Safeguarding and Child Protection Policy

Review date: September 2021

Date agreed by Governors: 16 September 2021

Date of next Review: September 2022

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The Head Teacher and Governing Body with the Designated Safeguarding Lead will monitor the safeguarding practice of the school to ensure that this policy is understood and being operated effectively in practice.

General Introduction:

This policy supports the work of the school in promoting its vision statement, aims and values.

Our School Vision

Like a lighthouse, St Michael’s is a beacon of safety and stability. It takes courage to learn and remember knowledge, develop new skills and allow your own light to shine in the world. We respect our differences and know that working peacefully together allows our lights to shine more brightly.

'Let your light shine' Matthew 5:16

What’s at the heart of safeguarding at St Michael’s?

St Michael’s CE Primary believe in providing a place of shelter for all our school community within an environment and ethos of shared protection. Through the promotion of our core values our pupils are taught to respect and celebrate each other’s differences and speak out for injustice. All school members are encouraged to take responsibility for themselves and their peers, to ask for help when it is needed, not taking the easy option, but having the resolve in strength and courage to truly listen to and seek security for those who may be at risk and who deserve equality in peace, safety and opportunity, regardless of their family circumstance or background.

School aims

We have simplified these into our school aims listed below:

For our children to:

Learn and remember the skills and knowledge they need for the next phase of education
Love and enjoy books and reading

For school to be:

a place of safety and stability
a place where we nurture a Christian character

For Staff and children to respect differences and live and work peacefully with each other

At St Michael’s we value every member of our school community and our aims are for every child, whatever their background or circumstances, to have the support they need to:

Develop their understanding of the value of leading a healthy lifestyle
Work and play in a secure and safe environment in which they are encouraged to develop moral values and mutual respect
Experience an exciting curriculum which fosters their enthusiasm, develops an enquiring mind and enables every child to achieve his/her full potential
Access an education for life which promotes British Values that enable all learners to become effective and reliable members of the wider community
Foster ambition and expectation to carry through to adult life
To achieve these aims all learners, staff, parents and governors will work together to promote our core values of peace, courage and respect.

The Designated Safeguarding Lead (DSL) is Mr Nick Wills Tel: 01202 290 497

The Deputy DSLs are Mr Anthony Evans and Mrs Liz Chatfield Tel: 01202 290 497

The Designated Safeguarding Lead Governor is Miss Nicola Pearce Tel: 01202 290 497

Vision, school aims and core values

Introduction and Policy Statement

Aims of policy

Framework

Specific roles in safeguarding children

DSL roles and responsibilities

Good Practice Guidelines

Recognition of Abuse

Definitions of safeguarding and child protection

Definitions of Abuse

Indicators of Abuse

Definition of Bullying

Early Help

Taking Appropriate Action

Responding to Disclosures

Confidentiality

Sharing Concerns with Parents/carers and the community

Sharing Concerns with Professionals

Physical and sexual abuse (including child on child sexual violence/harassment)

Safeguarding information for pupils

Remote learning

Safer recruitment

Staff training and inductions

Safer working practice

Staff behaviour

Allegations against staff, supply teachers, volunteers and contractors

Youth produced imagery

Welcoming other practitioners

Off site visits

Photography and images

Children missing from education, EHE, exclusion and attendance

PREVENT agenda

Children at risk of CSE & CCE

School safeguarding responsibilities summary

Links to relevant law and guidance

Glossary of terms

Appendices

1. Essential Contacts List

2. Actions where there are concerns about a child (Flowchart)

3. Role and responsibilities of the DSL

4. Pan Dorset Safeguarding Children Partnership guidance – role and responsibilities of DSL

Introduction and Policy Statement

This school recognises that safeguarding and promoting the welfare of children is everyone’s responsibility (KCSiE 2021) and have an ‘It could happen here’ ethos.

This policy has been developed in accordance with Section 175 of the Education Act 2002 and regulations under section 157 which place a duty on the governing body to make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school.

The Governors recognise that children have a fundamental right to be protected from harm or exploitation and that pupils cannot learn effectively unless they feel secure. The Governors will, therefore, provide a school environment which promotes self-confidence, a feeling of worth and the knowledge that pupil’s concerns will be listened to and acted upon.

Governors, staff and volunteers in this school understand the importance of working in partnership with children, their parents/ carers and other agencies in order to promote children’s welfare.

The Governors will also ensure that the school carries out its statutory duties to report suspected Child Abuse or neglect to the Local Authority Children’s Services (Social Care usually via the Children’s Services First Response Hub) and to assist them in taking appropriate action on behalf of children in need or enquiring into allegations of child abuse or neglect. Schools recognise the contribution they can make to protect and support pupils in their care and contribute to a co-ordinated offer of early help.

The school is committed to ensuring that best practice is adopted when working with all children, offering them support and protection and accepts that it has a legal and moral responsibility to implement procedures, to provide a duty of care for young people, to safeguard their well-being and to protect them from abuse.

The purpose of this policy is to:

Afford protection for our pupils
Enable staff and volunteers to safeguard and promote the welfare of children
Promote a culture which makes the school a safe place to learn

This Safeguarding and Child Protection Policy applies to all governors, employees (including supply and peripatetic staff), volunteers, contractors and people using the school. They must all acknowledge that:

The child’s welfare is of paramount importance and all children have the right to be protected from abuse and neglect.
All employees and volunteers will receive safeguarding training appropriate to their designation. This is to ensure all staff are aware of the signs and symptoms of abuse and neglect, how to identify children who may benefit from early help, and raise awareness of the wide range of safeguarding issues and how to respond and support the children in their care.
Children who are being abused, neglected or at risk of harm will only tell people they trust and with whom they feel safe and that any member of staff needs to be able to respond appropriately to a child who discloses evidence of abuse or raises other concerns about their welfare.
It is essential that a member of staff’s own practice and behaviour puts children’s welfare first and cannot be misconstrued in any way and does not contravene accepted good practice.
All staff and volunteers must be aware that they should report any concerns about safeguarding practice or any concerns about staff to the Headteacher (or Chair of Governors if concern is regarding the Headteacher), to the Local Authority Designated Officer (LADO) or Ofsted.
The school will take opportunities to teach safeguarding, including online safety as part of a broad and balanced curriculum.
All staff should be aware that abuse, neglect and safeguarding issues are rarely standalone events and cannot be covered by one definition or one label alone. In most cases, multiple issues will overlap with one another.
All staff should be aware that safeguarding incidents and/or behaviours can be associated with factors outside the school or college and/or can occur between children outside of these environments.
All staff should be aware that technology is a significant component in many safeguarding and wellbeing issues. Children are at risk of abuse online as well as face to face. In many cases abuse will take place concurrently via online channels and in daily life. Children can also abuse their peers online, this can take the form of abusive, harassing, and misogynistic messages, the non-consensual sharing of indecent images, especially around chat groups, and the sharing of abusive images and pornography, to those who do not want to receive such content.
If staff are unsure, they should always speak to the designated safeguarding lead, or deputies

Aims of Policy

To raise the awareness of all school staff of the importance of child protection and safeguarding pupils and of their responsibilities for identifying and reporting actual or suspected abuse, neglect or concerns about a child’s welfare.
To ensure pupils and parents are aware that the school takes the safeguarding agenda seriously and will follow the appropriate procedures for identifying and reporting abuse, neglect or concerns about a child’s welfare and for dealing with allegations against staff.
To promote effective liaison with other agencies in order to work together for the protection of all pupils.
To support pupils’ development in ways which will foster security, confidence and independence.
To integrate a safeguarding curriculum within the existing curriculum allowing for continuity and progress through all key stages.
To take account of and inform policy in related areas such as discipline, bullying, peer on peer abuse, staff and pupil behaviour policies, Online-safety and the preventing extremism agenda, attendance and exclusion policy.
To ensure that all staff maintain a culture of high aspirations for all children, especially those who are vulnerable.

There are three main elements to the school’s safeguarding and child protection policy:

PREVENTION (positive and safe school environment, careful and vigilant teaching which includes opportunities to teach safeguarding including online safety, accessible pastoral care, support to pupils, good adult role models).
PROTECTION (agreed procedures are followed, staff are trained and supported to respond appropriately and sensitively to safeguarding concerns).
SUPPORT (to pupils, who may have been at risk of significant harm and the way staff respond to their concerns and any work that may be required and to those in need of early help services).

Framework

Schools do not operate in isolation. Safeguarding is the responsibility of all adults and especially those working or volunteering with children. The school aims to help protect the children in its care by working consistently and appropriately with all agencies to reduce risk and promote the welfare of children. All practitioners work within the same child protection/safeguarding procedures.

The school will follow the Pan Dorset Safeguarding Children Partnership inter-agency procedures.

Specific roles in Safeguarding Children

The school has a nominated safeguarding Governor (Nicola Pearce) and Deputy (Revd. Sarah Yetman) who take the lead safeguarding responsibility for the Governing body and work closely with the Designated Safeguarding Lead, the Head teacher and Chair of Governors on safeguarding issues.

The responsibilities of the Governing body in relation to safeguarding are in KCSIE Part 2 and Ofsted Inspecting safeguarding in early years, education and skills settings (2019) Annex 1 (see also BCP/Pan Dorset Safeguarding Children Partnership guidance).

Designated Safeguarding Lead (DSL) Roles and responsibilities

For guidance on the roles and responsibilities of the DSL, please refer to Keeping Children Safe in Education (KCSiE) 2021 Annex C: Role of the Designated Safeguarding Lead (Appendix 3), which should be referred to in addition to Pan Dorset Safeguarding Children Partnership guidance (Appendix 4).

The Designated Safeguarding Lead (DSL) is a senior member of staff from the school leadership team and person most likely to have a complete safeguarding picture. They will take the lead responsibility for safeguarding and on-line safety in their setting.

They will have the appropriate training, authority, time, funding support and resources to fulfil the duties of the role as described in the job description, designated to take lead responsibility for:

Safeguarding and child protection (Head leads on allegations against staff)
Keep secure Child Protection, Children in Need and other plans, write records and reports
Safeguarding and Child Protection policy and procedures: lead in evaluation, review and revision, ensure available to staff and parents
Induction of staff/staff training/ensure staff are aware of safeguarding policy and procedure
Providing advice, information and support to other staff/adults in the school and with other pastoral staff to pupils on safeguarding issues
Understand (and participate in) early help assessments and process for early help
Liaising with the Local Authority and Pan Dorset Safeguarding Children Partnership
Working in partnership with other agencies; referrals and support; information sharing
Ensure a culture of listening to children and taking account of their wishes and feelings
Where any roles of the DSL are delegated to appropriately trained deputies they retain the ultimate lead responsibility
Undertaking a safeguarding evaluation/audit, report to the SLT and Governing Body.

The DSL and Deputy DSLs should liaise with the three safeguarding partners of the Pan-Dorset Safeguarding Children Partnership and with other agencies in line with Working Together to Safeguard Children. The NPCC – When to call the police should help the DSL to understand when they should consider calling the police and what they should expect.

The DSL or a deputy should always be available during school hours for staff in the school to discuss any safeguarding concerns. Therefore the DSL is advised to have at least two deputies to provide safeguarding cover at all times e.g. the DSL may be on planned time away from the school for training etc. and the deputy off sick which could lead to unacceptable delay in protecting a child. In the absence of the DSL, all staff should be aware of which deputy DSL is available. Adequate and appropriate cover is arranged for out of hours/out of term activities.

The school will:

Appoint a lead governor responsible for safeguarding practice within the school
Appoint a Designated Safeguarding Lead who is a member of the Senior Leadership team and deputies.
Require teachers, staff and volunteers to read and implement the Pan Dorset Safeguarding Children Partnership procedures, school policy and good practice guidelines
Ensure that teachers, staff, contractors and volunteers have completed DBS checks as per the safer recruitment guidance and that contacts within extended services require safer recruitment and safeguarding compliance.
Ensure they recruit within the safer recruitment and allegations management training guidelines
Ensure that the relevant staff have undertaken Early Help training and lead professional training
Undertake relevant safer recruitment training
Ensure management of allegations procedures are implemented
Ensure staff work to the agreed code of conduct and safer working procedures
Ensure any external contactors using or on school premises are signed up to Child Protection Procedures and ensure they follow guidelines on the use of restraint and comply with the safeguarding requirements i.e. extended schools
Have and use an Anti-bullying and Harassment Policy responding to any complaint of bullying within the school, bearing in mind the Equality Act 2010
Have an online-safety policy in line with Local Safeguarding Partner requirements
Have a whistle blowing policy where it is safe to discuss concerns
Treat all pupils with respect regardless of age, sex, ethnicity, disability or sexual orientation
Be aware of the needs of vulnerable groups, identify and action for all identified
Make the policy available to parents and pupils (via our website or hard copy on request)

Good Practice Guidelines

The role of all staff is:

To identify and meet the needs of individual pupils
To improve achievement through a progressive programme of safe, guided practice and measured performance
To create an environment in which individuals are motivated to maintain participation and improve performance
To ensure that children feel secure and are encouraged to talk and share concerns and that they are listened to

All staff have a responsibility to:

Establish and maintain a safe area in which to educate (within the limits of their control)
Ensure the safety of pupils/minimise risk
Adhere to the school’s staff code of conduct
Ensure the activities that they offer are appropriate for the age, maturity, experience and ability of the individual
Encourage and guide participants to take responsibility for their own behaviour and performance
Protect children from harm and abuse
Be aware of and follow the government guidelines of ‘What to do if you’re worried a child is being abused’
Promote fair play, observation of rules, and the positive aspects of sport
Treat all young people as individuals, and with respect and dignity
Fulfil their duty to prevent young people becoming radicalised as laid down in the Counter Terrorism and Security Act 2015
Consider reasons for long term pupil absence including the possibility of Female Genital Mutilation

Staff should:

Adhere to safer working practice, code of conduct and pupil e-mailing and texting policy.
Avoid spending time alone with individual children (keep doors open if this is unavoidable)
Whenever possible avoid taking children alone on car journeys. In the event of an emergency and no other option is possible, ensure the child travels in the back of the vehicle with legal expectations adhered to (i.e. booster seat, seat belt etc.)
Encourage parents/adults to observe teaching sessions and support at school events
Explain actions clearly when physical guidance is necessary to teach new skills
Provide a good role model by displaying high personal standards
Dress appropriately
Follow restraint guidelines
Follow relevant policies such as intimate care, whistle blowing, staff Code of Conduct etc.
Sign a childcare disqualification form (all staff may be required to work in EYFS)
Ensure that transfer of children’s files is carried out securely and safely and that transfer of files between schools is acknowledged with a receipt (KCSiE 2021)

Staff should not:

Participate in, or allow sexually provocative activities
Allow or engage in inappropriate touching
Breach professional boundaries e.g. personal contact outside school (including via internet or over the phone)
Allow use of inappropriate language or bullying behaviour by pupils or adults
Ignore allegations made by a child
Do things of a personal nature that a child can do for him/herself
Tolerate or minimise any bullying behaviour

Safety

The school must ensure that the site is a clean and safe environment for children
All staff must have an up-to-date copy of the child protection policy and know who the Designated Safeguarding lead and deputies are
The school must ensure that all incidents are recorded in the appropriate file
The school must ensure that it has an accurate and up-to-date database detailing (at least two) contact numbers and medical information. These databases are confidential and stored safely
The school must ensure that there are regular safety audits of all equipment (first aid kits, fire extinguishers, telephones etc.) and practise the fire drill
The school must ensure that a responsible adult is on site when children arrive and ensure the full safety of children whilst on site

Curriculum

The Governors believe that the school curriculum is important in the protection of children. They will aim to ensure that curriculum development meets the following objectives:

Developing pupil self-esteem
Developing communication skills
Informing about all aspects of risk
Developing strategies for self-protection
Developing a sense of the boundaries between appropriate and inappropriate behaviour in adults and children & young people
Developing non-abusive behaviour between pupils and in relationships
How to respond to and report bullying behaviour
Use Social and Emotional Aspects of Learning to promote well being
Relationships, Health and Sex (RHSE) and health education, through Personal, Social, Health and Economic (PSHE) education.

Definitions of Safeguarding and Child Protection

Safeguarding and promoting the welfare of children is: protecting children from maltreatment; preventing impairment of children’s mental and physical 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. (KCSIE 2021)

Child protection refers to the activity that is undertaken to protect specific children who are suffering, or are likely to suffer, significant harm (Working Together 2018 Appendix A Glossary)

Definitions of Abuse

What are abuse and neglect?

Abuse and neglect are forms of maltreatment of a child (including everyone under the age of 18). Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting, by those known to them or, more rarely, by others. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. Children may be abused by an adult or adults, or by another child or children.

There are four defined types of abuse:

Physical 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 (Fabricated Induced Illness - FII). Physical harm also includes Female Genital Mutilation (FGM), CCE, Faith abuse, Trafficking, Radicalisation/Extremism and Forced Marriage.

Child Criminal Exploitation (CCE)

CCE is a form of abuse that occur where an individual or group takes advantage of an imbalance in power to coerce, manipulate or deceive a child into taking part in sexual or criminal activity, in exchange for something the victim needs or wants, and/or for the financial advantage or increased status of the perpetrator or facilitator and/or through violence or the threat of violence.

CCE can affect children, both male and female and can include children who have been moved (commonly referred to as trafficking) for the purpose of exploitation.

Some specific forms of CCE can include children being forced or manipulated into transporting drugs or money through county lines, working in cannabis factories, shoplifting or pickpocketing. They can also be forced or manipulated into committing vehicle crime or threatening/committing serious violence to others.

Children can become trapped by this type of exploitation as perpetrators can threaten victims (and their families) with violence, or entrap and coerce them into debt.

They may be coerced into carrying weapons such as knives or begin to carry a knife for a sense of protection from harm from others. As children involved in criminal exploitation often commit crimes themselves, their vulnerability as victims is not always recognised by adults and professionals, (particularly older children), and they are not treated as victims despite the harm they have experienced. They may still have been criminally exploited even if the activity appears to be something they have agreed or consented to.

It is important to note that the experience of girls who are criminally exploited can be very different to that of boys. The indicators may not be the same, however professionals should be aware that girls are at risk of criminal exploitation too. It is also important to note that both boys and girls being criminally exploited may be at higher risk of sexual exploitation.

Female genital Mutilation (FGM). This comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs. It is illegal in the UK and a form of child abuse with long-lasting harmful consequences.

Professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM.

Forced Marriage

Forcing a person into a marriage is a crime in England and Wales. A forced marriage is one entered into without the full and free consent of one or both parties and where violence, threats or any other form of coercion is used to cause a person to enter into a marriage. Threats can be physical or emotional and psychological. A lack of full and free consent can be where a person does not consent or where they cannot consent (if they have learning disabilities, for example). Nevertheless, some perpetrators use perceived cultural practices as a way to coerce a person into marriage. Schools and colleges can play an important role in safeguarding children from forced marriage.

So called ‘Honour based’ abuse (including Female Genital Mutilation, Forced Marriage and breast ironing)

Staff are aware of so-called ‘honour-based’ abuse (HBA) encompasses incidents or 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.

https://www.cps.gov.uk/cps/news/breast-ironing-recognised-child-cruelty-and-assault-cps

Abuse committed in the context of preserving ‘honour’ often involves a wider network of family or community pressure and can include multiple perpetrators.

Preventing Extremism/Radicalisation

Extremism is the vocal or active opposition to our fundamental values, including democracy, the rule of law, individual liberty and the mutual respect and tolerance of different faiths and beliefs. This also includes calling for the death of members of the armed forces.

Radicalisation refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.

Terrorism is an action that endangers or causes serious violence to a person/people; causes serious damage to property; or seriously interferes or disrupts an electronic system. The use or threat must be designed to influence the government or to intimidate the public and is made for the purpose of advancing a political, religious or ideological cause.

2. Emotional abuse is 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 children 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 the 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, although it may occur alone.

3. Sexual abuse involves forcing or enticing a child or young person to take part in

sexual activities, not necessarily involving violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (e.g. 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. Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. The sexual abuse of children by other children is a specific safeguarding issue (also known as peer on peer abuse) in education and all staff should be aware of it and of their school or colleges policy and procedures for dealing with it (page 24).

All staff should have an awareness of safeguarding issues that can put children at risk of harm. Behaviours linked to issues such as drug taking and or alcohol misuse, deliberately missing education and consensual and non-consensual sharing of nudes and semi-nude images and/or videos can be signs that children are at risk. Other safeguarding issues all staff should be aware of include:

Child Sexual Exploitation (CSE) is a form of abuse that occur where an individual or group takes advantage of an imbalance in power to coerce, manipulate or deceive a child into taking part in sexual or criminal activity, in exchange for something the victim needs or wants, and/or for the financial advantage or increased status of the perpetrator or facilitator and/or through violence or the threat of violence.

CSE can affect children, both male and female and can include children who have been moved (commonly referred to as trafficking) for the purpose of exploitation.

CSE is a form of child sexual abuse. Sexual abuse may involve physical contact,

including assault by penetration (for example, rape or oral sex) or nonpenetrative acts

such as masturbation, kissing, rubbing, and touching outside clothing. It may include

non-contact activities, such as involving children in the production of sexual images,

forcing children to look at sexual images or watch sexual activities, encouraging children to behave in sexually inappropriate ways or grooming a child in preparation for abuse including via the internet.

CSE can occur over time or be a one-off occurrence, and may happen without the child’s immediate knowledge e.g. through others sharing videos or images of them on social media.

CSE can affect any child, who has been coerced into engaging in sexual activities. This includes 16 and 17 year olds who can legally consent to have sex. Some children may not realise they are being exploited e.g. they believe they are in a genuine romantic relationship.

4. Neglect is 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, for example, 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)
Ensure access to appropriate medical care or treatment
It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs

Indicators of Abuse

Indicators of child abuse may include the following:

Physical Abuse

Physical indicators; unexplained bruising, marks or injuries especially on areas of the body where accidental injuries are unlikely, bruises which reflect hand or fingertip marks, cigarette burns, scalds, broken bones (especially in children under 2 years).

Behavioural indicators; fear of going home, fear of parents being contacted, flinching when approached or touched, withdrawn behaviour, reluctance to get changed, running away.

Indicators of Child Criminal Exploitation (CCE) and Child Sexual Exploitation (CSE)

Some of the following can be indicators of both CCE and CSE (KCSiE 2021):

• children who appear with unexplained gifts, money or new possessions;

• children who associate with other children involved in exploitation;

• children who suffer from changes in emotional well-being;

• children who misuse drugs and alcohol;

• children who go missing for periods of time or regularly come home late; and

• children who regularly miss school or education or do not take part in education.

CSE can be a one-off occurrence or a series of incidents over time and range from

opportunistic to complex organised abuse. It can involve force and/or enticement-based methods of compliance and may, or may not, be accompanied by violence or threats of violence.

Indicators of FGM

There is a range of potential indicators that a girl may be at risk of FGM. Warning signs that FGM may be about to take place, or may have already taken place, can be found in the Multi-Agency Practice Guidelines focused on the role of schools and colleges.

Indicators of ‘Honour based’ abuse

There are a range of potential indicators that a child may be at risk of HBA. Guidance on the warning signs that FGM or forced marriage may be about to take place, or may have already taken place, can be found on pages 39-42 of the Multi agency statutory guidance on FGM (pages 60-62 focus on the role of schools and colleges) and pages 13-14 of the Multi-agency guidelines: Handling cases of forced marriage.

Indicators of radicalisation

There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. Background factors combined with specific influences such as family and friends may contribute to a child’s vulnerability. Similarly, radicalisation can occur through many different methods (such as social media or the internet) and settings (such as within the home).

However, it is possible to protect vulnerable people from extremist ideology and intervene to prevent those at risk of radicalisation being radicalised. As with other safeguarding risks, staff should be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection. Staff should use their judgement in identifying children who might be at risk of radicalisation and act proportionately which may include the designated safeguarding lead (or deputy) making a Prevent referral.

2) Emotional Abuse

Physical indicators; failure to grow or thrive, sudden onset of speech disorders, developmental delay.

Behavioural indicators; fear of parents being contacted, excessive fear of making mistakes, unwillingness to play or take part, neurotic behaviour (e.g. hair twisting, rocking), self-harm.

3) Sexual Abuse

Physical indicators; stomach pains, bruising or bleeding near the genital area, discomfort when walking or sitting down, vaginal discharge or infection, sexually transmitted disease.

Behavioural indicators; sudden or unexplained changes in behaviour, apparent fear of someone, nightmares, eating problems or disorders, sexual knowledge which is beyond their age or developmental level, acting in a sexually explicit way, sexual drawings or language, substance or drug abuse, unexplained sources of money, not allowed to have friends.

Some additional specific indicators that may be present in CSE are children who:

• have older boyfriends or girlfriends; and

• suffer from sexually transmitted infections, display sexual behaviours beyond expected sexual development or become pregnant (KCSiE 2021).

4) Neglect

Physical indicators; unkempt state, inappropriate clothing, weight loss / underweight, constant hunger, tiredness.

Behavioural indicators; truancy, lateness, missing doctor or hospital appointments, stealing food, few friends, regularly left alone and unsupervised.

Definition of Bullying (including cyberbullying, prejudice-based and discriminatory bullying - See Anti–Bullying policy)

Bullying may be seen as deliberate, hurtful behaviour, usually repeated over a period of time, often where it is difficult for those bullied to defend themselves.

Anyone can be the target of bullying although victims are typically shy, sensitive and sometimes insecure. It is common for the targets of bullying to be different from others in some obvious way such as overweight, very small, having a disability or being from a different race or culture.

Bullying can be carried out by boys or girls, adults or children.

Bullying can be carried out by:

Anyone who intimidates or ridicules another.
Anyone who pushes a pupil too hard.
Anyone who has an attitude of “win at all costs” and places unacceptable pressure on pupil.

It is important to recognise that bullying may take the form of:

Physical abuse – hitting, kicking, shaking, biting, pinching, hair pulling etc.
Verbal abuse – teasing, name-calling, sarcasm, threats, racist or sexist comments.
Emotional abuse – ridicule, tormenting or humiliation
If bullying comprises a sexual nature a referral may be made to the Children’s Social Care Assessment Team/Police.
Cyber bullying, prejudice based and discriminatory

Early Help - (Working Together 2018 Chapter 1, KCSIE 2021 and Pan Dorset Safeguarding Children Partnership Continuum of Need guidance (June 2020)

Any child may benefit from early help, but staff should be particularly alert to the potential need for early help for a child who:

is disabled or has certain health conditions and has specific additional needs;
has special educational needs (whether or not they have a statutory Education, Health and Care Plan);
Has a mental health need;
is a young carer;
is showing signs of being drawn in to anti-social or criminal behaviour, including gang involvement and association with organised crime groups or county lines;
is frequently missing/goes missing from care or from home;
is at risk of modern slavery, trafficking, sexual or criminal exploitation;
is at risk of being radicalised or exploited;
has a family member in prison, or is affected by parental offending;
is in a family circumstance presenting challenges for the child, such as drug and alcohol misuse, adult mental health issues and domestic abuse;
is misusing drugs or alcohol themselves;
has returned home to their family from care;
is at risk of ‘honour’ based abuse such as Female Genital Mutilation or Forced Marriage;
is a privately fostered child; and
is persistently absent from m education, including persistent absences for part of the school day.

Providing early help is more effective in promoting the welfare of children than reacting later. It means providing support as soon as a problem emerges.

Early help support must be kept under constant review and consideration given to a referral to the Children’s Services First response Hub if the child’s situation does not appear to be improving (KCSIE 61).

In order to do this, the school will work with other local agencies to identify children and families who would benefit from early help to:

Undertake an assessment of the need for early help

Provide or refer to local early help services e.g. School Nurse (Charlotte Seston), School Counsellor (Marilyn McGowan BACP, SENCO/Mental health lead (Nick Wills), ELSA (Angela Graham, Liz Chatfield), School attendance lead (Liz Chatfield), Educational Social Worker (Lisa Hoyle), breakfast club lead (Carol Murawski), Family Liaison Worker (Liz Chatfield), Family Support, Team around the School and parenting courses.
Refer to appropriate local authority services e.g. CAMHS

Our Emotional Literacy Support Assistant (ELSA) team house extra drop in sessions around the time of exams to enable pupils to discuss their worries and anxieties and develop coping strategies.

Pastoral care team details are advertised in each classroom so pupils are aware of the choice of staff to share their concerns either about themselves or their peers.

Information regarding outside support agencies for pupils and their parents e.g Childline, are available under the ‘Key info – Safeguarding’ section of the school website.

All staff are aware that safeguarding incidents and/or behaviours can be associated with factors outside the school or college and/or can occur between children outside of these environments. All staff, but especially the designated safeguarding lead (and deputies) should consider whether children are at risk of abuse or exploitation in situations outside their families. Extra-familial harms take a variety of different forms and children can be vulnerable to multiple harms including (but not limited to) sexual exploitation, criminal exploitation, and serious youth violence.

Parental capacity to support the child will also be considered and further help offered e.g. Early Help support, Family Support hub, parenting courses.

For more information about Early Help and Integrated Working in BCP:

The Early Help, Family Support and Young People's Strategy (2020 to 2023)

And the BCP Family information Directory

https://www.bcpfamilyinformationdirectory.com/kb5/poole/fis/advice.page?id=PtOHe2WbPR8

Responding to Disclosures (See also Appendix 2)

If a child wishes to confide in you the following guidelines should be adhered to.

Be honest

Do not make promises that you cannot keep
Explain that you are likely to have to tell other people in order to stop what is happening

Create a safe environment

Stay calm
Reassure the child and stress that he/she is not to blame
Tell the child that you know how difficult it must have been to confide in you
Listen to the child and tell them that you believe them and are taking what is being said seriously and that they will be supported and kept safe.

Record by the appropriate means exactly what the child has said to you and include;

Child’s name, address, date of birth
Date and time of any incident
What the child said and what you said
Your observations e.g. child’s behaviour and emotional state
Any action you took as a result of your concerns - specific information about who you spoke to, names, phone numbers and resulting actions
Sign and date the record and provide a copy for Social Care and your records

Be clear about what the child says and what you say:

Do not interview the child and keep questions to a minimum
Encourage the child to use his/her own words and do not try to lead them into giving particular answers

Maintain confidentiality

Only tell those people that it is necessary to inform

Do not take sole responsibility

Immediately consult your Designated Safeguarding Lead or a Deputy DSL so that any appropriate action can be taken to protect the pupil if necessary
The DSL should refer these concerns to Social Care before the child goes home if still in school. A decision will be made by the Children’s Services First Response Hub whether to convene a strategy meeting, undertake a social care or joint investigation or provide alternative services or advice.
Although referrals to the Children’s Services First Response Hub would normally be made by the DSL or in their absence a deputy DSL or other member of the SLT, but in exceptional circumstances any other individual with concerns can take advice from the local children’s social care (Children’s Services First Response Hub) and any action taken should be shared with the DSL (or Deputy) as soon as practically possible.

Children’s Services First Response Hub/Social Care will advise about if and when to share information with parents if there are concerns that this may be putting the child more at risk.

Social Care referrals:

BCP Children’s Services First Response Hub – 01202 123 334

childrensfirstresponse@bcpcouncil.gov.uk

The Dorset Police MASH mash@dorset.pnn.police.uk Call 101

Responding to signs of abuse or neglect

Through training, all staff need to be able to identify signs of abuse or neglect and be able to identify cases of children who may be in need of help or protection (See KCSiE Part 1 and ‘What to do if you’re worried a child maybe being abused’).
Staff should be vigilant, protective and discuss any concerns with the DSL or deputy who will refer to Social Care or other agencies where appropriate
The DSL, SLT or staff will use the Pan Dorset Safeguarding Children Partnership Continuum of Need guidance (June 2020) when making decisions about appropriate support or referral for a child which takes the ‘Four levels of need’ and ‘Three domains’ into account.

All concerns must be recorded in line with Pan Dorset Safeguarding Children Partnership guidance.
Staff need to have an attitude of ‘it could happen here’ where safeguarding is concerned.
When concerned about the welfare of a child, staff members should always act in the best interests of the child.
Fears about sharing information must not be allowed to stand in the way of the need to promote the welfare and protect the safety of children.

Following up referrals

The agency to which the referral was made e.g. Social Care, should inform the referrer of their action. Where this does not happen promptly the referrer should re contact the agency to which it made the referral to be assured that action is being taken or that alternative support is being recommended
If after a referral the child’s situation does not appear to be improving, the DSL should consider following local escalation procedures.
It is essential that the school remains actively involved in support and plans even where another agency is taking the lead whether at early help, child in need or child protection level.
If after a referral a child’s situation does not appear to be improving or there is a difference of opinion about how to progress a plan and this cannot be resolved the Pan Dorset Safeguarding Children Partnership Escalation policy should be used:

https://pandorsetscb.proceduresonline.com/p_escalation.html

Confidentiality

Governors accept that Child Protection raises issues of confidentiality which should be clearly understood by all staff. The Governors expect all staff to follow the guidance on confidentiality in accordance with data protection, UK GDPR and Local Authority guidance on information sharing.

Sharing Concerns with Parents/carers and the community

There is a commitment to work in partnership with parents or carers and in most situations it may be appropriate to discuss initial concerns with them. Bereavement in the family, a divorce or other major change in circumstances may provide a reasonable explanation for changes in a child’s behaviour.

There are circumstances however, where it would be inappropriate to discuss concerns with parents or carers and may in fact put the child at greater risk. This may include identification of sexual abuse, physical abuse cases where a parent may be responsible for the abuse and parents who may not be able to respond reasonably to the situation.

The DSL and relevant staff will all be aware, on a need to know basis, of any parental factors which may impact on the welfare of a pupil e.g. violence, mental health, substance misuse. Parents should be encouraged to make the school aware themselves but must also realise that other agencies will share safeguarding information. A record of this will be kept at school.

The school shares a purpose with parents to educate, keep children safe from harm and have their children’s welfare promoted.

We are committed to working with parents positively, openly and honestly. We ensure that all parents are treated with respect, dignity and courtesy. We respect parents’ rights to privacy and confidentiality and will not share sensitive information until we have permission or it is necessary to promote the welfare and protect the safety of children. The Data Protection Act 2018 and UK GDPR do not prevent the sharing of information for the purposes of keeping children safe. Fears about sharing information must not be allowed to stand in the way of the need to safeguard and promote the welfare and protect the safety of children.

The ‘Data protection: Toolkit for schools’ provides guidance to support school data protection activity, including compliance with UK GDPR.

St Michael’s CE Primary will share with parents any concerns we may have about their child unless to do so may place a child at risk of harm.

We encourage parents to disclose any concerns they may have with our school. We make parents aware of our Safeguarding and Child Protection Policies and parents are aware that these are on the school website which includes links to the Children’s Information Service/Family Information Directory and other safeguarding local and national information.

Information about safeguarding is readily available and visible in the school e.g. posters, names of DSLs and other relevant staff e.g ELSA, Anti bullying Champion, Mental Health Lead, Online Safety Champion, Pastoral Care Workers. KCSIE (Pan Dorset Safeguarding Children Partnership) leaflet is available in reception and school web site safeguarding page (available in 12 languages)

(https://pdscp.co.uk/working-with-children/schools-and-colleges/bournemouth-christchurch-poole/).

The school safeguarding page is updated twice a term and has information on a wide range of safeguarding themes.

St Michael’s CE Primary school has links with its local community which will promote the welfare and safeguarding of the pupils e.g. with respect to religious, cultural or other local issues. Pupils are taught about safeguarding including online safety as part of a broad and balanced curriculum.

The school will provide and/or access early help services and can refer or sign post you to services with your consent. If you have any reason to make a complaint about the school, the procedures will be found on the school website COMPLAINTS POLICY

Sharing Concerns with Professionals

In situations where it is inappropriate to discuss concerns with parents you should immediately discuss your concerns with the Designated Safeguarding Lead and refer to the Child Care Assessment Team, Children’s Social Care. The school has a legal duty to pass on any investigative concerns to the relevant agencies.

Inform the duty officer at MASH or the police and explain the nature of the child protection concern. Give accurate details of the child and what you have observed and/or what the child has said, as well as the action that you have taken.
A Social Worker at MASH will advise what to do next, how and when to involve parents and will take responsibility for ensuring appropriate investigations are carried out.
Record carefully what you have heard, seen and action taken. Report to the DSL who will complete the referral using the agreed procedures.

Physical and Sexual abuse – unwanted / unnecessary sexually abusive comments or contact.

Taking Appropriate Action

There is a responsibility to safeguard children by taking appropriate action enabling the relevant agencies to make enquiries and deal with the matter effectively.

Female Genital Mutilation Mandatory Reporting Duty for teachers

Section 5B of the Female Genital Mutilation Act 2003 (as inserted by section 74 of the Serious Crime Act 2015) places a statutory duty upon teachers, along with regulated health and social care professionals, to report to the police where they discover (either through disclosure by the victim or visual evidence) that FGM appears to have been carried out on a girl under 18. Those failing to report such cases will face disciplinary sanctions. It will be rare for teachers to see visual evidence, and they should not be examining pupils, but the same definition of what is meant by “to discover that an act of FGM appears to have been carried out” is used for all professionals to whom this mandatory reporting duty applies. The school follows the Multi-agency statutory guidance on Female Genital Mutilation (July 2020).

General safeguarding principles, detailed within this policy, should apply if a member of staff has a concern about a particular pupil, keeping them safe from the risk of FGM, HBA, Forced marriage or radicalisation, as set out in the relevant statutory guidance, Working together to safeguard children and Keeping children safe in education. The Designated Safeguarding Lead (prevent awareness trained) should be consulted so that any appropriate action can be taken to protect the pupil, and where deemed necessary, referral to children’s social services or to the Channel programme.

‘Honour based’ abuse (including Female Genital Mutilation and Forced Marriage)

So-called ‘honour’-based abuse (HBA) encompasses incidents or 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. Abuse committed in the context of preserving ‘honour’ often involves a wider

network of family or community pressure and can include multiple perpetrators.

All forms of HBA are abuse (regardless of the motivation) and should be handled and escalated as such. Professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a child being at risk of HBA, or already having suffered HBA.

Forced Marriage

The Forced Marriage Unit has published statutory guidance and Multi-agency guidelines, pages 35-36 of which focus on the role of schools and colleges. School and college staff can contact the Forced Marriage Unit if they need advice or information. Contact: 020 7008 0151 or email: fmu@fco.gov.uk.

Domestic Abuse

This is any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 or over who are, or have been, intimate partners, family members, child to parent violence and abuse regardless of gender or sexuality. The abuse can encompass, but is not limited to: psychological; physical; sexual; financial and emotional.

All children can witness and be adversely affected by domestic abuse in the context of their home life where domestic abuse occurs between family members. Experiencing domestic abuse and/or violence can have a serious, long lasting emotional and psychological impact on children. In some cases, a child may blame themselves for the abuse or may have had to leave the family home as a result.

This school receives information from the Police (as part of Operation Encompass) to alert the Designated Safeguarding Lead in the school when there has been an incident of domestic abuse in a household where a pupil lives.

This allows us to monitor and support the pupil. If we have additional concerns we will discuss the need for further safeguarding actions with Social Care or the Police. This information would only be shared with other staff on a restricted need to know basis i.e. those who are immediately responsible for the pupil’s welfare such as the class teacher. Where a Multi-agency risk assessment conference (MARAC) occurs the school may be asked for information and appropriate school related information may be shared with the school after the meeting.

The school website provides contacts to local domestic abuse services e.g. National DV Helpline 0808 2000 247, Poole DA Project 01202 710777, Bournemouth DA Service and National Domestic Abuse helpline 0808 2000 247.

Operation Encompass

Operation Encompass operates in all police forces across England. It helps police and schools work together to provide emotional and practical help to children. The system ensures that when police are called to an incident of domestic abuse, where there are children in the household who have experienced the domestic incident, the police will inform the key adult (designated safeguarding lead) in school before the child or children arrive at school the following day. This ensures that the school has up to date relevant information about the child’s circumstances and can enable immediate support to be put in place, according to the child’s needs. Operation Encompass does not replace statutory safeguarding procedures. Where appropriate, the police and/or schools should

make a referral to children’s social care if they are concerned about a child’s welfare.

All Key Adults (DSL/DDSL) have attended an Operation Encompass local briefing as well as national online training. Our parents are fully aware that we are an Operation Encompass school.

The Operation Encompass information is stored in line with all other confidential safeguarding and child protection information.

The Key Adult has also led briefings for all school staff and Governors about Operation Encompass, the prevalence of Domestic Abuse and the impact of this abuse on children. We have also discussed how we can support our children following the Operation Encompass notification.

The Safeguarding Governor will report on Operation Encompass in the termly report to Governors. All information is anonymised for these reports.

The Key Adult has used the Operation Encompass Toolkit to ensure that all appropriate actions have been taken by the school.

Children missing from education

All staff are aware that children going missing, particularly repeatedly, can act as a vital warning sign of a range of safeguarding possibilities. This may include abuse and neglect, which may include sexual abuse or exploitation and can also be a sign of child criminal exploitation including involvement in county lines. It may indicate mental health problems, risk of substance abuse, risk of travelling to conflict zones, risk of female genital mutilation, ‘honour’ based abuse or risk of forced marriage.

Early intervention is necessary to identify the existence of any underlying safeguarding risk and to help prevent the risks of a child going missing in future. Staff are aware of school’s children missing from education procedures.

Pupils with Child Protection or Child in Need Plans

Children may need a social worker due to safeguarding or welfare needs. Children may need this help due to abuse, neglect and complex family circumstances. A child’s experiences of adversity and trauma can leave them vulnerable to further harm, as well as educationally disadvantaged in facing barriers to attendance, learning, behaviour and mental health.

Local authorities should share the fact a child has a social worker, and the designated safeguarding lead should hold and use this information so that decisions can be made in the best interests of the child’s safety, welfare and educational outcomes. This should be considered as a matter of routine.

Pupils who are the subject of a child protection conference will have either an agreed multi-disciplinary action plan or child protection plan. The Designated Safeguarding Lead will attend and provide reports for strategy discussions, CP conferences, core group meetings, child in need meetings and contribute to assessments and plans.

Where children need a social worker, this should inform decisions about safeguarding (for example, responding to unauthorised absence or missing education where there are known safeguarding risks) and about promoting welfare (for example, considering the provision of pastoral and/or academic support, alongside action by statutory services).

The School recognises that pupils who are the subjects of abuse, neglect or who live in situations of domestic abuse may exhibit distressed or challenging behaviour and may not be reaching their full academic potential. The school will ensure that appropriate support mechanisms are in place in school.

Children with Special Educational Needs and Disabilities

Governors recognise that children with special educational needs or disabilities (SEND) or certain health conditions can face additional safeguarding challenges and expect staff to take extra care to interpret correctly apparent signs of abuse or neglect. Indications of abuse will be reported as for other pupils.

They may be increasingly vulnerable to being bullied, at higher risk of criminal (including sexual) exploitation, on line grooming and radicalisation. Staff should work closely with parents/carers in meeting any particular needs and providing any appropriate safeguarding advice.

Additional barriers can exist when recognising abuse and neglect in SEND children, for which staff must be vigilant. These can include:

• assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration;

• being more prone to peer group isolation or bullying (including prejudice-based bullying) than other children;

• the potential for children with SEND or certain medical conditions being disproportionately impacted by behaviours such as bullying, without outwardly showing any signs;

• communication barriers and difficulties in managing or reporting these challenges;

Staff awareness should be raised to these issues and indications of abuse will be reported as for other pupils.

Governors will provide a school environment in which pupils with special educational needs or disabilities feel confident and able to discuss their concerns. Whenever possible, pupils will be given the chance to express themselves to a member of staff with appropriate communication skills. The Designated Safeguarding Lead will work with the Special Educational Needs Co-ordinator to identify pupils with particular communication needs and consider extra pastoral support e.g ELSA.

Children with Mental Health Needs

All staff are aware that mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation.

Only appropriately trained professionals should attempt to make a diagnosis of a mental health problem. Staff however, are well placed to observe children day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one.

Where children have suffered abuse and neglect, or other potentially traumatic adverse childhood experiences, this can have a lasting impact throughout childhood, adolescence and into adulthood. It is key that staff are aware of how these children’s experiences, can impact on their mental health, behaviour and education.

If staff have a mental health concern about a child that is also a safeguarding concern, immediate action should be taken, following their child protection policy and speaking to the designated safeguarding lead or a deputy.

Pupils identified with mental health/emotional issues (via Boxall profile) or those with parents/siblings identified with mental health issues will be offered additional support. Pupils will have a choice of staff who will listen to their concerns about themselves or other pupils and appropriate early help services are available within school.

Some staff will practice mental health first aid (Angela Graham and Liz Chatfield). Nick Wills (DSL) is the senior mental health lead. Referrals will be made to CAMHS or other appropriate services in conjunction with parents. The DSL or other appropriate member of staff may seek advice from the CAMHS Link Worker or consultation service.

There will be a strategy for providing ongoing education for children subject to S26 Mental Health (Children & Families) Act 2014.

The school is working in line with mental health and behaviour in schools guidance 2018.

The school will support pupils with strategies to develop their own emotional well-being i.e. emotional literacy and resilience. Additional support will be available at exam, result and transition times or after bereavement or tragic events e.g support from our counsellor or Local Authority Educational Psychologists and appropriate information will be widely advertised e.g. Childline and Kooth and Papyrus.

Peer on peer (child on child)

Staff and Governors are aware that children can abuse other children and that it can happen both inside and outside of school or online. Staff receive training to recognise the indicators and signs of peer on peer abuse and know how to identify it and respond to all reports and concerns.

This is most likely to include (but not limited to) bullying (including cyber bullying, prejudice based and discriminatory), abuse in intimate personal relationships between peers, physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm (this may include and online element which facilitates, threatens and/or encourages physical abuse).

Child on child sexual violence and sexual harassment

Sexual violence

Rape: A person (A) commits an offence of rape if: he intentionally penetrates the vagina,

anus or mouth of another person (B) with his penis, B does not consent to the

penetration and A does not reasonably believe that B consents.

Assault by Penetration: A person (A) commits an offence if: s/he intentionally

penetrates the vagina or anus of another person (B) with a part of her/his body or

anything else, the penetration is sexual, B does not consent to the penetration and A

does not reasonably believe that B consents.

Sexual Assault: A person (A) commits an offence of sexual assault if: s/he intentionally

touches another person (B), the touching is sexual, B does not consent to the touching

and A does not reasonably believe that B consents. (Schools should be aware that

sexual assault covers a very wide range of behaviour so a single act of kissing someone

without consent or touching someone’s bottom/breasts/genitalia without consent, can still

constitute sexual assault.)

Causing someone to engage in sexual activity without consent: A person (A)

commits an offence if: s/he intentionally causes another person (B) to engage in an

activity, the activity is sexual, B does not consent to engaging in the activity, and A does

not reasonably believe that B consents. (This could include forcing someone to strip,

touch themselves sexually, or to engage in sexual activity with a third party.)

Consent

Consent is about having the freedom and capacity to choose. Consent to sexual activity may be given to one sort of sexual activity but not another, e.g.to vaginal but not anal sex or penetration with conditions, such as wearing a condom. Consent can be withdrawn at any time during sexual activity and each time activity occurs. Someone consents to vaginal, anal or oral penetration only if s/he agrees by choice to that penetration and has the freedom and capacity to make that choice

a child under the age of 13 can never consent to any sexual activity;
the age of consent is 16;
sexual intercourse without consent is rape.

Sexual harassment

Sexual harassment can include:

sexual comments, such as: telling sexual stories, making lewd comments, making sexual remarks about clothes and appearance and calling someone sexualised names;

sexual “jokes” or taunting;

physical behaviour, such as: deliberately brushing against someone, interfering with someone’s clothes and displaying pictures, photos or drawings of a sexual nature; and

online sexual harassment. This may be standalone, or part of a wider pattern of sexual harassment and/or sexual violence. It may include:

consensual and non-consensual sharing of nude and semi-nude images and videos as set out in UKCIS Sharing nudes and semi-nudes: advice for education settings working with children and young people (which provides detailed advice for schools and colleges) taking and sharing nude photographs of U18s is a criminal offence;

sharing of unwanted explicit content;
upskirting (is a criminal offence);
sexualised online bullying;
unwanted sexual comments and messages, including, on social media;
sexual exploitation; coercion and threats.

Sexual harassment (as set out above) creates a culture that, if not challenged, can normalise inappropriate behaviours and provide an environment that may lead to sexual violence.

Staff and Governors are aware that sexual violence and sexual harassment can occur between two children of any age and sex. It can occur through a group of children sexually assaulting or sexually harassing a single child or group of children. Sexual violence and sexual harassment exist on a continuum and may overlap; they can occur online and face to face (both physically and verbally) and are never acceptable.

Addressing inappropriate behaviour (even if it appears to be relatively innocuous) can be an important intervention that helps prevent problematic, abusive and/or violent behaviour in the future:

Sexual violence, such as rape, assault by penetration and sexual assault (this may include and online element which facilitates, threatens and/or encourages physical abuse), sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be stand alone or part of a broader pattern of abuse, causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party, consensual and non-consensual sharing of nudes and semi nudes images and or videos (also known as sexting or youth produced sexual imagery), upskirting, which typically involves taking a picture under a person’s clothing (not necessarily a skirt) without their permission, with the intention of viewing their genitals or buttocks(with or without underwear) to obtain sexual gratification, or cause the victim humiliation, distress or alarm (it is a criminal offence and could happen tom anyone of any sex) and initiation/hazing type violence and rituals (this could include activities involving harassment, abuse or humiliation used as a way of initiating a person into a group and may also include an online element).

All staff should understand, that even if there are no reports in their school it does not mean it is not happening, it may be the case that it is just not being reported. As such it is important if staff have any concerns regarding peer on peer abuse they should speak to their designated safeguarding lead (or deputy).

Staff and Governors understand the importance of challenging inappropriate behaviours between peers, making clear that sexual violence and sexual harassment is not acceptable, will never be tolerated or dismissed and is not an inevitable part of growing up. These forms of abuse will never be tolerated (regardless of gender) or passed off as ‘just banter’, ‘just having a laugh’, ‘boys being boys’ or ‘part of growing up’.

Challenging behaviours (potentially criminal in nature) such as grabbing bottoms, breasts and genitalia, flicking bras and lifting up skirts will not be dismissed, tolerated or normalised to prevent a culture of unacceptable behaviours, an unsafe environment

for children and in worst case scenarios a culture that normalises abuse leading to

children accepting it as normal and not coming forward to report it

Reports of child on child sexual violence and sexual harassment will be managed in line with KCSiE Parts 1 and 5 and DfE Guidance ‘Sexual violence and sexual harassment between children in schools and colleges’ September 2021. Victims, perpetrators and other children affected by abuse will be offered appropriate support which may include counselling. Both staff and pupils receive education about bullying and abuse and children are advised how to keep themselves safe at an age appropriate level through Relationships, Health and Sex Education (RHSE) e.g NSPCC PANTS campaign and Personal, Social, Health and Economic (PSHE) education.

Any report of sexual violence or sexual harassment should be taken seriously, staff should be aware it is more likely that girls will be the victims of sexual violence and sexual harassment and more likely it will be perpetrated by boys.

It is essential that all victims are reassured that they are being taken seriously and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report

Staff should be aware that some groups are potentially more at risk. Evidence shows girls, children with special educational needs and disabilities (SEND) and LGBT children are at greater risk.

Staff are also aware that harmful sexual behaviour (HSB), including that a child displaying HSB may be an indication that they are a victim of abuse themselves.

All staff are aware that safeguarding incidents and/or behaviours can be associated with factors outside the school or college and/or can occur between children outside of these environments (extra familial harms). All staff, but especially the designated safeguarding lead (and deputies) should consider whether children are at risk of abuse or exploitation in situations outside their families. Extra-familial harms take a variety of different forms and children can be vulnerable to multiple harms including (but not limited to), sexual exploitation, criminal exploitation, sexual abuse, serious youth violence and county lines.

Curriculum and behaviour policy

Our PHSE/RHSE curriculum teaches children (in an age-appropriate and inclusive way) issues such as:

Healthy and respectful relationships
What respectful behaviour looks like
Consent
Gender roles, stereotyping and equality
Body confidence and self-esteem
Prejudiced behaviour

Our behaviour policy reflects our core values of peace, courage and respect and helps to create a culture and ethos of respect, tolerance, acceptance and diversity. These messages are re-enforced through RE and Collective worship. This makes it easier for pupils to ‘call out’ incidents and makes it harder for pupils to get away with sexist or inappropriate sexualised behaviour.

Reporting concerns about peer on peer (child on child) violence and sexual harassment

We will continue to follow the principles set out in part 5 of Keeping Children Safe in Education when managing reports and supporting victims of peer-on-peer abuse.

Respond immediately to concerns and disclosures

Staff at St Michael’s know not to wait for a disclosure. If staff have concerns about a child’s welfare, they should act on these immediately. Indicators could include:

A conversation suggesting a child may have been harmed (this may be a conversation the staff member overhears rather than is part of)
A child’s behaviour

Staff recognise however, that a child is likely to disclose to someone they trust: this could be anyone in school.

It is important that the person to whom the child discloses recognises that the child has placed them in a position of trust. They should be supportive and respectful of the child;

recognising that an initial disclosure to a trusted adult may only be the first incident

reported, rather than representative of a singular incident and that trauma can impact memory and so children may not be able to recall all details or timeline of abuse;

keeping in mind that certain children may face additional barriers to telling someone because of their vulnerability, disability, sex, ethnicity and/or sexual orientation;

listening carefully to the child, reflecting back, using the child’s language, being non-judgmental, being clear about boundaries and how the report will be progressed, not asking leading questions and only prompting the child where necessary with open questions – where, when, what, etc. It is important to note that whilst leading questions should be avoided, staff can ask children if they have been harmed and what the nature of that harm was.

Best practice is to wait until the end of the report for staff to immediately write up a thorough summary. This allows the staff member to devote their full attention to the child and to listen to what they are saying. It may be appropriate to make notes during the report (if a second member of staff is present).

However, if making notes, staff should be conscious of the need to remain engaged with the child and not appear distracted by the note taking. Either way, it is essential a written record is made; only recording the facts as the child presents them.

Notes should not reflect the personal opinion of the note taker as they could become part of a statutory assessment by children’s social care and/or part of a criminal investigation.

Not promising confidentiality at this initial stage as it is very likely a concern will have to be shared further (for example, with the designated safeguarding lead or children’s social care) to discuss next steps. Staff should only share the report with those people who are necessary in order to progress it. It is important that the victim understands what the next steps will be and who the report will be passed to.

If the member of staff who takes the disclosure is not the designated safeguarding lead (DSL), or a deputy DSL, the DSL or deputy should be informed as soon as possible.

Responding to a report: process and risk assessment

All reports will be decided on a case-by-case basis underpinned by the principle of a zero-tolerance approach to sexual violence and sexual harassment.

The DSL (or a deputy) will take the lead, supported by other agencies as required.

Where the report includes an online element, school are aware of searching screening and confiscation advice (for schools) and UKCIS Sharing nudes and semi-nudes: advice for education settings working with children and young people. The key consideration is for staff not to view or forward illegal images of a child. In some cases, it may be more appropriate to confiscate any devices to preserve any evidence and hand them to the police for inspection.

Determine how to manage and/or escalate the report

School will respond appropriately, to all reports and concerns about sexual violence and/or harassment both online and offline, including those that have happened outside of school.

The DSL (or a deputy) will decide how to manage the report, including when to inform the alleged perpetrator(s). This depends on a number of important considerations, including:

The wishes of the victim and how they want to proceed - you should balance these against your responsibility to protect other children
The nature of the alleged incident(s), including whether a crime may have been committed and consideration of harmful sexual behaviour
The ages and developmental stages of the children involved
Any power imbalance between the children. For example, is the alleged perpetrator(s) significantly older, more mature or more confident? Does the victim have a disability or learning difficulty?
Whether the alleged incident is a one-off or part of a sustained pattern of abuse
That sexual violence and sexual harassment can take place within intimate personal relationships between peers
Whether there are ongoing risks to the victim (or anyone else)
Any related issues and wider context, including links to child sexual exploitation and child criminal exploitation

As always when concerned about the welfare of a child, all staff should act in the best interests of the child.

There are 4 likely scenarios for the next steps:

Manage internally, where this is considered appropriate in the circumstances, and early help or statutory interventions aren't required
Early help, as outlined in chapter 1 of Working Together to Safeguard Children, where statutory interventions aren't required.
Referrals to children's social care*, where a child has been harmed, is at risk of harm, or is in immediate danger
Report to the police** (usually in parallel with a referral to children's social care), where a report of rape, assault by penetration or sexual assault is made. Police will consider what action to take to manage the assessed risk of harm, which could include the use of police or court bail.

*Where scenarios involve working with children's social care, school shouldn't wait for the outcome of an investigation before protecting the victim and other children – DSL (or a deputy) should work closely with children's social care to make sure the school's actions don't jeopardise a statutory investigation. There should be immediate consideration for safeguarding the victim, alleged perpetrator(s) and all other children.

Where a report is going to be made to children's social care and/or the police, the school should speak to the relevant agency to discuss next steps and how the alleged perpetrator(s) will be informed.

**Staff may confiscate devices for evidence to hand to the police, if the report includes an online element.

Record and review your report responses regularly

All concerns, discussions and decisions made will be recorded, along with the reasons behind them, in writing. School will reflect on the decisions and actions taken and update relevant policies with lessons learnt.

School will monitor potential patterns of concerning, problematic or inappropriate behaviour and decide how to handle any such patterns, considering whether there are wider issues at play relating to our school’s culture.

Risk and needs assessment

The school will use the School Risk Assessment Management Plan (RAMP). The risk to other pupils must be assessed and the school must risk assess the level of support and school action needed to protect other pupils in the school.

Where there's been a report of sexual violence, the DSL (or a deputy) will make an immediate risk and needs assessment, considering:

The victim, especially their protection and support
Whether there may have been other victims
The alleged perpetrator(s)
All other children at the school (and adult students and staff, if appropriate), especially any actions that are appropriate to protect them
Where there's been a report of sexual harassment, the need for a risk assessment should be considered on a case-by-case basis.

Risk assessments will be kept under ongoing review.

The DSL (or a deputy) will engage with children's social care and specialist services as required:

Where there's been a report of sexual violence, the risk assessment will likely need input from social workers or sexual violence specialists within the local multi-agency safeguarding hub (MASH).

MASH assessments will be used to inform school's approach and update of risk assessment accordingly.

How to support the pupils involved

The victim

Victims of this abuse will likely find the experience distressing, which can affect their progress in school. This can be made worse if the alleged perpetrator(s) attends the same school.

Staff will reassure them that they will be taken seriously and that they’ll be supported and kept safe. They will be kept away from or a reasonable distance apart from the alleged perpetrator(s) on school premises, including at before and after-school activities, depending on:

The age and developmental stage of the victim, the nature of the allegations and the potential risk of further abuse
The needs and wishes of the victim

Staff should also be aware that:

Victims may not disclose the whole picture immediately, so dialogue should be kept open and encouraged
Girls are more likely to be victims and boys are more likely to be perpetrators
There may be more than one perpetrator.

The alleged perpetrator(s)

It can be difficult to balance the need to safeguard the victim (and other children) with providing the alleged perpetrator(s) with an education and safeguarding support and implementing disciplinary sanctions.

School will consider support (and sanctions) on a case-by-case basis. This includes:

The age and developmental stage of the alleged perpetrator(s)
The nature and frequency of the allegations and risk of harm to other children
Any unmet needs that the alleged perpetrator(s) may have
How to balance the sanction alongside education and safeguarding support (if necessary, these should take place at the same time)

Sanctions

School will always seek/follow advice from external agencies involved e.g Police, CSC regarding proportionate sanctioning.

Different sanctions at school (internal) level will be appropriate for different ‘levels’ of sexual harassment, for example:

A verbal warning
Keeping the pupil behind after class to apologise to their peer
A phone call or meeting with parents (regardless of level of incident)
Detention
Community service, for example litter picking
A period of internal exclusion (length dependent on incident)
Fixed-term (length dependent on incident) or permanent exclusion

How to decide what sanction is appropriate

The response to each incident should be proportionate, for example, school may address a ‘lower-level’ incident such as a sexist comment through education, the curriculum and the school value of ‘respect’.

‘Calling out’ behaviour as it happens, shows all pupils what is and isn’t appropriate. If the incident is very ‘low level’ – for example, a pupil making a comment that staff have reason to believe they don’t fully understand – it may be appropriate to explain why it wasn’t appropriate and ask the pupil to apologise to the victim. Teachers may also use any occurrences as an opportunity to encourage a class discussion about appropriate and inappropriate language. Staff will monitor using CPOMS any recurrence from a particular pupil.

If a pupil refuses to apologise, the incident may will be escalated to a more serious sanction where parents will be contacted (where this will not put the pupil at greater risk). Parents will be informed of what their child has said or done, and that you’d like them to talk about it as a family. This will help you:

Get the parents on board in condemning the behaviour
Start an important conversation between the pupil and their parents about acceptable and unacceptable sexual behaviour
Work towards a solution together
This can just be a phone call or brief meeting, but it’s important that it happens immediately and every time staff have concerns about their child’s behaviour.

School will use exclusion only in the most severe cases, for example if the police recommend to exclude a pupil after an incident of sexual assault. If this happens and school still wish to keep the pupil in school, mitigations will be put in place to protect other pupils, such as keeping that child in isolation.

Unsubstantiated, unfounded, false or malicious reports

School will consider whether the pupil and/or the person who made the allegation is in need of help or may have been abused by someone else and this is a cry for help. If this is the case, it may be appropriate to make a referral to children's social care.

If it is found that the report is deliberately invented or malicious, school will follow this up in line with the behaviour policy.

Serious violence

Staff and Governors are aware of indicators, which may signal that children are at risk from or involved with serious violent crime. These may include increased absence from school, a change of friendships or relationships with older individuals or groups, a significant decline in performance, signs of self-harm or a significant change of wellbeing, or signs of assault or unexplained injuries. Unexplained gifts or new possessions could also indicate that children have been approached by, or involved with, individuals associated with criminal networks or gangs and may be at risk of criminal exploitation. The school will work closely with the Police on these matters.

All staff are aware of the range of risk factors which increase the likelihood of involvement in serious violence, such as being male, having been frequently absent or permanently excluded from school, having experienced child maltreatment and having been involved in offending, such as theft or robbery. School takes advice from the Home Office’s Preventing youth violence and gang involvement and its Criminal exploitation of children and vulnerable adults: county lines guidance.

County lines

County lines is a term used to describe gangs and organised criminal networks involved in exporting illegal drugs (primarily crack cocaine and heroin) into one or more importing areas [within the UK], using dedicated mobile phone lines or other form of “deal line”.

Exploitation is an integral part of the county lines offending model with children and vulnerable adults exploited to move [and store] drugs and money. Offenders will often use coercion, intimidation, violence (including sexual violence) and weapons to ensure compliance of victims.

Staff and Governors are aware that children can be targeted and recruited into county lines in a number of locations including schools.

Children are also increasingly being targeted and recruited online using social media.

Children can easily become trapped by this type of exploitation as county lines gangs can manufacture drug debts which need to be worked off or threaten serious violence and kidnap towards victims (and their families) if they attempt to leave the county lines network.

Some additional specific indicators that may be present where a child is criminally exploited through involvement in county lines are children who:

go missing and are subsequently found in areas away from their home;
have been the victim or perpetrator of serious violence (e.g. knife crime);
are involved in receiving requests for drugs via a phone line, moving drugs, handing over and collecting money for drugs;
are exposed to techniques such as ‘plugging’, where drugs are concealed internally to avoid detection;
are found in accommodation that they have no connection with, often called a ‘trap house or cuckooing’ or hotel room where there is drug activity;
owe a ‘debt bond’ to their exploiters;
have their bank accounts used to facilitate drug dealing

School will work with Children’s Social Services and the Police on identifying potential involvement in county lines e.g missing episodes (both from home and school), victims trafficked for the purpose of transporting drugs and will consider referral to the National Referral Mechanism. If a child is suspected to be at risk of or involved in county lines, a safeguarding referral will be considered alongside consideration of availability of local services who offer support to victims of county lines exploitation.

Cybercrime

Cybercrime is criminal activity committed using computers and/or the internet. It is broadly categorised as either ‘cyber-enabled’ (crimes that can happen off-line but are enabled at scale and at speed on-line) or ‘cyber dependent’ (crimes that can be committed only by using a computer). Cyber-dependent crimes include;

unauthorised access to computers (illegal ‘hacking’), for example accessing a school’s computer network to look for test paper answers or change grades awarded;
denial of Service (Dos or DDoS) attacks or ‘booting’. These are attempts to make a computer, network or website unavailable by overwhelming it with internet traffic from multiple sources; and,
making, supplying or obtaining malware (malicious software) such as viruses, spyware, ransomware, botnets and Remote Access Trojans with the intent to commit further offence, including those above.

Children with particular skill and interest in computing and technology may inadvertently or deliberately stray into cyber-dependent crime.

Homelessness

Staff and Governors understand that being homeless or being at risk of becoming homeless presents a real risk to a child’s welfare. The designated safeguarding lead (and any deputies) are aware of contact details and referral routes via BCP Council to raise/progress concerns at the earliest opportunity.

Indicators that a family may be at risk of homelessness include household debt, rent arrears, domestic abuse and anti-social behaviour, as well as the family being asked to leave a property.

Safeguarding information for pupils

Pupils are aware of staff who they can talk to. The names and photos of safeguarding leads and pastoral care workers are available in the Reception area, classrooms and common areas of school.

Our RHSE and PSHE curriculums encompass the teaching of healthy relationships (online and offline) and safeguarding to pupils as a preventative measure e.g. child sexual exploitation at an age appropriate level. These include:

content: being exposed to illegal, inappropriate or harmful content, for example pornography, fake news, racism, misogyny, self-harm, suicide, anti-Semitism, radicalisation and extremism.
contact: being subjected to harmful online interaction with other users; for example: peer to peer pressure, commercial advertising and adults posing as children or young adults with the intention to groom or exploit them for sexual, criminal, financial or other purposes’.
conduct: personal online behaviour that increases the likelihood of, or causes, harm; for example, making, sending and receiving explicit images (e.g consensual and non-consensual sharing of nudes and semi-nudes and/or pornography, sharing other explicit images and online bullying; and
commerce - risks such as online gambling, inappropriate advertising, phishing and or financial scams.

The school uses the Safe Schools and Communities team for advice and training e.g Anti-bullying, online safety, where deemed necessary at an age appropriate level.

Online resources e.g. Childline, Kidscape are promoted through the ‘Key information - safeguarding’ section of our school website.

Pupil’s views about safeguarding issues are taken account of through bi-annual questionnaires and regular school council meetings.

Remote learning

Where children are being asked to learn online at home, due to self-isolation caused by Covid 19 school have been following advice from DfE and NSPCC Learning - Undertaking remote teaching safely during school closures.

Safer recruitment

The school adheres to Part 3 of Keeping children safe in Education 2021 guidance. We ensure the suitability of prospective employees through criminal record checks (Disclosure and Barring Service (DBS) checks), barred list checks, prohibition and childcare disqualification checks together with references and interview information. Employment history, self-declaration of criminal history and references are sought on all short-listed candidates, including internal ones, before interview. At least two members of staff carry out the shortlisting exercise, with at least one of these staff carrying out the interview for a consistent approach.

In addition to obtaining the DBS certificate described above, any member of staff who is appointed to carry out teaching work will require additional checks to ensure they are not prohibited from teaching (Historic General Teaching Council for England (GTCE) sanctions, European Economic Area (EEA) sanctions and Teacher prohibition orders).

For those engaged in management roles an additional check is completed to ensure they are not prohibited under section 128 provisions.

Personal identification, barred list check, enhanced DBS check, prohibition from teaching check, section 128 check, EEA sanction check, right to work in the UK and qualification checks, are undertaken and details logged upon our Single Central Register (SCR) prior to commencement of employment.

The level of DBS certificate required, and whether a prohibition check is required, will depend on the role and duties of an applicant to work in our school.

The head teacher and members of the Governing body have completed Safer Recruitment training.

As a school we ensure that there will always be at least one member on every recruitment panel who has undertaken safer recruitment training.

We adhere to Part 3 of Keeping children safe in Education and Pan Dorset Safeguarding Children Partnership guidance regarding the appointment of volunteers and Governors. All candidates are subject to DBS and reference checks appropriate to activity type and subject to an informal interview prior to selection. All new staff, volunteers and governors will receive Safeguarding induction to ensure an understanding of the safeguarding policy. Teachers (including Head teacher) will be expected to show an understanding of Teaching Standards 2012 expectations.

All staff including volunteers and Governors are required to complete our Disclosure of criminal record and childcare disqualification declaration, where appropriate, on an annual basis.

Staff training and inductions

The school follows the Pan Dorset Safeguarding Children Partnership guidance in relation to safeguarding training.

The DSL and deputies will attend Working together multi agency Level 3 safeguarding training at least once every two years, attend safeguarding forums and keep up to date with recommendations from Child Safeguarding Practice reviews, changes to national, Pan Dorset Safeguarding Children partnership and other local Safeguarding policy and guidance. The school follows Pan Dorset Safeguarding Children Partnership guidance regarding safeguarding training of staff.

The whole school staff group will receive safeguarding training by a suitably qualified person at least every three years with regular and at least annual up-dates and notifications of any necessary changes, reminders being made available as required e.g via email, staff meetings.

Staff are regularly trained and updated on safeguarding and child protection matters, including mental health concerns, CCE and CSE, peer on peer abuse, safeguarding related to remote learning and online safety so that they can identify and report on the effects to and impact on a child.

Safer working practice

Our safe working practice ensures that our pupils remain safe and that all staff, volunteers and governors. Staff are aware of expectations and responsibilities in relation to ‘Guidance for safer working practice for those working with children and young people in education settings’ (May 2019) and Addendum (April 2020);

Are responsible for their own actions and behaviour and should avoid any conduct which would lead any reasonable person to question their motivation and intentions.
Work in an open and transparent way
Work with other colleagues where possible in situations open to question
Discuss and/or take advice from school management over any incident which may give rise to concern
Record any incidents with the actions and decisions made
Apply the same practitioner standards regardless of gender, race, disability or sexuality
Be aware of confidentiality policy
Are aware that breaches of the law and other practitioner guidelines could result in criminal or disciplinary action being taken against them

All staff, volunteers and governors are made aware of expectations regarding our safeguarding and child protection and online safety policies and procedures, during Safeguarding induction.

Staff Behaviour

All new staff, volunteers and governors are made aware of expectations regarding appropriate behaviour during Safeguarding induction and are given a copy of the school’s Code of Conduct.

Staff will be expected to:

Treat all children with respect
Set a good example by conducting themselves appropriately
Involve children in decision-making which affects them
Encourage positive and safe behaviour among children
Be a good listener
Be alert to changes in a child’s behaviour
Recognise that challenging behaviour may be an indicator of abuse
Read and understand all of the school’s safeguarding and guidance documents on wider safeguarding issues, for example bullying, physical contact, online safety and information sharing
Ask the child’s permission before doing anything for them which is of a physical nature, such as assisting with dressing, physical support during PE, music or administering first aid
Maintain appropriate standards of conversation and interaction with and between children and avoid the use of sexualised or derogatory language
Maintain practitioner standards and boundaries at all times on and off the school site
Be aware that the personal and family circumstance and lifestyles of some children lead to an increased risk of neglect and or abuse
Staff, supply staff, volunteers, governors/trustees not being involved in any activity which is illegal and may pose a risk to children e.g. access to child pornography, extremist or radicalisation activities
Staff and volunteers are reminded to declare any offences or involvement with the police relevant to their employment, any transferable risks will be responded to appropriately.
Where safeguarding or criminal issues occur in an employee’s private life the impact of this on their suitability to work with children will be assessed with the support of the LADO/HR as appropriate.

Allegations against staff, supply teachers, volunteers or contractors

Allegations that may meet the harms threshold

Where there are alleged concerns that a member of staff, supply teacher, volunteer or contractor has:

behaved in a way that has harmed a child, or may have harmed a child;
possibly committed a criminal offence against or related to a child;
behaved towards a child or children in a way that indicates he or she may pose a risk of harm to children; or
behaved or may have behaved in a way that indicates they may not be suitable to work with children (transferable risk e.g domestic violence)

A report of concern about the behaviour of a member of staff, supply teacher, volunteer or contractor or allegation of abuse against a member of staff must immediately be reported to the Headteacher who will refer to the appropriate Local Authority Designated Officer (LADO) including low level concerns (KCSiE Part 4). Supply teaching agencies will be fully informed and involved in any enquires from the LADO, Police and/or Children social services and will be informed of school processes for managing allegations. Where school identify a child has been harmed, that there may be an immediate risk of harm to a child or if the situation is an emergency, they should contact children’s social care and as appropriate the police immediately (KCSiE 2021 part 1).

Bournemouth, Poole and Christchurch: Laura Baldwin or John McLaughlin (01202) 817600 / lado@bcpcouncil.gov.uk

Any concern or allegation against a Headteacher will be reported to the Chair of Governors (Louise John), who will then report this to the LADO. The Keeping Children Safe in Education 2021 Part 4), process and procedures will be followed for any allegations, both the investigation and support for any individual who has or may have behaved in a way that indicates they may not be suitable to work with children. (Teachers, supply staff, other staff, volunteers and contractors etc) All local policy and procedures will also be followed. (Ref: Transferable risk. KCSIE 211)

Supply teachers, whilst not employed by the school/college are under the supervision, direction and control of the Governing body/ Proprietor when working on the site. As such they should ensure that any allegation is dealt with properly and in discussion with the LADO.

School will follow Pan Dorset Safeguarding Children Partnership procedures regarding any concern or allegation against a Governor.

The Keeping Children Safe in Education 2021 Part 4, Allegations made against/concerns raised in relation to teachers, including supply teachers, other staff, volunteers and contractors and the Pan Dorset Safeguarding Children Partnership procedures will be followed for both the investigation and support for individual.

Staff who are the subject of a complaint or allegation of abuse will be offered support from the school and Local Authority or can access counselling via their GP or Union support.

The Local Authority will offer support, guidance and training to support schools to enable them to meet their safeguarding responsibilities.

Concerns that do not meet the harm threshold - ‘low level concerns’

A low-level concern is any concern – no matter how small, and even if no more than causing a sense of unease or a ‘nagging doubt’ - that an adult working in or on behalf of the school or college may have acted in a way that:

is inconsistent with the staff code of conduct, including inappropriate conduct outside of work; and
does not meet the allegations threshold or is otherwise not considered serious enough to consider a referral to the LADO.

Examples of such behaviour could include, but are not limited to:

being over friendly with children;
having favourites;
taking photographs of children on their mobile phone;
engaging with a child on a one-to-one basis in a secluded area or behind a closed door; or, using inappropriate sexualised, intimidating or offensive language.

Such behaviour can exist on a wide spectrum, from the inadvertent or thoughtless, or behaviour that may look to be inappropriate, but might not be in specific circumstances, through to that which is ultimately intended to enable abuse.

It is crucial that any such concerns, including those which do not meet the harm threshold, are shared responsibly and with the right person, and recorded and dealt with appropriately.

This is to create and embed a culture of openness, trust and transparency in which the school’s values and expected behaviours, set out in the staff code of conduct, are constantly lived, monitored and reinforced by all staff.

Ensuring they are dealt with effectively should also protect those working in or on behalf of schools and colleges from potential false allegations or misunderstandings.

School ensures that staff are clear about what appropriate behaviour is, and are confident in distinguishing expected and appropriate behaviour from concerning, problematic or inappropriate behaviour, in themselves and others.

Staff are empowered to share any low-level safeguarding concerns; address unprofessional behaviour and supporting the individual to correct it at an early stage; provide a responsive, sensitive and proportionate handling of such concerns when they are raised; and, help identify any weakness in the school or colleges safeguarding system.

Low-level concerns about a member of staff, supply staff, volunteer or contractor should be reported to the headteacher or chair of governors if concerns regarding the headteacher.

Reports about supply staff and contractors should be notified to their employers, so any potential patterns of inappropriate behaviour can be identified.

School creates an environment where staff are encouraged and feel confident to self-refer, where, for example, they have found themselves in a situation which could be misinterpreted, might appear compromising to others, and/or on reflection they believe they have behaved in such a way that they consider falls below the expected professional standards.

Staff who are concerned about the conduct of a colleague towards a child are undoubtedly placed in a very difficult situation. They may worry that they have misunderstood the situation and they will wonder whether a report could jeopardise their colleague’s career. All staff must remember that the welfare of a child is paramount. The school’s whistle blowing code enables staff to raise concerns or allegations in confidence and for a sensitive enquiry to take place. WHISTLE BLOWING POLICY

All staff have been made aware of the NSPCC whistle blowing helpline: https://www.nspcc.org.uk/what-you-can-do/report-abuse/dedicated-helplines/whistleblowing-advice-line/

If the concern has been raised via a third party, the headteacher should collect as much evidence as possible by speaking directly to the person who raised the concern, unless it has been raised anonymously; to the individual involved and any witnesses.

The information collected will help them to categorise the type of behaviour and determine what further action may need to be taken. All of this needs to be recorded along with the rationale for their decisions and action taken.

Youth produced sexual imagery (Sexting)

Staff are made aware of how to recognise and refer any disclosures of incidents involving youth produced sexual imagery. Any direct disclosure by a young person will be taken very seriously.

A young person who discloses they are the subject of sexual imagery is likely to be embarrassed and worried about the consequences. It is likely that disclosure in school is a last resort and they may have already tried to resolve the issue themselves.

When an incident involving youth produced sexual imagery comes to the school’s attention:

The incident should be referred to the DSL as soon as possible
The DSL should hold an initial review meeting with appropriate school staff
There should be subsequent interviews with the young people involved (if appropriate)
Parents should be informed at an early stage and involved in the process unless there is good reason to believe that involving parents would put the young person at risk of harm
At any point in the process if there is a concern a young person has been harmed or is at risk of harm a referral should be made to children’s social care and/or the police immediately

Welcoming other Practitioners

Visitors with a practitioner role, such as the school nurse, social worker, educational psychologist or members of the Police should have been vetted to work with children through their own organisation. Visits by these practitioners should be arranged and booked in advance, as much as possible.

Practitioners will be required to bring their identity badges on all visits and to wear and show them on entry to the site, for ID conformation. They will complete signing in/out forms and wear a school I.D. badge.

For agency, third-party staff and contractors, safer recruitment procedures and the guidance in KCSIE are followed. School obtains written notification from any agency or third-party organisation used, that the appropriate level of checks have been carried out as required by their role.

Off Site Visits

Off site visits are the subject of a risk assessment. Safeguarding concerns or allegations will be responded to following Pan Dorset Safeguarding Children Partnership procedures. The member of staff in charge of the visit will report any safeguarding concerns to the Designated Safeguarding Lead and Head teacher, who will pass to the Children’s Services First Response Hub if appropriate. In emergency the staff member in charge will contact the Police and/or the Children’s Services First Response Hub (01202 123 334). The child protection/safeguarding policy and procedures of an off-site provider e.g. water sport activity, will be checked and the DSL satisfied that they are up to date, appropriate and DfE compliant, before using the facility.

Any member of staff who makes an offsite visit to a parent, pupil or family must sign the log of offsite visits which is kept in the main office. The location of the visit and contact number must be noted. A note of the time of going offsite and returning to school must be made.

Photography and images

The vast majority of people who take or view photographs or videos of children do so for entirely innocent, understandable and acceptable reasons. Sadly, some people abuse children through taking or using images, so we must ensure that we have some safeguards in place. To protect children we will:

Seek their consent for photographs to be taken or published (for example, on our website or in newspapers or publications)
Seek parental consent
Use only the child’s first name with an image
Ensure that children are appropriately dressed
Encourage children to tell us if they are worried about any photographs that are taken of them
Make sure that images of children are removed once they leave your school
Up-date records regularly about any child whose image cannot be displayed e.g. risk of domestic abuse

Parents wishing to take photographs of children during performances e.g. assemblies, plays will be reminded that these are to be for personal use only and are not to be shared on social media.

Children missing from education, EHE, exclusion and attendance

The school will keep its admission register accurate and up to date. The school attendance policy is regularly updated and understood by all staff. Attendance and patterns of attendance will be regularly reviewed.

Any children missing education will be reported as required by the statutory guidance ‘Children Missing Education’ (Sept 2018). ‘Attendance’ and ‘Missing from Education’ will be coordinated with all safeguarding interventions. All staff who work on attendance will liaise closely with the DSL.

Attendance monitoring will be on an individual basis to ensure the safety of each child at our school.

We will demonstrate that we have taken reasonable enquiries to ascertain the whereabouts of any child that would be considered ‘missing’.

We will work closely with the Local Authority CME Team, School Admissions Service and the Elective Home Education Team.

A child missing education, in any way such as high absenteeism is at significant risk of under achievement, being a victim of harm, abuse or neglect including criminal or sexual exploitation, at risk from or are involved with serious violent crime or risk of radicalisation. After reasonable attempts have been made by the school to contact the family, the school will follow the Statutory Guidance and local procedures and refer to the Local Authority education welfare/attendance service.

All schools must inform their Local Authority if a child is referred to be educated outside of the school system e.g. Elective Home Education, ceased to attend, unfit to attend on health grounds, in custody for 4 months or permanently excluded. Parents will be supported by the headteacher to make an informed decision before electing to remove their child from roll to home educate, the School will work together with the Local Authority where a child comes off roll and moves to EHE, especially if that child has SEND, is vulnerable and/or has a social worker.

Any safeguarding concerns about children who become EHE will be communicated to the Children’s Services First Response Hub, to the LA and to all other agencies and services linked to the child.

If a school excludes a pupil from site or educates them off site they will endeavour to ensure their safety.

The Statutory Guidance on ‘Exclusion from maintained schools, Academies and pupil referral units in England’ (2017) sets out the lawful use of these powers. It may include mental health problems, risk of substance abuse, risk of travelling to conflict zones, risk of female genital mutilation or risk of forced marriage.

Early intervention is necessary to identify the existence of any underlying safeguarding risk and to help prevent the risks of a child going missing in the future.

Please also refer to our attendance policy for information on Children Missing in Education (CME.)

The Prevent agenda

The school is aware of its responsibilities and duties under section 26 of the Counter Terrorism and Security Act 2015 (the CTSA 2015). Known as the Prevent Duty.

Our Prevent leads are Nick Wills (DSL) and Anthony Evans (Deputy DSL/head teacher) who have attended the Workshop for Raising Awareness training (WRAP)

We complete our own assessments identifying the risk of pupils being radicalised and drawn into terrorism
All staff know what to do to support those assessed as being at risk e.g. referral to the Children’s Services First Response Hub or for immediate response call the Anti-Terror hotline on 0800 789321.
Refer any Prevent concerns to police using the Home Office Prevent Referral Form (https://www.dorset.police.uk/help-advice-crime-prevention/personal-safety/major-terror-incidents/prevent/) or contact the Prevent Team on 01202 229337 or PreventReferrals@Dorset.pnn.police.uk or call the Anti-Terror hotline on 0800 789 321.
A Channel programme (for older children) may be appropriate.
Where the school has any concerns about pupils travelling to a conflict zone, advice may be sought from the Home Office and a referral to the Children’s Services First Response Hub if still concerned.
We are dedicated to working in partnership with other agencies
We believe effective engagement with parents/the family should be considered as they are in a key position to spot signs of radicalisation. We aim to assist and advise families who raise concerns and sign post to support. We discuss any concerns the school has with parents unless this is thought to put the child at risk.
Staff are trained to raise awareness and to keep them up to date with local risks.
British values are promoted in our curriculum and on the web site and other teaching and actions to help minimise engagement in extremist activity.
The Educate against hate website is promoted to staff and parents (via the school web site) http://educateagainsthate.com/
Our Online safety policy details processes of suitable filtering to ensure that children are safe from terrorist and extremist material when accessing the internet in school.

Children at risk of CSE (Child Sexual Exploitation) and Child Criminal Exploitation (CCE) and county lines

The school is dedicated to working together with other agencies (MASH or the Police) to identify and reduce the risks of CSE and CCE. We adhere to Pan Dorset Safeguarding Children Partnership guidance and to local practice such as the use of the Child Exploitation Toolkit.

Both staff and pupils receive education about CSE and CCE and children are advised how to keep themselves safe at an age appropriate level through planned RSHE/PHSE sessions. Parents are informed of the risks of CSE/CCE and signposted to appropriate advice via our website.

Staff should follow latest guidance on Child Sexual Exploitation and Child Criminal exploitation as advised in Keep Children Safe in Education 2021

This Safeguarding policy should be read in conjunction with other relevant policies, including:

Attendance policy
SEND / Inclusion
Record keeping, data protection, Information sharing
Safer recruitment, Induction, training, supervision and support
Health and Safety including medical, first aid, first aid training for children, intimate care, site security, lock down, physical intervention, adult to child supervision ratios
Behaviour policy, Exclusion, respect agenda, staff/volunteer behaviour policy/code of conduct, anti-bullying policy, equalities duties, inclusion policy, physical restraint – use of reasonable force
Photographic and sharing images
Online safety policy and acceptable user policies for pupils, staff and parents
Whistle blowing policy
Managing Allegations
Complaints procedure
Schools letting policy
Role description of the DSL and Deputy DSLs

School Safeguarding Responsibilities Summary

The school will:

Abide by the Keeping Children Safe in Education guidance
Safeguarding and promoting the welfare of children is everyone’s responsibility.
Everyone who comes into contact with children and their families has a role to play in identifying concerns, sharing information and taking prompt action to safeguard children.
School staff are particularly important as they are in a position to identify concerns early and provide help and advice for children, to prevent concerns from escalating.
Schools and their staff form part of the wider safeguarding system for children. This system is described in statutory guidance Working Together to Safeguard Children 2018.
Schools should work with social care, the police, health services and other services to promote the welfare of children and protect them from harm.
Give all staff and volunteers a copy of Part 1 of KCSIE and ensure that it is read and understood with knowledge of and access to all of KCSIE especially Part 4 Allegations of abuse made against teachers and other staff, including supply teachers, volunteers or contractors and Part 5 Child on child sexual violence and sexual harassment.
All staff who work directly with children should also read annex B and this must be made available to them.
School and College governing bodies, senior leaders and DSLs and deputy DSLs should have read and follow all of KCSIE

Have a child protection/Safeguarding policy with procedures which are in accordance with government guidance and refer to locally agreed inter-agency procedures put in place by the Pan Dorset Safeguarding Children Partnership
Appoint a lead Governor (Nicola Pearce) responsible for safeguarding practice within the school
Have safeguarding as a standing agenda item at staff meetings and governing body meetings and minutes recorded.

Appoint a Designated Safeguarding Lead (Nick Wills) who is a member of the Leadership Team and Deputies to provide adequate cover.
Ensure that the DSL leads on the Prevent agenda.
Have a named member of staff (Nick Wills) to support children who are Looked After Children (Designated teacher) and those previously looked after who will work closely with the local authority including social workers and the virtual head and DSL where this post is held separately
Require teachers, all staff, supply staff and volunteers to work within the appropriate Pan Dorset Safeguarding Children Partnership procedures, school policy and good practice guidelines
Ensure that teachers, staff, peripatetic staff, contractors and volunteers have completed Disclosure and Barring Service checks as per the safer recruitment guidance and that contacts within extended services require safer recruitment and safeguarding compliance
Undertake relevant safer recruitment and allegations management training
Ensure any external contractors using, or are on school premises i.e after school clubs have up to date safeguarding policies and are signed up to Safeguarding Procedures. Also ensure that they follow guidelines on the use of restraint and comply with the safeguarding requirements
Ensure staff and volunteers comply with Safer Working practice for adults who work with children and young people in Education Settings and the agreed school code of conduct/behaviour policy
Sign up to the Dorset Information Sharing Charter (DISC) previously the Dorset overarching information sharing protocol and share information relating to MARAC and Operation Encompass domestic abuse information and co-operate with the police in how to join this scheme, attend appropriate training, inform the school community etc.
Ensure that the relevant staff have undertaken appropriate training to contribute to multi-agency assessments of children
Ensure management of allegations procedures are implemented
Recognise that children with special educational needs may be especially vulnerable to abuse and expect staff to take extra care to ensure their needs are protected
Ensure all SEND/ Inclusion staff liaise with the DSL / Deputy DSLs at regular intervals, to promote educational outcomes, to share information, to share /and or review any concerns
Have and use an Anti-Bullying Policy responding to any complaint of bullying or prejudice within the school. Have a member of staff as an Anti-Bullying Champion (Anthony Evans).
Have an online safety policy in line with KCSiE 2021. Have a member of staff as an Online Safety Champion (Sarah Wood). This should include any issues relevant to remote learning.
Have a whistle blowing policy where it is safe to discuss concerns
Be aware of the needs of vulnerable groups, identify and action for all identified
Ensure that all staff maintain a culture of high aspirations for all children, especially those who are vulnerable.
Ensure that the DSL and Deputy DSLs can support staff in identifying and supporting, the challenges that all children face, especially those that are considered vulnerable.
Make policies available to parents and pupils via the school website or other means
Provide education to children about safeguarding issues
Ensure the child’s wishes and feelings are taken into account in respect to individual matters as well as safeguarding generally
Undertake an annual audit of safeguarding, using the Pan Dorset Safeguarding Children Partnership Self-Evaluation audit tool which will be shared with the Governing Body leading to appropriate actions to ensure that the school is meeting all the requirements in line with national guidance, legislation and local guidance
Report on safeguarding to the Governing Body at least annually and review and update the safeguarding policy annually and when any significant changes occur.

The school has a responsibility to work with other agencies on all safeguarding issues which may include:

Allegations against staff, supply teachers and volunteers – work with the LADO
Child Criminal Exploitation (CCE) including Child Sexual Exploitation (CSE), serious violence
County lines
bullying including cyberbullying and prejudice based bullying
children missing from education, EHE, exclusions and attendance
children and the court system
children with family members in prison (to help mitigate negative consequences)
domestic abuse
drugs and alcohol misuse
Early Help
fabricated or induced illness
faith abuse
female genital mutilation (FGM)
forced marriage
gangs and youth violence
gender-based violence/violence against women and girls (VAWG)
Health and safety
homelessness
honour based abuse (HBA)
illegal child employment
mental health
physical intervention, reasonable force, isolation and deprivation of liberty
private fostering/any regulated activity such as host families
peer on peer abuse
the Police - Upskirting
radicalisation/extremism
sexual violence and harassment between children
sexting/grooming and other online safety issues
teenage relationship abuse
trafficking and modern slavery
work related learning and child employment

For more information see the links to Government guidance in KCSIE 2021

Links to relevant law and guidance

Working Together to Safeguarding Children 2018 http://www.workingtogetheronline.co.uk/chapters/contents.html

Keeping children safe in education 2021

Keeping children safe in education 2021 (publishing.service.gov.uk)

Section 175 Education Act 2002 (local authorities) and Section 157 and the Education (Independent Schools Standards (England) Regulations 2003 for Independent schools (including academies and city technology colleges) http://www.legislation.gov.uk/ukpga/2002/32/section/175

Inspecting safeguarding in early years, education and skills settings 2019

https://www.gov.uk/government/collections/education-inspection-framework?#guidance-for-education-providers

Guidance for Safer Working Practice for Adults who work with children and young people

Guidance Safer Working Practice-May-2019-final (bournemouth.gov.uk)

Governor/Trustee’s Handbook – March 2019 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/788234/governance_handbook_2019.pdf

Pan-Dorset Safeguarding Children Partnership -

https://pdscp.co.uk/

Data Protection Toolkit for Schools

https://www.gov.uk/government/publications/data-protection-toolkit-for-schools

What to do if you’re worried a child is being abused – March 2015

https://www.gov.uk/government/publications/what-to-do-if-youre-worried-a-child-is-being-abused--2

Information sharing advice for practitioners providing safeguarding services to children, young people, parents and carers https://www.gov.uk/government/publications/safeguarding-practitioners-information-sharing-advice

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

Department for Education – e-safety guidelines

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/251455/advice_on_child_internet_safety.pdf

Safeguarding: Disclosure and Barring

https://www.gov.uk/government/organisations/disclosure-and-barring-service

The Information Commissioner’s Office – Data Protection Act in Schools and Education

https://ico.org.uk/your-data-matters/schools/pupils-info/

The South West Grid for Learning (SWGfL)

http://swgfl.org.uk/

BCP Family Information Directory

BCP FID (bcpcouncil.gov.uk)

‘Exclusion from maintained schools, Academies and pupil referral units in England’ (2017)

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

Children Missing Education (September 2016)

https://www.gov.uk/government/publications/children-missing-education

Pan Dorset Continuum of Need 2019

https://pandorsetscb.proceduresonline.com/contents.html

CE Toolkit

https://pandorsetscb.proceduresonline.com/contents.html

Teaching Online Safety in Schools June 2019

https://www.gov.uk/government/publications/teaching-online-safety-in-schools

Relationships and sex education and health education https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education

Glossary

BCP Bournemouth, Poole and Christchurch Council

EHA Early Help Assessment

DBS Disclosing and Barring Service

LAC Looked After Child

CIN Child In Need

CP Child Protection

CAMHS Child and adolescent mental health services

MAA Multi Agency Assessment

MARAC Multi Agency Risk Assessment Conference

DfE Department for Education

ELSA Emotional Literacy Support Assistant

SENCO Special Educational Needs Co-ordinator

Appendix 1 Essential Contacts

	Local Contacts
	Lead Officers for Bournemouth, Poole and Christchurch Council (BCP)		Sue Wickings Julie Murphy		01202 817839 01202 633694
	CYP Social Care Team		Duty Out of Hours		01202 123 334 01202 738256
	Public Protection Unit, Dorset In an emergency ring 999				999
	Pan Dorset Safeguarding Children Partnership				01202 458873

	National Contacts
The NSPCC		National Centre 42 Curtain Road, London EC2A 3NH		Tel: 020 7825 2500 Helpline: 0800 800 500 Website:www.nspcc.org.uk
Childline UK		Freepost 1111 London N1 0BR		Tel: 0800 1111 Website:www.childline.org.uk

Appendix 2

Appendix 3 – KCSiE (2021) Annex B: Role of the Designated Safeguarding Lead

Governing bodies and proprietors should ensure an appropriate senior member of staff, from the school or college leadership team, is appointed to the role of designated safeguarding lead. The designated safeguarding lead should take lead responsibility for safeguarding and child protection (including online safety). This should be explicit in the role holder’s job description.

This person should have the appropriate status and authority within the school or college to carry out the duties of the post. The role of the designated safeguarding lead carries a significant level of responsibility, and they should be given the additional time, funding, training, resources and support they need to carry out the role effectively. Their additional responsibilities include providing advice and support to other staff on child welfare, safeguarding and child protection matters, taking part in strategy discussions and interagency meetings, and/or supporting other staff to do so, and to contributing to the assessment of children.

Deputy designated safeguarding leads

It is a matter for individual schools and colleges as to whether they choose to have one or more deputy designated safeguarding leads. Any deputies should be trained to the same standard as the designated safeguarding lead and the role should be explicit in their job description. Whilst the activities of the designated safeguarding lead can be delegated to appropriately trained deputies, the ultimate lead responsibility for child protection, as set out above, remains with the designated safeguarding lead, this lead responsibility should not be delegated.

Availability

During term time the designated safeguarding lead (or a deputy) should always be available (during school or college hours) for staff in the school or college to discuss any safeguarding concerns. Whilst generally speaking the designated safeguarding lead (or deputy) would be expected to be available in person, it is a matter for individual schools and colleges, working with the designated safeguarding lead, to define what “available” means and whether in exceptional circumstances availability via phone and or Skype or other such media is acceptable. It is a matter for individual schools and colleges and the designated safeguarding lead to arrange adequate and appropriate cover arrangements for any out of hours/out of term activities.

Manage referrals

The designated safeguarding lead is expected to refer cases:

of suspected abuse and neglect to the local authority children’s social care as required and support staff who make referrals to local authority children’s social care;
to the Channel programme where there is a radicalisation concern as required and support staff who make referrals to the Channel programme;
where a person is dismissed or left due to risk/harm to a child to the Disclosure and Barring Service as required; and
where a crime may have been committed to the Police as required. NPCC - When to call the police should help understand when to consider calling the police and what to expect when working with the police.

Working with others

The designated safeguarding lead is expected to:

• act as a source of support, advice and expertise for all staff;

• act as a point of contact with the safeguarding partners;

• liaise with the headteacher or principal to inform him or her of issues- especially ongoing enquiries under section 47 of the Children Act 1989 and police investigations;

• as required, liaise with the “case manager” (as per Part four) and the local authority designated officer(s) (LADO) for child protection concerns in cases which concern a staff member;

• liaise with staff (especially teachers, pastoral support staff, school nurses, IT

Technicians, senior mental health leads and special educational needs coordinators (SENCOs), or the named person with oversight for SEN in a college and Senior Mental Health Leads) on matters of safety and safeguarding and welfare (including online and digital safety) and when deciding whether to make a referral by liaising with relevant agencies so that children’s needs are considered

holistically;

• liaise with the senior mental health lead and, where available, the Mental Health Support Team, where safeguarding concerns are linked to mental health;

• promote supportive engagement with parents and/or carers in safeguarding and promoting the welfare of children, including where families may be facing challenging circumstances;

• work with the headteacher and relevant strategic leads, taking lead responsibility for promoting educational outcomes by knowing the welfare, safeguarding and child protection issues that children in need are experiencing, or have experienced, and identifying the impact that these issues might be having on children’s attendance, engagement and achievement at school or college144. This

includes:

ensure that the school or college knows who its cohort of children who have or have had a social worker are, understanding their academic progress and attainment, and maintaining a culture of high aspirations for this cohort; and,
support teaching staff to provide additional academic support or reasonable adjustments to help children who have or have had a social worker reach their potential, recognising that even when statutory social care intervention has ended, there is still a lasting impact on children’s educational outcomes.

Information sharing and managing the child protection file

The designated safeguarding lead is responsible for ensuring that child protection files are kept up to date.

Information should be kept confidential and stored securely. It is good practice to keep concerns and referrals in a separate child protection file for each child.

Records should include:

• a clear and comprehensive summary of the concern;

• details of how the concern was followed up and resolved;

• a note of any action taken, decisions reached and the outcome.

They should ensure the file is only accessed by those who need to see it and where the file or content within it is shared, this happens in line with information sharing advice as set out in Part one and Part two of this guidance.

Where children leave the school or college (including in year transfers) the designated safeguarding lead should ensure their child protection file is transferred to the new school or college as soon as possible, and within 5 days for an in-year transfer or within the first 5 days of the start of a new term. This should be transferred separately from the main pupil file, ensuring secure transit, and confirmation of receipt should be obtained.

Receiving schools and colleges should ensure key staff such as designated safeguarding leads and SENCOs or the named person with oversight for SEN in colleges, are aware as required.

Lack of information about their circumstances can impact on the child’s safety, welfare and educational outcomes. In addition to the child protection file, the designated safeguarding lead should also consider if it would be appropriate to share any additional information with the new school or college in advance of a child leaving to help them put in place the right support to safeguard this child and to help the child thrive in the school or college. For example, information that would allow the new school or college to continue supporting children who have had a social worker and been victims of abuse and have that support in place for when the child arrives.

Raising Awareness

The designated safeguarding lead should:

• ensure each member of staff has access to, and understands, the school’s or college’s child protection policy and procedures, especially new and part-time staff;

• ensure the school’s or college’s child protection policy is reviewed annually (as a minimum) and the procedures and implementation are updated and reviewed regularly, and work with governing bodies or proprietors regarding this;

• 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;

• link with the safeguarding partner arrangements to make sure staff are aware of any training opportunities and the latest local policies on local safeguarding arrangements; and,

• help promote educational outcomes by sharing the information about the welfare, safeguarding and child protection issues that children who have or have had a social worker are experiencing with teachers and school and college leadership staff.

Training, knowledge and skills

The designated safeguarding lead (and any deputies) should undergo training to provide them with the knowledge and skills required to carry out the role. This training should be updated at least every two years. The designated safeguarding lead should undertake Prevent awareness training. Training should provide designated safeguarding leads with a good understanding of their own role, how to identify, understand and respond to specific needs that can increase the vulnerability of children, as well as specific harms that can put children at risk, and the processes, procedures and responsibilities of other agencies, particularly children’s social care, so they:

• understand the assessment process for providing early help and statutory intervention, including local criteria for action and local authority children’s social care referral arrangements;

• have a working knowledge of how local authorities conduct a child protection case conference and a child protection review conference and be able to attend and contribute to these effectively when required to do so;

• understand the importance of the role the designated safeguarding lead has in providing information and support to children social care in order to safeguard and promote the welfare of children;

• understand the lasting impact that adversity and trauma can have, including on children’s behaviour, mental health and wellbeing, and what is needed in responding to this in promoting educational outcomes;

• are alert to the specific needs of children in need, those with special educational needs and disabilities (SEND), those with relevant health conditions and young carers;

• understand the importance of information sharing, both within the school and college, and with the safeguarding partners, other agencies, organisations and practitioners;

• understand and support the school or college with regards to the requirements of the Prevent duty and are able to provide advice and support to staff on protecting children from the risk of radicalisation;

• are able to understand the unique risks associated with online safety and be confident that they have the relevant knowledge and up to date capability required to keep children safe whilst they are online at school or college;

• can recognise the additional risks that children with special educational needs and disabilities (SEND) face online, for example, from online bullying, grooming and radicalisation and are confident they have the capability to support children with SEND to stay safe online;

• obtain access to resources and attend any relevant or refresher training courses;

and,

• 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.

In addition to the formal training set out above, their knowledge and skills should be refreshed (this might be via e-bulletins, meeting other designated safeguarding leads, or simply taking time to read and digest safeguarding developments) at regular intervals, as required, and at least annually, to allow them to understand and keep up with any developments relevant to their role.

Providing support to staff

Training should support the designated safeguarding lead in developing expertise, so they can support and advise staff and help them feel confident on welfare, safeguarding and child protection matters. This includes specifically to:

• ensure that staff are supported during the referrals processes; and

• support staff to consider how safeguarding, welfare and educational outcomes are linked, including to inform the provision of academic and pastoral support.

Understanding the views of children

It is important that children feel heard and understood. Therefore, designated safeguarding leads should be supported in developing knowledge and skills to:

• encourage a culture of listening to children and taking account of their wishes and feelings, among all staff, and in any measures the school or college may put in place to protect them; and,

• understand the difficulties that children may have in approaching staff about their circumstances and consider how to build trusted relationships which facilitate communication.

Holding and sharing information

The critical importance of recording, holding, using and sharing information effectively is set out in Parts one, two and five of this document, and therefore the designated safeguarding lead should be equipped to:

• understand the importance of information sharing, both within the school and college, and with other schools and colleges on transfer including in-year and between primary and secondary education, and with the safeguarding partners, other agencies, organisations and practitioners;

• understand relevant data protection legislation and regulations, especially the Data Protection Act 2018 and the UK General Data Protection Regulation (UK GDPR); and,

• be able to keep detailed, accurate, secure written records of concerns and

referrals and understand the purpose of this record-keeping.

Appendix 4 – Pan Dorset Safeguarding Children Partnership – Roles and responsibilities of Designated Safeguarding Lead

Keeping Children Safe in Education (KCSIE) Annex C: Role of the Designated Safeguarding Lead – this provides guidance on the role and responsibilities. This should be referred to in addition to Part two: The management of safeguarding, section on the Designated Safeguarding Lead (pages 143-149).

The overall responsibility of the DSL is to take lead responsibility for safeguarding and child protection (including on-line safety); to support and advise the Headteacher/Principal, SLT, staff and Governing Body to ensure that Safeguarding is undertaken in line with all relevant legislation and guidance.

The DSL together with Deputy DSL’s, other leaders, Governors/Trustees and managers create a positive culture and ethos where safeguarding is an important part of everyday life in the setting, backed up by training at every level. There is a culture of vigilance where children’s welfare is promoted and timely and appropriate safeguarding action is taken for children who need Early Help, or who may be suffering or likely to suffer significant harm. Awareness is raised about the early help process and emerging problems are identified.

The DSL Role

The DSL should be an appropriate senior member of staff from the school or college leadership team with the status and authority within the school to carry out the duties of the post, including committing resources and supporting and directing staff.
Governors/Trustees must ensure that sufficient time, funding, training, resources, and support are available for the DSL to undertake the role and that it is part of their job description.
It is essential to have sufficient ‘deputies’ who are safeguarding trained to the same standard as the DSL and can support the DSL and provide cover when the DSL is not available. Therefore, the DSL is advised to have at least two deputies to always provide safeguarding cover e.g., the DSL may be on planned time away from the school for training etc. and the deputy off sick which could lead to unacceptable delay in protecting a child. In the absence of the DSL, all staff should be aware of which deputy DSL is available. The role should be explicit in the job description of each deputy DSL as it is for the DSL.
If a deputy DSL is not a member of the SLT they should have immediate access to the DSL or Head teacher/Principal e.g., if a safeguarding case arises which relates to an allegation against a member of staff.
During term time the DSL or deputy should always be available during school/ college hours and with adequate and appropriate cover arrangements for any out of hours/out of term activities, for staff to discuss safeguarding issues. The Headteacher should ensure that adequate cover is available during school holiday periods for urgent child protection matters e.g., Child Protection Conferences, Risk Management meetings, court input, allegations against staff.
Safeguarding activities can be delegated to appropriately trained deputies but the ultimate lead responsibility for safeguarding and child protection remains with the DSL.
Safeguarding Forum for DSLs are held regularly (usually twice a term) and are the main link to the Safeguarding Children Partnership for the DSL. They provide an opportunity to update existing knowledge and skills, an overview of local policy and practices, as well as networking opportunities. (KCSiE bullet 95)
Attendance of the DSL or another safeguarding representative from each school is strongly recommended at the forums and is monitored by the Local Authority. This helps to inform the LA how national and local information and developments, relevant to the role of the DSL are being disseminated).

Key Responsibilities

To act as a point of contact with the three safeguarding partners; liaising with other agencies in line with Working Together to Safeguard Children 2018.

The DSL and deputies should have a ‘complete safeguarding picture’ and be the most appropriate people to advise staff on the response to safeguarding concerns (KCSIE 11).

To understand the assessment process for providing early help and statutory intervention so that timely and appropriate referrals are made.
To take part in and provide reports as requested for strategy discussions and other inter agency meetings and/or support other staff to do so.
Contribute to the assessment of children.
To act as a source of support, advice, and expertise for all staff.
To raise awareness of all safeguarding issues to the whole school.
To take the Prevent Lead, to raise awareness and make referrals as appropriate.
If the DSL is not also the Designated Teacher for Looked After / Previously Looked after Children, then the two senior members of staff will need to liaise closely.
To encourage a culture of listening to children, taking into account their wishes, and feelings, amongst staff and in any measures put in place to protect them.(KCSiE page148).
Liaising with staff and outside agencies to ensure children’s needs are considered holistically.
To liaise with the senior mental health lead, and where appropriate the Mental health Support team where safeguarding concerns are linked to mental health (KCSiE page 145).
To promote supportive engagement with parents/carers in safeguarding and promoting the welfare of children.
To ensure the CP/safeguarding policy and any relevant support policies and procedures are reviewed and updated annually and that the most recent version is available publicly.
To ensure that parents/ carers are aware that referrals of suspected abuse or neglect may be made and the role of the setting in this.
To work with senior leaders to help to maintain a culture of high aspirations and the promotion of academic attainment and progress in educational outcomes for children who are vulnerable; supporting staff with reasonable adjustments to help these children to reach their full potential.

Training & Induction

The DSL and deputies receive updated multi-agency Safeguarding training every two years. This should be multi-agency training endorsed by the Pan-Dorset Safeguarding Children Partnership.

The DSL attends safeguarding forums and other training as required to develop their own expertise to undertake the role effectively and to be able to cascade key messages to all staff. All DSLs are required (KCSIE) to refresh their knowledge and skills at least annually (e.g., attend forums, via e- bulletins, newsletters and other reading. (KCSiE page 148).
The DSL ensures that they and all staff directly involved in safeguarding e.g., deputies, SLT, pastoral workers, have attended and understood appropriate safeguarding training (e.g., Early Help, CE/CSE, Prevent, FGM, Online Safety. Impact of ACES, Mental Health, additional risks to children with SEND, County Lines, on-line Grooming etc.)
The DSL must take note of communications and up-dates from the Safeguarding Children Partnership including those from the Education Safeguarding Advisors, accessing resources and acting as appropriate. They should be given time to read and digest safeguarding materials.
The DSL should undertake Prevent Awareness training and keep up to date with the Prevent Duty and issues relating to radicalisation, so that they can provide advice and support.
Together with the Head Teacher/Principal ensure that staff and other adults receive regular Supervision sessions offering support and guidance if they are working directly and regularly with children and learners whose safety and welfare are at risk. The Head Teacher/Principal should ensure that the DSL also receives appropriate Supervision. This should contribute to the development of a learning culture by promoting an approach that develops the confidence and competence of staff. (see the Model Supervision policy and guidance Sep 2019, local guidance)
The DSL ensures that all staff, volunteers, and Governors/Trustees have read, understood and can easily access the school Child protection/safeguarding policy and Part 1/ Annex A and other relevant sections of KCSIE. Also ‘What to do if you’re worried a child is being abused: advice for practitioners and other appropriate school, national and local guidance. Records are kept of who and when they received and read this information.

The DSL ensures new and supply staff and volunteers receive a safeguarding induction. Records are kept of when, what and who received the induction.
The DSL ensures whole school training of all staff and volunteers is undertaken at least three yearly by a suitably qualified trainer which includes reference to local guidance and practice.
The DSL ensures key updates are disseminated at staff briefings, via Email and E bulletins at least annually and a record is kept of this.
The DSL disseminates lessons from Child Safeguarding Practice Reviews (previously SCRs) and makes any necessary changes to the school safeguarding policy and practice accordingly.
The DSL (or designated school manager) maintains a child protection/safeguarding training database or written training record of all training. (e.g., detailing the date, the name of the training, what it covered, the signed attendance sheet, and the name of the training provider)

Audit and Reporting

Undertakes an annual safeguarding audit using the BCP/ PD-SCP Safeguarding Children in Education (S175/157) Self Evaluation Audit Tool for schools, involving the Head Teacher/Principal and Safeguarding Governor/Trustee, which is presented to the governing board. Meets with the Education Safeguarding Advisor to gain further advice, where this is offered.
Ensures that the audit and supporting evidence is kept up to date and available for Ofsted inspection, LA for section 157/175 reviews.
Collates statistics e.g. number of children who are subject to CP plans, CLA, CIN, previously CLA, receiving Early Help provision in school or from other agencies, referrals to other agencies, attendance at Child Protection Conferences and Core Groups, Prevent referrals, CE risk tools completed, Children missing education. This will evidence the activity level in relation to safeguarding and keep track of the needs of individual children and so that the DSL can support staff with providing additional support or to adjust for children who have or previously had social worker intervention. The SLT can then monitor the progress and attainment of key children and vulnerable groups (KCSiE page145).
Supports the Head Teacher/Principal with reporting to the Governing Body.
Meets regularly (once a term) with the Nominated Safeguarding Governor/Trustee to share information and ensures identified actions are being progressed.
Works with the Head teacher/Principal and SLT to ensure that actions identified in the audit and any relevant actions from the last Ofsted report in relation to safeguarding, are progressed.
Engages in any relevant review or audit work as required and led by the PD-SCP.

Pupil Action – Managing Referrals and Working with Others

The DSL acts as a source of support, advice, and expertise to staff on matters of child protection, safeguarding and child welfare issues, deciding whether to undertake or contribute to an assessment or make a referral, by liaising with relevant agencies.

Reviews Incident of Concern forms/ logs, secure chronologies etc and ensures an appropriate response is made. This may include undertaking an Early Help assessment, providing school early help support such as pastoral care or making a referral to the BCP Children’s Services First Response/MASH or external early help or specialist services. The DSL would refer cases where a crime may have been committed, to the Police as required.
The DSL will keep up to date with and be able to advise staff on the local criteria for action including the process for assessment and referral for early help and statutory intervention. This will include using the Pan Dorset Safeguarding Children Partnership Continuum of Need guidance (August 2019) as a tool when making decisions about appropriate support or referral for a child. Consideration will include reference to the ‘Four Levels of Need’ and the ‘Three Domains’.

Refers all cases of suspected abuse or neglect to the BCP Children’s Services First Response/MASH and ensures that the referral is progressed, but where concerns remain that these are escalated in accordance with the Pan Dorset multi agency Safeguarding Policy and Procedures.

Liaises with the Head Teacher/Principal to inform him or her of issues especially ongoing enquiries under Section 47 of the Children Act 1989 and police investigations.
Acts as the named link for ‘Operation Encompass’, receiving and acting on information from the police contained in PPNs.
Acts as the school link worker for MARAC and Domestic Abuse, considers the information in a DA alert (PPN) and contacts BCP Children’s Services First Response/MASH if there are other concerns.
The DSL takes the lead in identifying any extra familial (contextual safeguarding) risks associated with children and learners’ offending, misusing drugs or alcohol, self-harming, going missing, being vulnerable to radicalisation, being sexually or criminally exploited or at risk from or involved with serious violent crime; ensuring that these risks are known by the adults who care for them and shared with the BCP Children’s Services First Response/MASH or other relevant agencies.
To ensure that there are plans and help in place that are reducing the risk of harm or actual harm and there is evidence that the impact of these risks is being minimised. These risks are kept under regular review and there is regular and effective liaison with other agencies where appropriate.
Maintaining a culture of high aspirations and promoting the educational outcomes of children who are experiencing safeguarding or child protection issues by supporting staff to provide additional academic support or reasonable adjustments
Ensures with the Head teacher/Principal that teachers understand their mandatory duty to report to police any case where an act of female genital mutilation appears to have been carried out on a girl under the age of 18[1] and to raise any concerns about the risk of potential so-called honour-based violence.

Including FGM or forced marriage

To ensure together with the Head Teacher, the SLT and Governing Body that the school is fulfilling the Prevent Duty. To refer any concerns about extremism to appropriate agencies e.g., BCP Children’s Services First Response/MASH or for immediate response call the Anti-Terror hotline on 0800 789321
With the Head Teacher/Principal review all use of reasonable force or restraint, use of safe space, isolation and potential deprivation of liberty ensuring that de-escalation and other creative techniques are used wherever possible. All incidents of restraint are recorded and monitored, and the views of the child and parent sought.
Undertakes and participates in Risk Management assessments and meetings about children and young people who pose a physical risk or risk from harmful sexual behaviour, peer on peer abuse, or there is risk of self-harm and ensures any school action arising from the plan is undertaken. The DSL will ensure that a Risk management plan (RAMP) is in place and regularly reviewed if appropriate.
Raises awareness and is mindful of the needs and additional risks faced by of some groups of children in relation to safeguarding e.g., those looked after or previously looked after (KCSIE 179-184), children with special educational needs and disabilities (KCSIE 185).
Ensuring that appropriate safeguarding measures have been agreed where children are on part-time time- tables and/or are attending an alternative provision (KCSiE 157).
Encourage a culture of listening to children and taking account of their wishes and feelings, amongst staff and in any measures the school or college may put in place to protect them.
Ensure that difficulties that children may have in approaching staff about the circumstances are understood and help to build trusted relationships that facilitate communication (KCSiE page 149).

Information Sharing

To be understand, be well trained and equipped to know the importance of recording, holding, using, and sharing information effectively as set out in KCSiE part 1, 2 and 5. (2021).
To understand relevant data protection legislation and regulations, especially the Data Protection Act 2018 and the UK General Data protection Regulations (UK GDPR).
To keep and maintain detailed, accurate and secure child protection/safeguarding records, relating to concerns, referrals, work with the child, contact with parents and other agencies and understand the purpose of this record-keeping.
To keep the child protection/safeguarding records securely in accordance with data protection guidance.
To ensure safe and separate transfer of records when a child moves school, in line with national and Safeguarding Children Partnership guidance.
To share information with the three safeguarding partners and other agencies as appropriate in accordance with Information Sharing Advice for Practitioners Providing Safeguarding Services to Children, Young People, Parents and Carers 2018. and be able to advise other staff in this matter.
To share safeguarding information with the Head Teacher/Principal and other staff on a need-to-know basis in order to promote the welfare of the child.
Attend Section 47 strategy discussions, Child Protection Conferences, Children in Need, Early Help meetings and other meetings relating to children’s welfare and supporting other members of staff to do so when appropriate.
Contribute to assessments and provides written reports when required to do so.
Ensure that plans are in place which have clear actions, outcomes, identify the help that the child should receive and the action to be taken if a professional working with the child has further concerns or information to report.
If after a referral the child’s situation does not appear to be improving or where there is a difference of opinion with another agency or the DSL considers that his/her professional judgment about a child’s needs or safety is being overlooked, and this cannot be resolved the Escalation policy should be used.

https://pandorsetscb.proceduresonline.com/p_escalation.html

To work in partnership with parents/carers unless doing so would potentially put a child at risk. Wherever in doubt, a discussion should be held with Children’s Services First Response Hub for advice.
Supports, protects, and informs children about the action which is being taken in relation to a safeguarding concern or child protection referral, or assists other members of staff to do so.
Encourages and promotes a culture of listening to children and taking account of their wishes and feelings in relation to safeguarding concerns both relating to themselves or to other children and to act on these concerns.
If there is a disclosure, to keep appropriate records that follow the TED principles. (Tell, Explain, Describe).

Raising Awareness and Promoting Safeguarding Practice

The DSL

takes a lead role in ensuring that children are taught about all aspects of safeguarding including on-line safety. This will be part of providing a broad and balanced curriculum so that children are taught about how to keep themselves safe e.g., radicalisation, CE/CSE. The Head teacher together with the DSL and other members of the SLT will be ensuring that the school meets the regulations relating to Relationships Education and Relationships and Sex Education.
raises awareness of safeguarding issues via creative means to staff, pupils parents using the website, online platforms, staff notice boards, student notice boards, E-bulletins to staff, pupils and parents, special events etc. Making sure that the school website has user friendly news on a range of safeguarding issues and signposts to further advice and support.

works with the SLT and Governing Body to ensure that children are protected and helped to keep themselves safe from bullying, homophobic behaviour, racism, sexism, and other forms of discrimination. That there is a policy and practice in place so that discriminatory behaviours are challenged and help, and support are given to children about how to treat others with respect and where positive behaviour is promoted consistently. To work closely with the Anti-Bullying Champion and young people where they have lead roles in supporting good practice.
Works with the SLT and Governing body to ensure that an E/Online Safety Champion is appointed and that there are appropriate internet safety policies in place and in operation and that appropriate filters and monitoring systems are in place to protect learners from potentially harmful online material. The E/On-line Safety Champion with the DSL should make sure that all staff, pupils, and parents are kept up to date on online Safety issues, that they receive regular training updates, and that on-line Safety is embedded in the curriculum.

Safeguarding in relation to Employees and Volunteers

The DSL will Support the Head Teacher/Principal and Governing Body to Ensure That:

Safer recruitment practices are being adhered to in line with part 3 of KCSIE and sufficient senior staff and Governors/Trustees have received up to date safer recruitment training to meet the requirement (for maintained schools and recommended good practice for others) for every panel to have at least one trained person.
The Single Central Record is complete and up to date. It is monitored regularly by the Headteacher/ Nominated Governor.
Any allegations or safeguarding concerns relating to a member of staff are discussed with the LADO (Local Authority Designated Officer) and that any disciplinary action is followed through as appropriate in line with part 4 of KCSIE.
Transferable risk is considered and referred to the LADO if it meets the criteria in Part 4. Alternatively, a risk assessment and support are put in place in the school/college where it is safe for the member of staff to continue in their current employment.
If a member of staff is dismissed or resigns from their post for a safeguarding incident it is a legal requirement to refer this matter to the DBS.
Ensures the school operates an effective whistle blowing policy and that appropriate records are kept of any reported concerns and of the follow up actions.

School Policy and Procedures

Work with the Governing Body/proprietors to ensure the safeguarding/child protection policy and other relevant polices e.g., Anti-Bullying, Online Safety, SEND, Prevent action plan, staff and pupil behaviour policies are reviewed and up-dated annually, and that procedures and implementation are updated and reviewed regularly.
Ensures that the wide range of safeguarding issues are included in the policy with new themes being added and updated as they emerge and evolve e.g., Child Sexual Exploitation, Preventing Extremism and Radicalisation, Female Genital Mutilation, Criminal Exploitation (County Lines), familial (Contextual Safeguarding), peer on peer abuse, risk from serious violence, up skirting.
Where appropriate policies will need to consider Government guidance regarding Covid-19. This currently includes having an annex to the school safeguarding policy relating to specific additions or changes to practice and procedure.
Ensures that all staff, volunteers and Governors/Trustees have a copy of the School Safeguarding Policy and part one/or Annex A of KCSIE and access to all parts especially part 4 and that these are both understood and practised by staff, volunteers and Governors/Trustees.
All staff are made aware of safer working practice guidance, the staff behaviour code, Online Safety, and all others that impact on safeguarding pupils.
Links with the safeguarding partner arrangements (PD-SCB) to ensure that all staff are aware of training opportunities, local policy and local safeguarding arrangements.
Support the Head Teacher/Principal to comply with safer recruitment practice.
Advises the Head Teacher and Safeguarding Governor/Trustee of changes to guidance and policy during the year and agree how these will be incorporated into the school policies and disseminated to staff
Ensures the school complies with School Attendance and the Children Missing from Education requirements, notifying the Local Authority of any child/young person withdrawn from the school, or added to the school roll within statutory time frames and immediately notifies other relevant professionals as necessary e.g., Social Worker.

The Designated Safeguarding Lead is Nick Wills (01202 290497)

The Deputy Designated Staff for Safeguarding are Anthony Evans and Liz Chatfield (01202 290497)

The Lead Safeguarding Governors are Nicola Pearce and Revd. Sarah Yetman (01202 290497)

Date safeguarding policy adopted by Governing Body – September 2021

The Head teacher and Governing Body with the Designated Safeguarding Lead will monitor the safeguarding practice of the school to ensure that this policy is understood and being operated effectively in practice.

Key Documents