse through delivery of whole school training.
2.1.9 All parents/carers are made aware of the responsibilities of staff members with regard to child protection procedures through publication of the Academy Child Protection Policy, available on the Academy website.
2.1.10 Our lettings policy will seek to ensure the suitability of adults working with children on Academy sites at any time.
2.1.11 Community users organising activities for children are aware of the Academy child protection guidelines and procedures.
2.1.12 We will ensure that child protection type concerns or allegations against adults working in the Academy are referred to the LADO[3] for advice, and that any member of staff found not suitable to work with children will be notified to the Disclosure and Barring Service (DBS)[4] for consideration for barring, following resignation, dismissal, or when we cease to use their service as a result of a substantiated allegation, in the case of a volunteer.
2.2 Our procedures will be regularly reviewed and up-dated.
2.3 The name of the designated members of staff for Child Protection, the Designated Child Protection Officers/Designated Safeguarding lead for Medway academies and the Designated Officer for Safeguarding Children/Designated Safeguarding Lead in Portsmouth academies will be clearly advertised in the Academy, with a statement explaining the Academies role in referring and monitoring cases of suspected abuse.
2.4 All new members of staff will be given a copy of our safeguarding statement, and child protection policy, with the DCPC/DOSC/DSLs’ names clearly displayed, as part of their induction into the school.
2.5 The policy is available publicly either on the Academy website or by other means. Parents/Carers are made aware of this policy and their entitlement to have a copy of it via the Academy handbook/newsletter/website.
2.6 An electronic copy of the policy will be in the staff area of the Academy computer system/VLE.
2.7 Paper copies are made available on request.
2.8 Raise safeguarding awareness through the school newsletter, assemblies, staff meetings and other communications.
2.9 Ensure support is offered to parents/carers where English is a second language to help them understand the content of the Academy policy.
3.0 Responsibilities
3.1 The designated DCPC/DOSC/DSL’s are responsible for:
3.1.1 Referring a child, if there are concerns about possible abuse, to the Children’s Social Care Team, and acting as a focal point for staff to discuss concerns. To discuss a concern about a child with Local Authority Children’s Advice and Duty Service. If it is agreed that a referral is the right course of action, the DCPC/DOSC/DSL may follow these up in writing.
3.1.2 Keeping written records of concerns about a child even if there is no need to make an immediate referral, using the Local Authority or adopted chronology record form, stored in a secure locked cabinet. Access to such records is strictly controlled.
3.1.3 Ensuring that all such records are kept confidentially and securely and are separate from pupil records, are stored for 75 years, and are copied on to the child’s next school or college.
3.1.4 Ensuring that an indication of the existence of the additional file in 3.1.3 above is marked on the pupil records.
3.1.5 Liaising with other agencies and professionals.
3.1.6 Ensuring that they attend case conferences, core groups, or other multi-agency planning meetings, contribute to assessments, and provide a report which has been shared with the parents.
3.1.7 Ensuring that any pupil currently with a child protection plan who is absent in the educational setting without explanation is referred to the social worker.
3.1.8 Organising child protection induction, and update training on a regular basis, for all Academy staff. All staff will receive annual updated Whole School Safeguard training as well.
3.1.9 Providing, with the Headteacher/Principal, an annual report for the Regional Governing body, detailing any changes to the policy and procedures; training undertaken by the DCPC/DOSC/DSL, and by all staff and governors; number and type of incidents/cases, and number of children on the child protection register (anonymised).
3.1.10 To develop a culture of listening to children and taking account of their wishes and feelings.
3.1.11 To support staff to recognise and respond to the needs of children including possible abuse and neglect.
3.1.12 Acting as a source of support and advice within the Academy.
3.1.13 Where a child leaves the school, ensuring that their child protection file is handed to the DSL/DOSC/DCPC of the receiving school and that a receipt in respect of the file is obtained.
4. Supporting Children
4.1 Recognising concerns, signs and indicators of abuse
Safeguarding is not just about protecting children from deliberate harm. It also includes such things as student safety, bullying, racist abuse and harassment, educational visits, intimate care, Children Missing Education and internet safety etc. The witnessing of abuse can have a damaging effect on those who are party to it, as well as the child subjected to the actual abuse, and in itself will have a significant impact on the health and emotional well-being of the child. Abuse can take place in any family, institution or community setting, by telephone or on the internet. Abuse can often be difficult to recognise as children may behave differently or seem unhappy for many reasons, as they move through the stages of childhood or their family circumstances change. However, it is important to know the indicators of abuse and to be alert to the need to consult further. (See appendix for more information)
We recognise that all adults at this Academy have a full and active part to play in protecting and safeguarding the children in our care, and that the pupil’s welfare is our paramount concern. We aim to provide an environment in which pupils feel safe, secure, valued and respected; and where they feel confident and know how to approach responsible adults if they are in difficulties.
The Department for Education has produced advice ‘What to do if you are worried a child is being abused 2015’. This contains advice to help practitioners identify child abuse and neglect and take appropriate action in response.
4.2 Early Help
Without intervention a family may break down or a child may be put a risk of neglect, emotional, physical or sexual harm. This also includes the risk of extremism. The Academies have no pre-prescribed criteria for supporting children and families. Each case is assessed according to needs and a bespoke programme put in place for that child and/or family. Early identification of needs and support required, can prevent concerns escalating. Early help plans should have focused outcomes for children and families, and should be actively planned with them. Plans should deliver evidence based interventions using single agency or common assessment frameworks, and clear thresholds for specific agency intervention eg. social care, housing, mental health services. We see how early help can transform a child in school, not just what they are able to achieve academically, but how their personal, social and emotional development can thrive with the right support. We are committed to early help because it is the right thing to do for our children to give them the best start in life.