T4T notes for presentation.
Session time: 2.5 hours.
All sections must be completed to meet statutory requirements.
Slide 1 (2mins): Welcome to Introduction to safeguarding for all school based staff.
Slide 2 (2mins) Key messages from Suffolk.
T4T read through the key messages from Suffolk County Council.
Slide 3 (2mins) Safeguarding means….
“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. Children includes everyone under the age of 18”. Keeping Children Safe in Education 2015.
T4T:
Important you clarify everyone in the room understands the term ‘safeguarding’
Remind staff about confidentiality and who to go to if they need support during /after this training.
Slide 4: (2mins) the aim of this training is to help school based staff develop an awareness of and the ability to act on concerns about the safety and welfare of children and young people.
All staff working in schools should access safeguarding training to ensure that they are able to fulfil their role and responsibility in keeping children safe.
By the end of the session delegates will:
Have an awareness of safeguarding legislation and statutory requirements
Be able to recognise early indicators of abuse
Understand how to respond effectively to concerns about a child.
Demonstrate knowledge of the correct recording and reporting processes.
Slide 5: (5mins) Attitudes and values
We all come from different backgrounds and we have all had a wide range of experiences
This can impact on how we view a situation.
It’s important we understand this because it may affect how we respond in some situations.
Complete the attitudes and values quiz.
Slide 6: (2mins) Structure for today’s safeguarding session
Part 1:
We will explore the role of the school and staff in keeping children safe.
Part 2:
How do we identify concerns, what are the signs and indicators of abuse?
Part 3:
How do we report concerns?
You can tick off each section as we complete it.
Slide 7(2mins) Role of the school or college
Part 1:
Legislation/statutory guidance
As a school we have a duty and a responsibility to provide a safe environment for children/young people online with legislation and statutory guidance
T4T:
We are going to explore exactly what is the role of this school/college with regard to safeguarding. Reference Keeping Children Safe in Education 2015
Slide 8: (2mins) Legislation/policy
The Department for Education is responsible for child protection in England. It sets out policy, legislation and statutory guidance on how the child protection system should work. At the local level Local safeguarding children boards (LSCBs) co-ordinate, and ensure the effectiveness of, work to protect and promote the welfare of children. Each local board includes: local authorities, health bodies, the police and others, including the voluntary and independent sectors. The LSCBs are responsible for local child protection policy, procedure and guidance. NSPCC
Slide 9: (5mins) Legislation and statutory guidance
1989 The Children Act.
1999 Protection of Children Act
2000 Framework for the Assessment of Children in Need and their families
2002 The Education Act (S 157 and 175)
2003 Every Child Matters
2003 Sexual Offences Act
2004 The Children Act.
2005/6 Local Safeguarding Children Boards established
2006 Safeguarding Vulnerable Groups Act
2007 Safeguarding Children and Safer Recruitment in Education
2009 The School Staffing (England) Regulations 2009
2011 Munro Review of Child Protection
2012 Protection of Freedoms Act
2013/15 Working Together to Safeguard Children
2014 /15 Keeping Children Safe in Education
2015 What to do if you're worried a child is being abused
2015 Information Sharing: Advice for practitioners
2015 Prevent Duty
T4T:
Highlight the fact there has been a lot of legislation and changes in the past 20 years. Many of these have occurred in response to tragic child deaths.
That’s why it is so important to have safeguarding training on a regular basis to allow staff to keep up to date with the changes in legislation and statutory guidance and current issues around safeguarding.
Slide 10: (2mins) statutory guidance
Statutory guidance sets out what schools and local authorities must do to comply with the law. You should follow the guidance unless you have a very good reason not to.
Keeping Children Safe in Education
This statutory guidance came into force April 2014
July 2015 revised edition all staff must have read part 1
Slide 11: (5mins) Teaching standards
The Teachers’ Standards 2012 state that teachers, including headteachers, should safeguard children’s wellbeing and maintain public trust in the teaching profession as part of their professional duties
What does ‘maintain public trust’ actually mean?
T4T:
Discuss the statement ‘maintain public trust’ ask the question: what does it mean?
There is an expectation on everyone involved in the school, that the children will be kept safe while attending the school.
The general public believe (trust) schools are a safe place.
There is an automatic expectation that all staff will ensure that all children are kept safe during school. So its important staff understands the importance of maintaining public trust.
Slide 12: (10mins) Safe environment
It is our responsibility as a whole school to provide a safe environment for children.
How do we do that?
In pairs complete exercise 1 in your workbook
T4T: Thoughts for discussion:
Staff/ volunteers –
Checks carried out before start. The importance of everyone following supervision procedures
Arrival /departure – staff on entrance gates monitoring arrival departure how does this help maintain a safe environment? if they see a concern how is this shared with the DSL?
During lessons (include P.E) –
Ratio of staff in lessons.
If a child is absent what are the systems in place for recording this?
Observing children throughout the session. Meeting their needs
How do staff maintain a safe environment within changing rooms?
Break times
How are children supervised through break times? If there is a concern how is this dealt with?
If a child goes missing how is this reported?
Trips/off site activities
Staff ratios
Helpers checked and follow supervision
System in place, if there is a safeguarding concern is there someone who takes the safeguarding lead for the trip?
What others systems are in place to make sure the trip is safe?
Slide 13: (2mins) Code of Conduct
The school code of conduct sets out the behaviour expectations for all staff within the school.
It is crucial all staff know and understand the standards within the school.
The code of conduct aims to protect staff as well as children.
Have you read the code of conduct?
T4T:
Explain your school code of conduct and where it can be found. Explain the importance of everyone understanding the expectations set out for the school because the attitudes and values quiz proved everyone has different views on what is acceptable.
The code of conduct is there to protect staff as well as children.
Guidance for safer working practice for those working with children and young people in education settings 2015
Slide 14: (2mins)Part 1 is now complete.
Tick this section at the front of your workbook.
Any questions regarding the role of the school and staff in keeping children safe?
Remember:
Everyone plays an important role in safeguarding children within the school.
Everyone has a responsibility in keeping children safe.
Slide15: (2 mins) What staff need to know
Part 2:
Understand the systems in place that support safeguarding
Policies and procedures.
Role of the DSL
Slide 16: (5mins) Policies/Procedures
Safeguarding policy: explains how we, as a school will protect and safeguard children from harm
Child protection policy/procedures explain the procedures we, as a school, will follow if we are concerned about a child.
All safeguarding policies are reviewed and updated every year so it is crucial you read and understand the policy and procedures we expect you to follow within the school
T4T:
Direct staff to your policy (hold it up if possible) sign post where it is kept explain it can also be found on the school website and the importance of reading it and understanding the procedures within the school.
When there is a change in legislation and statutory guidance then the policies will be updated to reflect the change.
It is crucial all staff understand and implement the schools policies and procedures to protect the children and staff.
Slide 17: (5mins) Role of the DSL full description can be found in your workbook
Managing referrals:
Refer all cases of suspected abuse to the local authority children’s social care (Customer First)
Training:
DSL must have training every two years
Encourage a culture of listening to children and taking account of their wishes and feelings, among all staff, in any measures the school or college may put in place to protect them.
Raising awareness:
Ensure the child protection policy is available publicly and parents are aware of the fact that referrals about suspected abuse or neglect may be made and the role of the school or college in this.
T4T:
Talk through the areas on the slide.
Ask staff if they know who the DSL is and who the alternate is if the DSL is absent.
Check staff are aware of who the chair/named safeguarding governor is and how to contact them if they need to.
Slide18: (2mins) what staff should look out for.
Part 3:
This section will focus on our role in identifying and responding to concerns.
Remember we all view things differently.
Slide 19: (10mins) how do we know?
How would we know if a child is suffering?
What are the signs/indictors?
How would we know if a child is at risk of harm from themselves or from someone else?
What are the signs/indicators?
Complete exercise 2
T4T:
Thoughts:
How would we know if a child is suffering?
What are the signs/indictors?
Withdrawn, isolated, poor hygiene, inappropriate clothing, hungry, frightened, angry towards others, bruises, unexplained broken bones, cuts, inappropriate sexual behaviour/language etc…….)
How would we know if a child is at risk of harm from themselves or from someone else?
What are the signs/indicators?
Thoughts: Children living within an abusive environment are potentially at risk of harm:
Children who have been excluded from school are potentially at risk of CSE
Children who are missing in education are at risk of CSE gang crime/drugs etc.
Children who have experienced abuse/trauma are potentially at risk of harming themselves
Children who feel isolated and have low self-esteem are potentially at risk of harm to themselves and vulnerable to others.
Slide 20: (5 mins) 4 categories of abuse
Physical, Sexual, Emotional and Neglect read through each section on slide.
T4T:
Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults or another child or children
Slide 21: (5mins) current issues
T4T:
Are you aware of all these issues? These can be found in the workbook and Keeping Children Safe in Education.
Ask the delegates:
What are we experiencing here in this school?
How are we managing this?
Is what we are doing effective?
What can we improve on?
Slide 22: (5 mins) what is Child Sexual Exploitation?
Systematic sexual abuse of children and young people in which children are exploited for money, power or status
Forcing or enticing a child or young person to take part in sexual activities including:
Physical penetration
Non penetrative acts
Looking at or the production of pornographic materials
It includes boys and girls.
Victims may also be trafficked
Slide 22 What is Trafficking?
When a person under 18 has been moved from one place to another for the purpose of exploitation.
This includes:
Country to country
Town to town
Street to street
House to house
Slide 23: (5 mins) Impact of Child Sexual Exploitation
CSE Impacts every aspect of a child’s life in respect of :
Physical, mental health and behaviour
Education and training
Friends, Family and social relationship
Willingness or ability to trust/engage with professionals
Age – Sexual exploitation often starts as young as 11
Gender – affects girls and boys
Ethnicity – happens in all communities
Vulnerability - any young person can be targeted
Slide24: (5mins) what we know
Child exploitation takes many forms, including child pornography and pornography on the Internet. The vast majority of children do not get involved voluntarily, they are coerced, enticed or are utterly desperate.
Children are often abused by people they know. Often starts out with apparently innocent activity
Exploitative adults are very sophisticated and well practiced in how they approach children, they make it their business to know what children and young people are into, what terminology they are using, the latest trends and gadgets.
Slide 25: (5mins) Domestic abuse
Does not have to be physical violence to have an impact; witnessing or hearing psychological and verbal abuse of a parent may still have a damaging effect.
It is therefore essential that professionals working with children are aware of the behavioural and psychological signs that can indicate a child is being affected by domestic abuse in the home, and children's inherent wish to be loyal to their parents which can hamper their ability to be open about their concerns and experiences.
A safe place and a trusting relationship is needed to support children to talk about their situation.
T4T: Domestic abuse can be:
Controlling, coercive or threatening behaviour
Violence
Psychological, physical, sexual, financial or emotional abuse between adults over 16 years old who are, or have been, intimate partners or family members
It can include behaviour such as:
Deprivation of food and sleep
Actual or threat of physical harm
Verbal or sexual threats
Emotional blackmail
Isolation from friends and family
Imprisonment in your home
Using your children against you
Forced marriage
Honour-based abuse
Slide 26/27: (10mins) It follows me around….
(Video Clip)
Slide 28: (5 mins) Impact of safeguarding issues
Impact on the child
Complete exercise 3
Slide 29: (2mins) Prevent duty
The statutory Prevent guidance summarises the requirements on schools in terms of four general themes:
1-Risk assessment,
2-Working in partnership,
3-Staff training and
4-IT policies.
• Schools are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology. This means being able to demonstrate both a general understanding of the risks affecting children and young people in the area and a specific understanding of how to identify individual children who may be at risk of radicalisation and what to do to support them. Schools and colleges should have clear procedures in place for protecting children at risk of radicalisation. These procedures may be set out in existing safeguarding policies.
The Prevent duty builds on existing local partnership arrangements. For example, governing bodies and proprietors of all schools should ensure that their safeguarding arrangements take into account the policies and procedures of Local Safeguarding Children Boards (LSCBs).
• Staff must have Prevent awareness training to equip staff to identify children at risk of being drawn into terrorism and to Challenge extremist ideas. Individual schools are best placed to assess the training needs of staff in the light of their assessment of the risk to pupils at the school of being drawn into terrorism..
Schools must ensure that children are safe from terrorist and extremist material when accessing the internet in schools.
Schools should ensure that suitable filtering is in place. It is also important that schools teach pupils about online safety more generally.
School staff should understand when it is appropriate to make a referral to the Channel programme. Channel is a programme which focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism. It provides a mechanism for schools to make referrals if they are concerned that an individual might be vulnerable to radicalisation. An individual’s engagement with the programme is entirely voluntary at all stages.
Slide 30: (5mins) Discussion point
How would you know if a child was being radicalised?
What sort of extreme behaviours would concern you?
Who may be vulnerable to being drawn into crime?
What should you do if you are concerned?
T4T:
Who could be vulnerable?
Think about those children who are: searching to belong, isolated, lonely, angry etc.
Those who want to radicalise will spot these vulnerabilities and pray on their vulnerabilities to draw the child in.
They will make them feel valued and then they have power over them. Over time it could lead to a crime being committed.
The behaviours they may display could be, a change in appearance, extreme views in their writing/assignments, derogatory racist comments, attendance may drop, angry/isolated
For all changes in behaviour, the most important thing is to report to the Prevent Lead.
Slide 31: (5mins) Case study
complete exercise 2
Read through the case study in your workbook.
Think about your job role and discuss what you would do next and why.
Share your thoughts with your group.
T4T:
Notes:
Encourage everyone to look at their role.
And complete the box from their job perspective.
The aim is to encourage everyone to feel they all play an important in safeguarding children. All information is crucial for the DSL in helping to build a picture.
Slide 32: (5mins) What all staff should do if they are concerned about a child
Part 4:
Based on Rory complete the reporting form.
T4T note:
You can use your own school reporting form if that is easier but everyone MUST complete a form as part of the training. Remember not everyone is confident in completing a form. It is important all staff have the opportunity within a safe environment to complete a reporting form.
Slide 33: (2mins)The whole picture
Looking at Rory’s day why is it so important the DSL has all the information from all the staff members?