Stoke Park Primary School & Children’s Centre

Child Protection Policy – May 2015

Section 1 - Policy Statement

1.1 Aims of the Policy

  • To ensure that all pupils are safe and free from significant harm and are able to develop to their full potential.
  • To make staff aware that child protection is the responsibility of all members of staff.
  • To ensure we practice safe recruitment in checking the suitability of staff and volunteers to work with children.
  • To raise awareness of child protection issues and equipping children with the skills needed to keep them safe.
  • To develop and then implement procedures for identifying and reporting cases, or suspected cases, of abuse.
  • To supportpupils whohave been abused in accordance with his/her agreed child protection plan.

1.2 School Responsibilities

We recognise that because of the day-to-day contact with children, school staff are well placed to observe the outward signs of abuse. The school will therefore:

  • establish and maintain anenvironment where children feel secure, are encouraged to talk, and are listened to. (This is one reason why staff using harsh voices and shouting at children is not permitted.)
  • ensure children know that there are adults in the school whom they can approach if they are worried.
  • include opportunities in the PSHE curriculum for children to develop the skills they need to recognise and stay safe from abuse.

We will follow the procedures set out by the Local Safeguarding Children Board and take account of guidance issued by the DCSF to:

  • ensure we have a designated senior person for child protection who has received appropriate training and support for this role.
  • ensure we have a nominated governor responsible for child protection.
  • ensure every member of staff (including temporary and supply staff and volunteers)and governing bodyknows the name of the designated senior person responsible for child protection and their role.
  • ensure all staff and volunteersunderstand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated senior person responsible for child protection
  • ensure that parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school prospectus
  • develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance at case conferences
  • keep written records of concerns about children, even where there is no need to refer the matter immediately
  • ensure all records are kept securely, separate from the main pupil file,and in locked locations
  • develop and then follow procedures where an allegation is made against a member of staff or volunteer
  • ensure safe recruitment practices are always followed.

1.3 Beliefs

All children have the right to be safeguarded from harm and exploitation whatever their:

  • Race, religion, first language or ethnicity
  • Gender or sexuality
  • Age
  • Health or disability
  • Location or placement
  • Previous behavioural or criminal records
  • Political or immigration status

Section 2 – Guidance for staff

2.1 Recognising Abuse and Neglect

Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. A child may be abused or neglected by parents, cohabitees, step-parents, substitute parents, siblings, relatives, friends, neighbours and strangers. A child may be abused at home, at school, in an institutional or community setting, or via the internet and may be subject to more than one type of abuse. Child abuse occurs throughout society and affects children of all ages.

There are certain parental responses which are known, by research and experience, to suggest a cause for concern. These include:

  • an unexplained delay in seeking treatment that is obviously needed, or it is sought at an inappropriate time;
  • a lack of awareness or denial of any injury;
  • incompatible explanations are offered; or the child is said to have acted in a way that is inappropriate to its age and development; or several different explanations are offered; (N.B.The child and/or other members of the family may support the explanations, however improbable)
  • a reluctance to give information, or failure to mention previous injuries known to have occurred;
  • the family has attended Accident and Emergency departments unusually frequently with appropriate and inappropriate requests for attention;
  • a constant presentation of minor injuries, which may represent ‘a cry for help’, which, if ignored, may lead to more serious injury. Attention may be sought for other problems unrelated to the injury, which may not even be mentioned;
  • unrealistic expectations of the child, or constant complaints about the child. Parents may show a violent reaction to a child’s naughty behaviour;
  • consent for further medical investigation is refused;
  • the parents are drunk or under the influence of drugs or cannot be found;
  • the parents ask for the child to be removed from home or indicate difficulties coping with the child.

Abuse is usually categorised into one of four categories – physical, sexual, emotional and neglect. Although these are described as discrete definitions there is almost always overlap between them in reality.

Numerous serious case reviews have also identified that professionals involved with families become stuck in a silo, only seeing evidence that proves or disproves one type of abuse (e.g. physical) and missing signs of other types of abuse (e.g. neglect). In essence the category of abuse only becomes relevant at a child protection case conference and as professionals we need to think about what is required to keep the child safe from harm.

Abuse can be organised and may involve parents, carers or others unrelated to the family. Staff should always keep an open mind to what they are seeing and hearing and challenge any assumptions that are prevalent (e.g. so what, what if questions). This is legitimate ‘professional curiosity’.

2.1 Categories of abuse

a.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.

Signs that may suggest physical abuse:

  • any bruising to an immobile child;
  • multiple bruising to different parts of the body;
  • bruising of different colours indicating repeated injuries;
  • fingertip bruising to the face, chest, back, arms or legs;
  • burns or scalds with clear outlines e.g. a gloves and socks effect or burns of uniform depth over a large area. Also, splash marks above the main scald area – associated with throwing;
  • retinal or pin point haemorrhaging – associated with shaking;
  • rib fractures in very young children;
  • adult bite marks;
  • an injury for which there is no adequate explanation.

b. 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 and 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.

Signs that may suggest emotional abuse:

  • excessive bedwetting/soiling, eating, rocking, head banging, aggression;
  • self harm;
  • attempted suicide;
  • high levels of anxiety, unhappiness or withdrawal;
  • seek out or avoid affection;
  • sleeplessness/night terrors;
  • food refusal;
  • attention seeking.

c. 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 in 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.

Signs that may suggest sexual abuse:

  • injuries, infections, or abnormal discharge, in the genital/anal/oral area;
  • pregnancy, and identity of father is a secret or vague;
  • shows worrying sexualised behaviour in their play or with other children or adults;
  • seems to have inappropriate sexual knowledge for their age;
  • a confusion of ordinary affectionate contact with abuse.

d. 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.

Signs which may suggest neglect:

  • squalid, unhygienic or dangerous home conditions;
  • parents fail to attend to their children’s health or development needs;
  • children appear persistently undersized or underweight;
  • children continually appear tired or lacking in energy;
  • children suffer frequent injuries due to lack of supervision;
  • the child is not attached or is anxiously attached to the parent;
  • the child is not regularly sent to school including preschool;
  • developmental delay due to lack of stimulation;
  • the child has cold skin mottled with pink or purple;
  • the child has swollen limbs with pitted sores which are slow to heal;
  • the child’s skin condition is poor, especially in the nappy area;
  • the child has dry sparse hair;
  • the child stays frozen in one position for an unnaturally long time.

Consideration must also be given to other issues within the home and wider environment, including domestic abuse, organised abuse and children who are abusers.

2.2 Who to pass concerns on to

It is the responsibility of all members of staff to make the Designated Lead Person(see table below) aware that they have concerns that a child may be suffering from abuse or neglect, using the procedures described in this policy.

Phase/Department / Designated Lead / Allegations against staff
Early Years / Sarah Hardiman
Natasha Williams from T6 / Gareth Simons unless the allegation is against him. If this is the case, refer to Sarah Hardiman who will contact the Local Authority Designated Officer and the Chair of Governors.
KS1 / Jo Deadman
KS2 / Amy Higgitt (Anne Jelf whilst she is on maternity leave)
School volunteers / Relevant lead for the phase
Office & Caretaking / Anne Jelf
Family Services / Sarah Hardiman / Sarah Hardiman unless the allegation is against her. If this is the case, refer to Gareth Simons who will contact the Local Authority Designated Officer and the Chair of Governors.
Family Services volunteers / Jade Sheeley
If the Designated Lead for your phase/department is not available refer concerns to any of the other designated leads.
Designated Leads should inform the Headteacher (Head of Children’s Centre for Family Services) of any concerns and referrals.

All staff will complete level 1 child protection training to ensure that they have the necessary knowledge to carry out their responsibilities particularly in reporting concerns.

2.3 General Premises for Dealing With Abuse at SPP

  • When a child discloses possible abuse to a member of staff, the child must be reassured, in an appropriate way,that the school will endeavour to keep them safe. The child must be informed of what the member of staff will do next (in most instances this will be talking to the Designated Lead).
  • Statements about or allegations of abuse or neglect made by children must always be taken seriously and reported to the designated lead.
  • Staff should never suggest that they can keep any information secret.
  • Staff should never voice any opinions about the alleged abuse or abuser.
  • Staff should not ask any leading questions or prompt pupils to disclose information.Wherever possible staff should try to keep accurate notes of exactly what pupils have disclosed. Staff should always record exactly what pupils have said, not add their own interpretations of events or reword what children have said. Some cases of abuse result in criminal investigations and it is essential that these cases are not compromised in any way. Notes should be made as soon as possible.
  • Hearsay or gossip is not a strong basis for a referral but should be reported to the Designated Lead if it may be related to child protection concerns.
  • Whilst all individuals are free to make referrals to Social Services, in school staff are requested to follow school policy and procedures and to make referrals through the Designated Lead.

2.4 The Role of the Designated Leads

  • The Designated Leads for each team are stated in the table above. In the absence of your Designated Lead person, concerns should be passed to any other Designated Lead available. If all Designated Leads are absent or unavailable, the reporting staff should speak to the Headteacher. If this is not possible contact First Response on 0117 903 6444.
  • The Designated Lead will, as appropriate, inform the Headteacher or Head of Children’s Centre of any concerns passed to them.
  • If the Designated Lead for a teamis absent, the Designated Lead (from another team) responding to the concern will pass the information on to the Designated Lead for the Team as soon as possible.
  • The Designated Lead is responsible for providing staff trainingon the school policy and for offering advice and support, as appropriate, on child protection cases in school.
  • The Headteacher is responsible for creating internal procedures. He is responsible for ensuring that staff comply with these procedures. Staff in this instance refers to all those who work in the school on a paid or voluntary basis.
  • The Designated Lead will liaise with the Headteacher ifhe feels that any member of staff is not following the correct procedures for child protection.
  • The Designated Leads will refer concerns to First Response as soon as possible after they are made.
  • The Designated Leads will monitor the attendance anddevelopment of children who have Child Protection Plans or are Children in Need. He/she will inform Social Care of any proposed or actual changes to the child’s school placement.
  • The Designated Leads will ensure that all relevant information about a child is disseminated to appropriate staff in the school on a need to know basis.
  • The Designated Leads will maintain accurate and secure child protection records and will send complete records to receiving schools.
  • The Designated Leadswill liaise with Social Care and attend Review Meetings, Core Group Meetings, Strategy Meetings and any other meetings necessary so far as is possible in light of their other duties.
  • The Headteacher will attend all Strategy Meetings regarding allegations against staff unless the allegation is against the Headteacher. If this is the case, Sarah Hardiman will attend.

2.5 Pupils with Child Protection Plans

  • Teachers must be vigilant in monitoring the progress of all pupils in their class who are on Child Protection Plans. They must alert the Designated Lead if there are:

-significant changes in the behaviour of the pupil

-significant changes in the emotional state of the child or continuing concerns

-there are signs of neglect

-if the home circumstances change

-there are two days of unexplained absence

Written notes should be kept and passed to the Designated Leads if there are concerns about a pupil. The Designated Lead for the relevant phase will inform the relevant teacher, TA and admin staff of those children who are on CP plans or Children in Need.

2.6 Parental Involvement in Referrals

  • It is essential that the school endeavours to maintain apositive working relationship with parents at all times.
  • Referrals will be discussed with the parents unless there is a risk of harm to the child.
  • If there is a possible risk of harm to the child, this will be discussed with the Duty Social Worker and a course of action will be agreed.
  • A referral must be made to First Response if there are signs that a child under the age of 18 or an unborn baby is experiencing or may have already experienced abuse or neglect or is likely to experience harm in the future.
  • Wherever possible staff should keep accurate written notes of any conversations had with parents.

2.7 Confidentiality

  • Staff should strive to ensure that the confidentiality of information regarding parents and pupils is respected at all times.
  • Whilst it is necessary for staff working directly with a child to be made aware of the nature and circumstances of disclosures and Social Care investigations, there will rarely be a need for the whole staff to be made aware of the details of these issues. In some cases the whole staff may be made aware of certain circumstances, for example if a parent is not allowed access to a child.
  • All child protection information must be treated as confidential within the school and should not be discussed with any third parties, including other members of staff who do not need to know the details of the case.
  • If staff have been made aware of an investigation, they must never raise it with a child, particularly in a public place or seek to interview the child regarding the case unless specifically requested to do so by Social Care or the Police.
  • Administrative staff will need to take messages from Social Care and will therefore become aware of the names of children and families who are being supported by Social Care. They do not need to be aware of any further information regarding the case and should direct callers to the Designated Lead or Headteacher, in his/her absence, regarding any detailed enquiries.

2.8 Training