Safeguarding Policy

January 2017

Ratified by Full Governing Body - March 2017

Key contact personnel in School:-

Designated Safeguarding Lead: 

Adrian Mount (Headteacher)

 

Designated Safeguarding Deputies:

Paula Miller (Deputy Headteacher)

Jeremy Edwards (Deputy Headteacher)

Sharon Bremner (Family Liaison Officer)

 

Named Safeguarding Governor:

Jason Gerlack

 

Introduction and Ethos

 

Context

 

Definition of Safeguarding

 

(Also see Annex A within ‘Keeping children safe in education’ 2016 and appendix 3)

 

Related Safeguarding Policies

The above documents can be found either on KLZ (policies), contained within the files next to the Safeguarding notice board or can be obtained from the Main Office.

 

Supporting Guidance (to be read and followed alongside this document)

 

Key Responsibilities

 

Designated Safeguarding Lead (DSL)

 

It is the role of the DSL to:

Further details about the role of the DSL can be found in ‘Keeping Children Safe in Education’ 2016.

 

Members of Staff

The welfare and safety of children are the responsibility of all staff in school and ANY concern for a pupil’s welfare MUST always be reported to the Designated Safeguarding Lead(s).

 

Children and Young People

 

Parents and Carers

 

Local Support

East Kent – Swale, Canterbury, Thanet

(Brook House,   Reeves Way, Whitstable  CT5 3SS)

Catherine Holmberg 

Area Safeguarding Adviser (Education)

 

Katie Agnew              

Safeguarding Admin Support (part-time)

Office: 03000 418503

Mobile: 07786 191 359

catherine.holmberg@kent.gov.uk

 

 

 

 

 

 

 

 

Recognition and Categories of Abuse

 

Staff Induction, Awareness and Training

 

 

 

 

Safe Working Practice

 

Staff Supervision and Support

 

Early Years and Foundation Stage Provision

 

Safer Recruitment

www.gov.uk/government/uploads/system/uploads/attachment_data/file/414345/disqual_stat-guidance_Feb_15__3_.pdf

 

Safeguarding and Child Protection Procedures

 

Be Alert   -   Question Behaviours   -   Ask for Help   -   Refer

 

 

 

Record Keeping

 

Working with Other Agencies

 

Confidentiality and Information Sharing

 

Complaints

 

Allegations against Members of Staff and Volunteers

 

When in Doubt – CONSULT

 

Allegations against Pupils

 

 

 

 

 

Safeguarding Children with Special Educational Needs and Disabilities

 

Curriculum and Staying Safe


  

Online Safety


 

The use of School Premises by Other Organisations

 

Security




Governing Body Approval 

 

Scrutinised by the Learning and Development Team on 9th January 2016

 

Ratified by the Full Governing Body on 15th March 2017

 

To be scrutinised by the Learning and Development Team annually or as changes in legislation/policy dictates.

 

To be ratified by the Learning and Development team thereafter.

 

To be displayed on main School Web Site? Yes

 

Appendices:

Appendix 1: Responsibilities of the Governing Body and the Headteacher

 

The Governing body has the responsibility to ensure:

 

The Headteacher has the responsibility to ensure:

 

 

 

Appendix 2: Categories of Abuse

 

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. It should be noted that abuse can be carried out both on and offline and be perpetrated by men, women and children. All members of staff should read and understand part one of ‘Keeping children safe in education’ 2016 and staff who have direct contact with pupils n should also read annex A.

 

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 INDICATE Sexual 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.

 

Signs that MAY INDICATE physical abuse

 

Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and 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 cyberbullying), 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, although it may occur alone.

 

Signs that MAY INDICATE emotional abuse

 

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 that MAY INDICATE neglect.

 

 

Appendix 3: Specific Safeguarding Issues

(See Annex A of Keeping Children Safe in Education 2016)

 

Children Missing Education

 

Foreland Fields School recognises that all children, regardless of their circumstances, are entitled to a full time education which is suitable to their age, ability, aptitude and any special educational needs they may have. Foreland Fields School is aware that a child going missing from education is a potential indicator of abuse or neglect.

 

Foreland Fields School has a procedure in place for responding to unauthorised absence and for dealing with children that go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect, including sexual exploitation, and to help prevent the risks of their going missing in future.

 

Child Sexual Exploitation (CSE)

 

Foreland Fields School identifies that CSE involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities.

 

Foreland Fields School is aware that sexual exploitation can take many forms ranging from the seemingly ‘consensual’ relationship where sex is exchanged for affection or gifts, to serious organised crime by gangs and groups. What marks out exploitation is an imbalance of power in the relationship. The perpetrator always holds some kind of power over the victim which increases as the exploitative relationship develops. Sexual exploitation may involve varying degrees of coercion, intimidation or enticement, including unwanted pressure from peers to have sex, sexting, sexual bullying including cyberbullying and grooming. However, it also important to recognise that some young people who are being sexually exploited do not exhibit any external signs of this abuse or recognise this as abusive.

 

Every member of staff at Foreland Fields School recognises that children at risk of CSE need to be identified and issues relating to CSE should be approached in the same way as protecting children from other risks.

 

‘Honour based’ violence  

 

Members of staff at Foreland Fields School are aware that ‘Honour-based’ violence (HBV) encompasses a range of crimes which have been committed to protect or defend the honour of the family and/or the community, including Female Genital Mutilation (FGM), forced marriage, and practices such as breast ironing.

 

The indicators of HBV and associated factors will be covered with staff within the school safeguarding training. All members of staff are alert to the possibility of a child being at risk of HBV, or already having suffered HBV. All members of staff are aware that all forms of HBV are abuse (regardless of the motivation) and will be handled and escalated as such. Staff will speak with DSL if they are concerned about HBV.

 

All members of staff will follow the school and KSCB procedures, using existing national and local protocols for multi-agency liaison with police and children’s social care.

 

Forced Marriage

 

The Forced Marriage Unit has published Multi-agency guidelines, with pages 32-36 focusing on the role of schools and colleges. Staff should report concerns regarding forced marriage to the DSL or can contact the Forced Marriage Unit if they need advice or information. Contact: 020 7008 0151 or email: fmu@fco.gov.uk 

 

Female Genital Mutilation (FGM) mandatory reporting duty

 

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 DSL and involve children’s social care as appropriate. The duty does not apply in relation to at risk or suspected cases (i.e. where the teacher does not discover that an act of FGM appears to have been carried out, either through disclosure by the victim or visual evidence) or in cases where the woman is 18 or over. In these cases, teachers should follow local safeguarding procedures.

Summary of the FGM mandatory reporting duty

 

Radicalisation

 

Foreland Fields School recognises that exposure of children (and adults) to extremist ideology can hinder their social development and educational attainment alongside posing a very real risk that they could support or partake in an act of violence. Radicalisation of young people can be compared to grooming for sexual exploitation.

 

Foreland Fields School will ensure all staff complete an e-learning training package developed by The National Counter Terrorism Policing Headquarters (NCTPHQ), in conjunction with the College of Policing which includes guidance on how to identify people who may be vulnerable to being drawn into terrorism, and how to refer them into the Channel process. The DSL will attend additional training which includes further information on the Prevent Duty.  

 

Every member of staff at Foreland Fields School recognises that children exposed to radicalisation and extremism is no different to safeguarding against any other vulnerability and should be approached in the same way as protecting children from other risks. All members of the community at Foreland Fields School will report concerns regarding radicalisation and extremism to the DSL who will follow local and national guidance.

 

Additional information about responding to online radicalization and extremism can be found in the schools Online Safety Policy and Prevent Policy.

 

 

 

Appendix 4: Keeping yourself safe when responding to disclosures

(the 6 R’s – what to do if…)

 

1. Receive

 

2. Respond

 

3. React

 

4. Record

 

5. Remember

 

6. Relax

 

 

 

Appendix 5: National Support Organisations

 

Support for staff

 

Support for Pupils

 

Support for adults

 

Support for Learning Disabilities

 

Domestic Abuse

 

Honour based Violence

 

Sexual Abuse and CSE

 

Online Safety

 

Radicalisation and hate

 

Term Dates
Headteacher Welcome