Safeguarding Policy

Please click on this link to view the Safeguarding Policy

 This policy sits alongside the separate policy for Child Protection within the school. 
This document is based on guidance from the draft 2016 Keeping Children Safe in Education and may need to be reviewed once the final version is published.
This policy should be read in conjunction with the school’s Child Protection Policy and Staff Code of Conduct

 Policy Statement

Safeguarding determines the actions that we take to keep children safe and protect them from harm in all aspects of their school life. As a school we are committed to safeguarding and promoting the welfare of all of our pupils. 

The actions that we take to prevent harm; to promote wellbeing; to create safe environments; to educate on rights, respect and responsibilities; to respond to specific issues and vulnerabilities all form part of the safeguarding responsibilities of the school. As such, this overarching policy will link to other policies which will provide more information and greater detail.   

Aims

  • To provide Staff with the framework to promote and safeguard the wellbeing of children and in doing so ensure they meet their statutory responsibilities.
  • To ensure consistent good practice across the school.
  • To demonstrate our commitment to protecting children. 

Principles and Values

Safeguarding is everyone’s responsibility. As such it does not rest with the Designated Safeguarding Lead (DSL) and their deputies to take a lead responsibility in all of the areas covered within this policy.

Some areas, such as Health and Safety, are a specialist area of safeguarding and a separate lead for this area is in place in the school.

Safeguarding processes are intended to put in place measures that minimise harm to children. There will be situations where gaps or deficiencies in the policies and processes we have in place will be highlighted. In these situations a review will be carried out in order to identify learning and inform the policy, practice and culture of the school. 

All pupils in our school are able to talk to any member of staff to share concerns or talk about situations which are giving them worries. The staff will listen to the pupil, take their worries seriously and share the information with the safeguarding lead.

In addition, we provide pupils with information of who they can talk to outside of school both within the community and with local or national organisations who can provide support or help.

As a school, we review this policy at least annually in line with DfE, HSCB, HCC and any other relevant guidance.

Areas of Safeguarding 

Within Keeping Children Safe in Education (2016) and the Ofsted inspection guidance (2015), there are a number of safeguarding areas directly highlighted or implied within the text.

These areas of safeguarding have been separated into issues that are emerging or high risk issues (part 1); those related to the pupils as an individual (part 2); other safeguarding issues affecting pupils (part 3); and those related to the running of the school (part 4).

Definitions

Within this document:

Safeguarding’ is defined in the Children Act 2004 as protecting from maltreatment; preventing impairment of health and development; ensuring that children grow up with the provision of safe and effective care; and work in a way that gives the best life chances and transition to adult hood. Our safeguarding practice applies to every child.

The term Staff applies to all those working for or on behalf of the school, full time or part time, in either a paid or voluntary capacity. This also includes parents and Governors.

Child refers to all young people who have not yet reached their 18birthday. On the whole, this will apply to pupils of our school; however the policy will extend to visiting children and students from other establishments

Parent refers to birth parents and other adults in a parenting role for example adoptive parents, guardians, step parents and foster carers.

Key personnel

The designated safeguarding lead for the school is:

Wendy Bolton

The deputy safeguarding leads are: 

Edd Harrison

Odele Davies

Part 1 – High risk and emerging safeguarding issues 

Preventing Radicalisation and Extremism

www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty

http://www.proceduresonline.com/4lscb/hampshire/p_sg_ch_extremism.html 

http://www.hampshire.police.uk/internet/advice-and-information/safe4me/Safe4me+Prevent 

The prevent duty requires that all staff are aware of the signs that a child maybe vulnerable to radicalisation. The risks will need to be considered for political; environmental; animal rights; or faith based extremism that may lead to a child becoming radicalised. All staff have received prevent WRAP training in order that they can identify the signs of children being radicalised.
 
As part of the preventative process resilience to radicalisation will be built through the promotion of fundamental British values through the curriculum.
 
Any child who is considered vulnerable to radicalisation will be referred by the DSL to Hampshire children’s social care, where the concerns will be considered in the MASH process. If the police prevent officer considers the information to be indicating a level of risk a “channel panel” will be convened and the school will attend and support this process.
 

Gender based violence / Violence against women and girls

https://www.gov.uk/government/policies/violence-against-women-and-girls

The government have a strategy looking at specific issues that women and girls face. Within the context of this safeguarding policy the following sections are how we respond to violence against girls. Female genital mutilation, forced marriage, honour based violence and teenage relationship abuse all fall under this strategy.

Female Genital Mutilation (FGM)

www.gov.uk/government/publications/mandatory-reporting-of-female-genital-mutilation-procedural-information

https://www.gov.uk/government/publications/multi-agency-statutory-guidance-on-female-genital-mutilation

http://www.proceduresonline.com/4lscb/hampshire/p_fem_gen_mutil.html

FGM comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs for non-medical reasons. It has no health benefits and harms girls and women in many ways. It involves removing and damaging healthy and normal female genital tissue, and hence interferes with the natural function of girls’ and women’s bodies.

The age at which girls undergo FGM varies enormously according to the community. The procedure may be carried out when the girl is newborn, during childhood or adolescence, just before marriage or during the first pregnancy. However, the majority of cases of FGM are thought to take place between the ages of 5 and 8 and therefore girls within that age bracket are at a higher risk.

FGM is illegal in the UK.

On the 31 October 2015, it became mandatory for teachers to report known cases of FGM to the police. In these situations, the DSL and/or head will be informed and that the member of teaching staff has called the police to report suspicion that FGM has happened.

At no time will staff examine pupils to confirm this.

For cases where it is believed that a girl may be vulnerable to FGM or there is a concern that she may be about to be genitally mutilated the staff will inform the DSL who will report it as with any other child protection concern.

Forced Marriage

www.gov.uk/government/uploads/system/uploads/attachment_data/file/322307/HMG_MULTI_AGENCY_PRACTICE_GUIDELINES_v1_180614_FINAL.pdf

http://www.proceduresonline.com/4lscb/hampshire/p_force_marriage.html

 In the case of children: ‘a forced marriage is a marriage in which one or both spouses
cannot consent to the marriage and duress is involved. Duress can include physical, 
psychological, financial, sexual and emotional pressure.’ In developing countries 11% of girls are married before the age of 15.  One in 3 victims of forced marriage in the U.K. are under 18.

It is important that all members of staff recognise the presenting symptoms, how to respond if there are concerns and where to turn for advice.

Advice and help can be obtained nationally through the Forced Marriage Unit and locally through the local police safeguarding team or children’s social care.

Policies and practices in this school reflect the fact that while all members of staff, including teachers, have important responsibilities with regard to pupils who may be at risk of forced marriage, teachers and school leaders should not undertake roles in this regard that are most appropriately discharged by other children’s services professionals such as police officers or social workers.

Characteristics that may indicate forced marriage 
While individual cases of forced marriage, and attempted forced marriage, are often very particular, they are likely to share a number of common and important characteristics, including:

  • an extended absence from school/college, including truancy;
  • a drop in performance or sudden signs of low motivation;
  • excessive parental restriction and control of movements;
  • a history of siblings leaving education to marry early;
  • poor performance, parental control of income and students being allowed only limited career choices;
  • evidence of self-harm, treatment for depression, attempted suicide, social isolation, eating disorders or substance abuse; and/or
  • evidence of family disputes/conflict, domestic violence/abuse or running away from home.

On their own, these characteristics may not indicate forced marriage. However, it is important to be satisfied that where these behaviours occur, they are not linked to forced marriage. It is also important to avoid making assumptions about an individual pupil’s circumstances or act on the basis of stereotyping. For example, an extended holiday may be taken for entirely legitimate reasons and may not necessarily represent a pretext for forced marriage.

Honour Based Violence

http://www.hampshire.police.uk/internet/advice-and-information/abuse-against-the-person/honour-based-violence

http://www.proceduresonline.com/4lscb/hampshire/p_honor_based_viol.html

Honour based violence is a violent crime or incident which may have been committed to protect or defend the honour of the family or community.
 
It is often linked to family or community members who believe someone has brought shame to their family or community by doing something that is not in keeping with their unwritten rule of conduct. For example, honour based violence might be committed against people who:

  • become involved with a boyfriend or girlfriend from a different culture or religion
  • want to get out of an arranged marriage
  • want to get out of a forced marriage
  • wear clothes or take part in activities that might not be considered traditional within a particular culture
  • convert to a different faith from the family

Women and girls are the most common victims of honour based violence however it can also affect men and boys. Crimes of ‘honour’ do not always include violence. Crimes committed in the name of ‘honour’ might include:

  • domestic abuse
  • threats of violence
  • sexual or psychological abuse
  • forced marriage
  • being held against your will or taken somewhere you don’t want to go
  • assault

If staff believe that a pupil is at risk from honour based violence the DSL will follow the usual safeguarding referral process, however, if it is clear that a crime has been committed or the pupil is at immediate risk the police will be contacted in the first place. It is important that if honour based violence is known or suspected that communities and family members are NOT spoken to prior to referral to the police or social care as this could increase risk to the child.   

The Toxic Trio

The term ‘Toxic Trio’ has been used to describe the issues of domestic violence, mental ill-health and substance misuse which have been identified as common features of families where harm to women and children has occurred.
They are viewed as indicators of increased risk of harm to children and young people. In a review of Serious Cases Reviews undertaken by Ofsted in 2011, they found that in nearly 75% of these cases two or more of the issues were present.
 

Domestic Abuse

http://www.hampshire.police.uk/internet/advice-and-information/safe4me/secondary-domestic-abuse

http://www.proceduresonline.com/4lscb/hampshire/p_dom_viol_abuse.html

https://www.gov.uk/guidance/domestic-violence-and-abuse#domestic-abuse-and-young-people

 Domestic abuse is any incident or pattern of incidents of controlling, coercive or threatening behaviour, violence or abuse between those aged 16 or over who are or have been intimate partners or family members regardless of gender or sexuality. This can encompass, but is not limited to, the following types of abuse:

  • Psychological
  • Physical
  • Sexual
  • Financial
  • Emotional

 Controlling behaviour is a range of acts designed to make a person subordinate and/or dependent by isolating them from sources of support, exploiting their resources and capacities for personal gain, depriving them of the means needed for independence, resistance and escape and regulating their everyday behaviour.
 
Coercive behaviour is an act or a pattern of acts of assault, threats, humiliation and intimidation or other abuse that is used to harm, punish, or frighten their victim.
 
Research indicates that living within a home where domestic abuse takes place is harmful to children and can have a serious impact on their behaviour, wellbeing and understanding of what a normal relationship is.
 
Children witnessing domestic abuse is recognised as ‘significant harm’ in law.  These children may become aggressive; display anti-social behaviours; suffer from depression or anxiety; or fail to reach their educational potential.
 
Indicators that a child is living within a relationship with domestic abuse include:

  • withdrawn
  • suddenly behaves differently
  • anxious
  • clingy
  • depressed
  • aggressive
  • problems sleeping
  • eating disorders
  • wets the bed
  • soils clothes
  • takes risks
  • misses school
  • changes in eating habits
  • obsessive behaviour
  • nightmares
  • drugs
  • alcohol
  • self-harm
  • thoughts about suicide

These behaviours themselves do not indicate that a child is living with domestic abuse, but should be considered as indicators that this may be the case.
 
If staff believe that a child is living with domestic abuse, this will be reported to the designated safeguarding lead for referral to be considered to children’s social care.
  

Parental mental health

https://www.gov.uk/government/publications/the-mental-health-strategy-for-england

http://www.proceduresonline.com/4lscb/hampshire/p_ch_par_mental_health.html

The term "mental ill health" is used to cover a wide range of conditions, from eating disorders, mild depression and anxiety to psychotic illnesses such as schizophrenia or bipolar disorder. Parental mental illness does not necessarily have an adverse impact on a child's developmental needs, but it is essential to always assess its implications for each child in the family. It is essential that the diagnosis of a parent/carer's mental health is not seen as defining the level of risk. Similarly, the absence of a diagnosis does not equate to there being little or no risk.
 
For children the impact of parental mental health can include:

  • The parent / carer's needs or illnesses taking precedence over the child's needs
  • Child's physical and emotional needs neglected
  • A child acting as a young carer for a parent or a sibling
  • Child having restricted social and recreational activities
  • Child finds it difficult to concentrate- impacting on educational achievement
  • A child missing school regularly as (s)he is being kept home as a companion for a parent / carer
  • Adopt paranoid or suspicious behaviour as they believe their parent’s delusions.
  • Witnessing self-harming behaviour and suicide attempts (including attempts that involve the child)
  • Obsessional compulsive behaviours involving the child

If staff become aware of any of the above indicators, or others that suggest a child is suffering due to parental mental health, the information will be shared with the DSL to consider a referral to children’s social care.
 

Parental Substance misuse

 http://www.proceduresonline.com/4lscb/hampshire/p_ch_par_misuse_subs.html

Substance misuse applies to the misuse of alcohol as well as 'problem drug use', defined by the Advisory Council on the Misuse of Drugs as drug use which has: 'serious negative consequences of a physical, psychological, social and interpersonal, financial or legal nature for users and those around them.
Parental substance misuse of drugs or alcohol becomes relevant to child protection when substance misuse and personal circumstances indicate that their parenting capacity is likely to be seriously impaired or that undue caring responsibilities are likely to be falling on a child in the family.
 
For children the impact of parental substance misuse can include:

  • Inadequate food, heat and clothing for children (family finances used to fund adult’s dependency)
  • Lack of engagement or interest from parents in their development, education or wellbeing
  • Behavioural difficulties- inappropriate display of sexual and/or aggressive behaviour
  • Bullying (including due to poor physical appearance)
  • Isolation – finding it hard to socialise, make friends or invite them home
  • Tiredness or lack of concentration
  • Child talking of or bringing into school drugs or related paraphernalia
  • Injuries /accidents (due to inadequate adult supervision )
  • Taking on a caring role
  • Continued poor academic performance including difficulties completing homework on time
  • Poor attendance or late arrival

These behaviours themselves do not indicate that a child’s parent is misusing substances, but should be considered as indicators that this may be the case.
 
If staff believe that a child is living with parental substance misuse, this will be reported to the designated safeguarding lead for referral to be considered for children’s social care.
 

Missing, Exploited and Trafficked Children (MET)

http://www.proceduresonline.com/4lscb/hampshire/p_trafficked_ch.html

Within Hampshire, the acronym MET is used to identify all children who are missing; believed to be at risk of or being sexually exploited; or who are at risk of or are being trafficked. Given the close links between all of these issues, there has been a considered response to join all three issues so that cross over of risk is not missed.
 

Children Missing from Education

http://www.proceduresonline.com/4lscb/hampshire/p_ch_missing_educ.html

https://www.gov.uk/government/publications/school-attendance

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/395138/Children_missing_education_Statutory_guidance_for_local_authorities.pdf

Patterns of children missing education can be an indicator of either abuse or safeguarding risks. A relatively short length of time a child is missing does not reduce risk of harm to that child, and all absence or non-attendance should be considered with other known factors or concerns.
DSLs and staff should consider:
 
Missing lessons: Are there patterns in the lessons that are being missed? Is this more than avoidance of a subject or a teacher? Does the child remain on the school site or are they absent from the site?

  • Is the child being sexually exploited during this time?
  • Are they late because of a caring responsibility?
  • Have they been directly or indirectly affected by substance misuse?
  • Are other pupils routinely missing the same lessons, and does this raise other risks or concerns?
  • Is the lesson being missed one that would cause bruising or injuries to become visible?

Single missing days: Is there a pattern in the day missed? Is it before or after the weekend suggesting the child is away from the area? Are there specific lessons or members of staff on these days? Is the parent informing the school of the absence on the day? Are missing days reported back to parents to confirm their awareness?

  • Is the child being sexually exploited during this day?
  • Do the parents appear to be aware?
  • Are the pupil’s peers making comments or suggestions as to where the pupil is at?

Continuous missing days: Has the school been able to make contact with the parent? Is medical evidence being provided? Are siblings attending school (either our or local schools)?

  • Did we have any concerns about radicalisation, FGM, forced marriage, honour based violence, sexual exploitation?
  • Have we had any concerns about physical or sexual abuse?

The school will view absence as both a safeguarding issue and an educational outcomes issue. The school may take steps that could result in legal action for attendance, or a referral to children’s social care, or both.

Children Missing from Home or Care

https://www.gov.uk/government/publications/children-who-run-away-or-go-missing-from-home-or-care

http://www.childrenssociety.org.uk/what-we-do/policy-and-lobbying/children-risk/runaways

 Children who run away from home or from care, provide a clear behavioural indication that they are either unhappy or do not feel safe in the place that they are living.
Research shows that children run away from conflict or problems at home or school,
neglect or abuse, or because children are being groomed by predatory individuals who
seek to exploit them. Many run away on numerous occasions.
 
The association of chief police officers has provided the following definitions and guidance.
“Missing person is: ‘Anyone whose whereabouts cannot be established and where the 
circumstances are out of character or the context suggests the person may be the subject of crime or at risk of harm to themselves or another.’
 
An absent person is: ‘A person not at a place where they are expected or required to be.’
 
All cases classified as ‘missing’ by the police will receive an active police response – such as deployment of police officers to locate a child. Cases where the child was classified as ‘absent’ will be recorded by the police and risk assessed regularly but no active response will be deployed.
The absent case will be resolved when a young person returns or new information 
comes to light suggesting that he/she is at risk. In the latter instance, the case is 
upgraded to ‘missing’.
 
Within any case of children who are missing both push and pull factors will need to be considered.
Push factors include: 

  • Conflict with parents/carers
  • Feeling powerless
  • Being bullied/abused
  • Being unhappy/not being listened to  
  • The Toxic Trio

Pull factors include:   

  • Wanting to be with family/friends
  • Drugs, money and any exchangeable item
  • Peer pressure
  • For those who have been trafficked into the United Kingdom as unaccompanied asylum seeking children there will be pressure to make contact with their trafficker  

As a school we will inform all parents of children who are absent (unless the parent has informed us).
If the parent is also unaware of the location of their child, and the definition of missing is met, we will either support the parent to/directly contact the police to inform them.
 

Child Sexual Exploitation (CSE)

http://paceuk.info/

http://www.proceduresonline.com/4lscb/hampshire/p_ch_sexual_exploit.html

Sexual exploitation of children is not limited by the age of consent and can occur up until the age of 18.  CSE involves children being in situations, contexts or relationships where they (or a third person) receive ‘something’ as a result of them performing sexual activities. The something can include food, accommodation, drugs, alcohol, cigarettes, affection, gifts, or money.
Child sexual exploitation can happen via technology without the child’s being aware; for example, being persuaded to post sexual images on the Internet/mobile phones without immediate payment or gain. 
In all cases, those exploiting the child/young person have power over them by virtue of their age, gender, intellect, physical strength and/or economic or other resources. Violence, coercion and intimidation are common, involvement in exploitative relationships being characterised in the main by the child or young person’s limited availability of choice resulting from their social/economic and/or emotional vulnerability.
 
Indicators a child may be at risk of CSE include:

  • going missing for periods of time or regularly coming home late;
  • regularly missing school or education or not taking part in education;
  • appearing with unexplained gifts or new possessions;
  • associating with other young people involved in exploitation;
  • having older boyfriends or girlfriends;
  • suffering from sexually transmitted infections;
  • mood swings or changes in emotional wellbeing;
  • drug and alcohol misuse; and
  • displaying inappropriate sexualised behaviour.

CSE can happen to a child of any age, gender, ability or social status. Often the victim of CSE is not aware that they are being exploited and do not see themselves as a victim.
 
As a school we educate all staff in the signs and indicators of sexual exploitation. We use the sexual exploitation risk assessment form (SERAF) and associated guidance  to identify pupils who are at risk and the DSL will share this information as appropriate with children’s social care.
 
We recognise that we may have information or intelligence that could be used to both protect children and prevent risk. Any relevant information that we have will be shared on the community partnership information (CPI) form [Annex 3]

Trafficked Children

http://www.proceduresonline.com/4lscb/hampshire/p_trafficked_ch.html

Human trafficking is defined by the UNHCR in respect of children as a process that is a combination of :

  • Movement (including within the UK);
  • For the purpose of exploitation

Any child transported for exploitative reasons is considered to be a trafficking victim.
There is significant evidence that children (both of UK and other citizenship) are being trafficked internally within the UK and this is regarded as a more common form of trafficking in the UK.
There  are  a  number  of  indicators  which  suggest  that  a  child  may  have  been trafficked  into  the  UK,  and  may  still  be  controlled  by  the  traffickers  or  receiving adults. These are as follows:

  • Shows signs of physical or sexual abuse, and/or has contracted a sexually transmitted infection or has an unwanted pregnancy;
  • Has a history with missing links and unexplained moves;
  • Is required to earn a minimum amount of money every day;
  • Works in various locations;
  • Has limited freedom of movement;
  • Appears to be missing for periods;
  • Is known to beg for money;
  • Is being cared for by adult/s who are not their parents and the quality of the relationship between the child and their adult carers is not good;
  • Is one among a number of unrelated children found at one address;
  • Has not been registered with or attended a GP practice;
  • Is excessively afraid of being deported.

 For those children who are internally trafficked within the UK indicators include:

  • Physical symptoms (bruising indicating either physical or sexual assault);
  • Prevalence of a sexually transmitted infection or unwanted pregnancy;
  • Reports from reliable sources suggesting the likelihood of involvement in sexual exploitation / the child has been seen in places known to be used for sexual exploitation;
  • Evidence of drug, alcohol or substance misuse;
  • Being in the community in clothing unusual for a child i.e. inappropriate for age, or borrowing clothing from older people
  • Relationship with a significantly older partner;
  • Accounts of social activities, expensive clothes, mobile phones or other possessions with no plausible explanation of the source of necessary funding;
  • Persistently missing, staying out overnight or returning late with no plausible explanation;
  • Returning after having been missing, looking well cared for despite having not been at home;
  • Having keys to premises other than those known about;
  • Low self- image, low self-esteem, self-harming behaviour including cutting, overdosing, eating disorder, promiscuity;
  • Truancy / disengagement with education;
  • Entering or leaving vehicles driven by unknown adults;
  • Going missing and being found in areas where the child or young person has no known links; and/or
  • Possible inappropriate use of the internet and forming on-line relationships,particularly with adults.

 These behaviours themselves do not indicate that a child is being trafficked, but should be considered as indicators that this may be the case.
 
If staff believe that a child is being trafficked, this will be reported to the designated safeguarding lead for referral to be considered to children’s social care.
 

Technologies

http://www.proceduresonline.com/4lscb/hampshire/p_esafety_abuse_dig_media.html

Technological hardware and software is developing continuously with an increase in functionality of devices that people use. The majority of children use online tools to communicate with others locally, nationally and internationally.   Access to the Internet and other tools that technology provides is an invaluable way of finding, sharing and communicating information.  While technology itself is not harmful, it can be used by others to make children vulnerable and to abuse them.

Online Safety

https://www.thinkuknow.co.uk/Teachers/

http://www.saferinternet.org.uk/

 With the current speed of on-line change, some parents and carers have only a limited understanding of online risks and issues. Parents may underestimate how often their children come across potentially harmful and inappropriate material on the internet and may be unsure about how to respond.  Some of the risks could be:

  • unwanted contact
  • grooming
  • online bullying including sexting
  • digital footprint

The school will therefore seek to provide information and awareness to both pupils and their parents through:

  • Acceptable use agreements for children, teachers, parents/carers and governors
  • Curriculum activities involving raising awareness around staying safe online
  • Information included in letters, newsletters, web site,
  • Parent sessions
  • High profile events / campaigns e.g. Safer Internet Day
  • Building awareness around information that is held on relevant web sites  and or publications

Social media

https://www.thinkuknow.co.uk/Teachers/Resources/

http://www.saferinternet.org.uk/search/node/social%20networking

http://www.childnet.com/search-results/?keywords=social%20networking

http://www.kidsmart.org.uk/socialnetworking/

With the current speed of on-line change, some parents and carers have only a limited understanding of online risks and issues. Parents may underestimate how often their children come across potentially harmful and inappropriate material on the internet and may be unsure about how to respond.  Some of the risks could be:

  • unwanted contact
  • grooming
  • online bullying including sexting
  • digital footprint

The school will therefore seek to provide information and awareness to both pupils and their parents through:

  • Acceptable use agreements for children, teachers, parents/carers and governors
  • Curriculum activities involving raising awareness around staying safe online
  • Information included in letters, newsletters, web site,
  • Parent sessions
  • High profile events / campaigns e.g. Safer Internet Day
  • Building awareness around information that is held on  relevant web sites  and or publications

Cyberbullying

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/374850/Cyberbullying_Advice_for_Headteachers_and_School_Staff_121114.pdf

http://www.hampshire.police.uk/internet/asset/f0db2eea-0e3c-4fb4-b98c-e3fa681b860P/primary-social-networking-cyber-bullying

Central to the School’s anti-bullying policy should be the principle that ‘bullying is always unacceptable’ and that ‘all pupils have a right not to be bullied’.
The school should also  recognise that it must take note of bullying perpetrated outside school which spills over into the school and so we will respond to any cyber-bullying we become aware of carried out by pupils when they are away from the site.
Cyber-bullying is defined as “an aggressive, intentional act carried out by a group or individual using electronic forms of contact repeatedly over time against a victim who cannot easily defend himself/herself.”
By cyber-bullying, we mean bullying by electronic media:

  • Bullying by texts or messages or calls on mobile phones
  • The use of mobile phone cameras to cause distress, fear or humiliation
  • Posting threatening, abusive, defamatory or humiliating material on websites, to include blogs, personal websites, social networking sites
  • Using e-mail to message others
  • Hijacking/cloning e-mail accounts
  • Making threatening, abusive, defamatory or humiliating remarks in on-line forums

 Cyber-bullying may be at a level where it is criminal in character.
It is unlawful to disseminate defamatory information in any media including internet sites.
Section 127 of the Communications Act 2003 makes it an offence to send, by public means of a public electronic communications network, a message or other matter that is grossly offensive or one of an indecent, obscene or menacing character.
The Protection from Harassment Act 1997 makes it an offence to knowingly pursue any course of conduct amounting to harassment.
 
If we become aware of any incidents of cyberbullying, we will need to consider each case individually as to any criminal act that may have been committed. The school will pass on information to the police if it feels that it is appropriate or are required to do so.
 

Sexting

https://www.thinkuknow.co.uk/Teachers/Resources/

http://www.hampshire.police.uk/internet/advice-and-information/safe4me/Safe4me+%27Sexting%27

https://www.ceop.police.uk/Media-Centre/Press-releases/2009/What-does-sexting-mean/

 'Sexting' often refers to the sharing of naked or ‘nude’ pictures or video through mobile phones and the internet. It also includes underwear shots, sexual poses and explicit text messaging.
While sexting often takes place in a consensual relationship between two young people, the use of Sexted images in revenge following a relationship breakdown is becoming more commonplace. Sexting can also be used as a form of sexual exploitation and take place between strangers.
 
As the average age of first smartphone or camera enabled tablet is 6 years old, sexting is an issue that requires awareness raising across all ages.
 
The school will use age appropriate educational material to raise awareness, to promote safety and deal with pressure. Parents should be aware that they can come to the school for advice.
 

Gaming

http://www.saferinternet.org.uk/search/node/gaming 

http://www.childnet.com/search-results/?keywords=gaming

http://www.kidsmart.org.uk/games/

 Online gaming is an activity that the majority of children and many adults get involved in.  The school will raise awareness:

  • By talking to parents and carers about the games their children play and help them identify whether they are appropriate.
  • By support parents in identifying the most effective way of safeguarding their children by using parental controls and child safety mode.
  • By highlighting relevant resources.

Online reputation

http://www.childnet.com/resources/online-reputation-checklist

http://www.saferinternet.org.uk/search/node/online%20reputation 

http://www.kidsmart.org.uk/digitalfootprints/

Online reputation is the opinion others get of a person when they encounter them online.  It is formed by posts, photos that have been uploaded and comments made by others on people’s profiles.  It is important that children and staff are aware that anything that is posted could influence their future professional reputation.  The majority of organizations and work establishments now check digital footprint before considering applications for positions or places on courses.
 

Grooming

http://www.saferinternet.org.uk/search/node/grooming

http://www.childnet.com/search-results/?keywords=grooming

http://www.internetmatters.org/issues/online-grooming/

 Online grooming is the process by which one person with an inappropriate sexual interest in children will approach a child online, with the intention of developing a relationship with that child, to be able to meet them in person and intentionally cause harm.   
The school will build awareness amongst children and parents about ensuring that the child:

  • Only has friends online that they know in real life
  • Is aware that if they communicate with somebody that they have met online, that relationship should stay online

 That parents should:

  • Recognise the signs of grooming
  • Have regular conversations with their children about online activity and how to stay safe online

The school will raise awareness by:

  • Running sessions for parents
  • Include awareness around grooming as part of their curriculum
  • Identifying with both parents and children how they can be safeguarded against grooming

Part 2 – Safeguarding issues relating to individual pupil needs

 Pupils with medical conditions (in school).

 www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3

 There is a separate policy outlining the school’s position on this .
 
As a school we will make sure that sufficient staff are trained to support any pupil with a medical condition.
All relevant staff will be made aware of the condition to support the child and be aware of medical needs and risks to the child.
An individual healthcare plan may be put in place to support the child and their medical needs. 

Pupils with medical conditions (out of school).

 www3.hants.gov.uk/education/parents-info/inclusion-service.htm
 
There will be occasions when children are temporarily unable to attend our school on a full time basis because of their medical needs.  These children and young people are likely to be:

  • children and young people suffering from long-term illnesses
  • children and young people with long-term post-operative or post-injury recovery periods
  • children and young people with long-term mental health problems (emotionally vulnerable)

 Where it is clear that an absence will be for more than 15 continuous school days the Education and Inclusion Service will be contacted to support with the pupil’s education.
 

Intimate care

http://www.proceduresonline.com/4lscb/hampshire/p_disabled_ch.html?zoom_highlight=%22Intimate+care
 
See Guidelines for good practice Annex 1 (adapted from the Chailey Heritage centre)
 

  Fabricated or induced illness

https://www.gov.uk/government/publications/safeguarding-children-in-whom-illness-is-fabricated-or-induced

http://www.proceduresonline.com/4lscb/hampshire/p_fab_ind_illness.html
 
There are three main ways that a carer could fabricate or induce illness in a child. These are not mutually exclusive and include:

  • fabrication of signs and symptoms. This may include fabrication of past medical history;
  • fabrication of signs and symptoms and falsification of hospital charts and records, and specimens of bodily fluids. This may also include falsification of letters and documents;
  • induction of illness by a variety of means.

 If we are concerned that a child may be suffering from fabricated or induced illness we will follow the established procedures of the Hampshire Safeguarding Children Board.
 

Mental Health

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/508847/Mental_Health_and_Behaviour_-_advice_for_Schools_160316.pdf

http://www.youngminds.org.uk/

https://www.gov.uk/government/publications/the-mental-health-strategy-for-england

 Form tutors and class teachers see their pupils day in, day out. They know them well and are well placed to spot changes in behaviour that might indicate an emerging problem with the mental health and emotional wellbeing of pupils.
The balance between the risk and protective factors are most likely to be disrupted when difficult events happen in pupils’ lives. These include:

  • loss or separation – resulting from death, parental separation, divorce, hospitalisation, loss of friendships (especially in adolescence), family conflict or breakdown that results in the child having to live elsewhere, being taken into care or adopted;
  • life changes – such as the birth of a sibling, moving house or changing schools or during transition from primary to secondary school, or secondary school to sixth form; and
  • traumatic events such as abuse, domestic violence, bullying, violence, accidents, injuries or natural disaster.

 When concerns are identified, school staff will provide opportunities for the child to talk or receive support within the school environment. Parents will be informed of the concerns and a shared way to support the child will be discussed.
Where the needs require additional professional support referrals will be made to the appropriate team or service with the parent’s agreement (or child’s if they are competent as per Fraser guidelines).
 

Part 3 – Other safeguarding issues impacting pupils

Bullying

http://4lscb.proceduresonline.com/hampshire/p_bullying.html

https://www.gov.uk/government/publications/preventing-and-tackling-bullying

http://www3.hants.gov.uk/childrens-services/childrenandyoungpeople/bullying.htm

 The school works to a separate Anti bullying policy that can be found in the policy file in Headteacher's office.

Prejudice based abuse

 Prejudice based abuse or hate crimeis any criminal offence which is perceived by the victim or any other person to be motivated by a hostility or prejudice based on a person’s real or perceived:

  • Disability
  • Race
  • Religion
  • Gender identity
  • Sexual orientation

Although this sort of crime is collectively known as 'Hate Crime' the offender doesn't have to go as far as being motivated by 'hate', they only have to exhibit 'hostility'.
 
This can be evidenced by:

  • threatened or actual physical assault
  • derogatory name calling, insults, for example racist jokes or homophobic language
  • hate graffiti (e.g. on school furniture, walls or books)
  • provocative behaviour e.g. wearing of badges or symbols belonging to known right wing, or extremist organisations
  • distributing literature that may be offensive in relation to a protected characteristic
  • verbal abuse
  • inciting hatred or bullying against pupils who share a protected characteristic
  • prejudiced or hostile comments in the course of discussions within lessons
  • teasing in relation to any protected characteristic e.g. sexuality, language, religion or cultural background
  • refusal to co-operate with others because of their protected characteristic, whether real or perceived
  • expressions of prejudice calculated to offend or influence the behaviour of others
  • attempts to recruit other pupils to organisations and groups that sanction violence, terrorism or hatred.

 As a school we will respond by:

  • clearly identifying prejudice based incidents and hate crimes and monitor the frequency and nature of them within the school
  • taking preventative action to reduce the likelihood of such incidents occurring
  • recognising the wider implications of such incidents for the school and local community
  • providing regular reports of these incidents to the Governing Body
  • ensuring that staff are familiar with formal procedures for recording and dealing with prejudice based incidents and hate crimes
  • dealing with perpetrators of prejudice based abuse effectively
  • supporting victims of prejudice based incidents and hate crimes
  • ensuring that staff are familiar with a range of restorative practices to address bullying and prevent it happening again

Drugs and substance misuse

https://www.gov.uk/government/publications/drugs-advice-for-schools

http://www3.hants.gov.uk/education/hias/drug-and-alcohol/resources-for-schools.htm

The school works to a separate drug policy that can be found in the policy file in the Headteacher's office.

Faith Abuse

https://www.gov.uk/government/publications/national-action-plan-to-tackle-child-abuse-linked-to-faith-or-belief

http://4lscb.proceduresonline.com/hampshire/p_faith_belief.html

The number of known cases of child abuse linked to accusations of “possession” or “witchcraft” is small, but children involved can suffer damage to their physical and mental health, their capacity to learn, their ability to form relationships and to their self-esteem.
Such abuse generally occurs when a carer views a child as being “different”, attributes this difference to the child being “possessed” or involved in “witchcraft” and attempts to exorcise him or her.
A child could be viewed as “different” for a variety of reasons such as, disobedience; independence; bed-wetting; nightmares; illness; or disability. There is often a weak bond of attachment between the carer and the child.
There are various social reasons that make a child more vulnerable to an accusation of “possession” or “witchcraft”. These include family stress and/or a change in the family structure.
The attempt to “exorcise” may involve severe beating, burning, starvation, cutting or stabbing and isolation, and usually occurs in the household where the child lives.
 
If the school become aware of a child who is being abused in this context, the DSL will follow the normal referral route in to children’s social care.
 

Gangs and Youth Violence

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/418131/Preventing_youth_violence_and_gang_involvement_v3_March2015.pdf

http://4lscb.proceduresonline.com/hampshire/p_ch_affected_gang_act.html

 The vast majority of young people will not be affected by serious violence or gangs. However, where these problems do occur, even at low levels there will almost certainly be a significant impact.
As a school we have a duty and a responsibility to protect our pupils. It is also well established that success in learning is one of the most powerful indicators in the prevention of youth crime. Dealing with violence also helps attainment. While pupils generally see educational establishments as safe places, even low levels of youth violence can have a disproportionate impact on any education.
Primary schools are also increasingly recognised as places where early warning signs that younger children may be at risk of getting involved in gangs can be spotted. Crucial preventive work can be done within school to prevent negative behaviour from escalating and becoming entrenched.
 
As a school we will:

  • develop skills and knowledge to resolve conflict as part of the curriculum;
  • challenge aggressive behaviour in ways that prevent the recurrence of such behaviour;
  • understand risks for specific groups, including those that are gender-based, and target interventions;
  • safeguard, and specifically organise child protection, when needed;
  • make referrals to appropriate external agencies;
  • carefully manage individual transitions between educational establishments, especially alternative provision; and
  • work with local partners to prevent anti-social behaviour or crime.

Private fostering

 https://www.gov.uk/government/publications/children-act-1989-private-fostering

http://www3.hants.gov.uk/private-fostering

 Private fostering is an arrangement by a child’s parents for their child (under 16 or 18 if disabled) to be cared for by another adult who is not closely related and is not a legal guardian with parental responsibility for 28 days or more.
It is not private fostering if the carer is a close relative to the child such as grandparent, brother, sister, uncle or aunt.
 
The Law requires that the carers and parents must notify the children’s services department of any private fostering arrangement.
 
If the school becomes aware that a pupil is being privately fostered we will inform the children’s services department and inform both the parents and carers that we have done so.

Parenting 

All parents will struggle with the behaviour of their child(ren) at some point. This does not make them poor parents or generate safeguarding concerns. Rather it makes them human and provides them with opportunities to learn and develop new skills and approaches to deal with their child(ren).
Some children have medical conditions and/or needs e.g. Tourette’s, some autistic linked conditions, ADHD;  that have a direct impact on behaviour and can cause challenges for parents in dealing with behaviours. This does not highlight poor parenting either.

Parenting becomes a safeguarding concern when the repeated lack of supervision, boundaries, basic care or medical treatment places the child(ren) in situations of risk or harm.

In situations where parents struggle with tasks such as setting boundaries and providing appropriate supervision, timely interventions can make drastic changes to the wellbeing and life experiences of the child(ren) without the requirement for a social work assessment or plan being in place.
 
As a school we will support parents in understanding the parenting role and provide them with strategies to make a difference by:

Part 4 –Safeguarding processes

Please click on this link to view the rest of the Safeguarding Policy