Child protection
Child Protection Policy
Designated Child Protection Officer – Mr Richard Jarrett
This Policy is to be reviewed Annually
To enable every individual regardless of ability to achieve their full potential, to prepare for future life and to become life long learners, developing a thirst for learning and to become good citizens equipped for the challenges of the 21st century.
Our motto is – It’s fun to learn
The values that underpin this vision can be set out under the following headings.
To Develop An Understanding Of Self
Each child should be guided to
• Develop an appreciation and awareness of self
• Become independent learners and thinkers
• Achieve their fullest potential regardless of their ability
• Have high personal expectations of work and behaviour
• Have a positive attitude towards their own learning
• Show a healthy attitude to living an active life through sport and other recreational activities
To Develop An Understanding Of Relationships
Each child should
• Care for others
• Show mutual respect and tolerance for spiritual and cultural diversity
• Understand the importance of learning together as a team
To Develop An Understanding Of Society
Each child should endeavour to become
• Good citizens
• Effective and constructive members of the community
• Able to appreciate and celebrate their own and others success
• Valuable members of the school community
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To Develop An Understanding Of The Environment
Each child should
• Appreciate the learning environment of the school
• Be safe and cared for in a stimulating learning environment
• Appreciate and respect the environment of the school
Through exposure to a wide range of teaching and learning experiences, pupils will achieve their full potential as independent, THINKING learners. Relevant, enjoyable and enriching activities will develop their thirst for life-long learning.
As a school our belief is that every child deserves to succeed regardless of his or her ability.
Learning Is Best Supported When Teachers…
• Provide a stimulating environment which enriches learning
• Encourage an active approach to learning in a range of appropriate groupings
• Establish positive relationships based on mutual respect and understanding.
• Have good knowledge and understanding of the subjects
• Plan learning experiences/activities that build upon pupils backgrounds, interests and attainments
• Share learning objectives with pupils
• Observe pupils, listen to them and analyse progression in their learning
• Interact with pupils in order to take their learning forward
• Recognise and praise achievement and use this as the basis for future planning
• Encourage and facilitate ownership of pupils own learning
• Make lessons fun and enjoyable
• Use a variety of teaching styles and multi sensory methods suitable to their learning styles
• Are flexible in their approach
• Have an awareness that children have different learning styles
• Are given an opportunity to improve their own professional development
• Are prepared to take a risk and be innovative
• Promote good citizenship
• Have high expectations of every child in their care
Children Learn Best When They…
• Are challenged appropriately with consideration to pace, support and extension
• Feel safe and secure in a caring and supportive environment where getting things wrong is acceptable
• Are stimulated
• Are given opportunities to succeed
• Have high expectations of themselves
• Feel that what they are being taught is relevant to their later life and learning
• Are exposed to a variety of teaching and learning styles
• Are given opportunities to develop confidence and self esteem
• Are given the appropriate inclusive curriculum for all abilities
• Build on previous learning both cross curricular and cross phase
• Are exposed to a variety of stimulating resources
• Are taught by a variety of specialists as appropriate
• Have parents and other members of the community who support them in their learning
• Have access to a variety of learning mediums
• Consider, respect and value others
1.0 Introduction
1.1 The Governing Body of our school is responsible for ensuring the annual review of this policy, and for reporting back to the Local Authority.
1.2 The Governing Body understands, takes seriously and fulfils its safeguarding responsibilities under section 175 of the Education Act 2002 to safeguard and promote the welfare of children;
1.3 Safeguarding (as defined in the Joint Inspector’s Safeguarding report is taken to mean “All agencies working with children, young people and their families take all reasonable measures to ensure that the risk of harm to children’s welfare are minimised” and “where there are concerns about children and young people’s welfare, all agencies take all appropriate actions to address those concerns, working to agree local policies and procedures in full partnership with other agencies”
1.4 We recognise that all staff and Governors have a full and active part to play in protecting our pupils from harm, and that the child’s welfare is our paramount concern.
1.5 We believe that our school should provide a safe, caring, positive and stimulating environment that promotes the social, physical and moral development of the individual child.
1.6 This policy has been developed in accordance with the principles established by the Children Act 1989; and in line with the following:
- ‘Working Together to Safeguard Children’ 2010
- ‘Framework for the Assessment of Children in Need and their Families’ 2000
- ‘What to do if you are worried a Child is being Abused’ 2003
- ‘Safeguarding Children and Safer Recruitment in Education’ DCSF 2006
- Berkshire Child Protection procedures 2009 at: http://proceduresonline.com/berks
1.7 The aims of this policy are:
- To provide an environment in which children and young people feel safe, secure, valued and respected, feel confident and know how to approach adults if they are in difficulties.
- To raise the awareness of all teaching and non-teaching staff of the need to safeguard children and of their responsibilities in identifying and reporting possible cases of abuse.
- To provide a systematic means of monitoring children known or thought to be at risk of harm, and ensure we, the school, contribute to assessments of need and support plans for those children.
- To develop a structured procedure within the school which will be followed by all members of the school community in cases of suspected abuse.
- To ensure that all adults within our school who have access to children have been checked as to their suitability. This includes other community users of our facilities.
2.0 Procedures
2.1 We have a Designated Person for Child Protection who is a member of the Senior Leadership Team who has undertaken appropriate training for the role, as recommended by the LA, within the past two years. Our Designated Person will update their training with LA approved training every two years.
2.2 We have a member of staff who will act in the Designated Persons absence who has also received training for the role of Designated Person, and who will have been briefed in the role. In the absence of an appropriately trained member of staff, the Headteacher will assume this role.
2.3 All adults, (including supply teachers and volunteers) new to our school will be made aware of the school’s policy and procedures for child protection, the name and contact details of the Designated Person and have these explained, as part of their induction into the school.
2.4 All members of staff are provided with opportunities at least every three years to receive training arranged or delivered by the Designated Person in order to develop their understanding of the signs and indicators of abuse, how to respond to a pupil who discloses abuse and the procedure to be followed in appropriately sharing a concern of possible abuse or a disclosure of abuse.
2.5 All parents/carers are made aware of the school’s responsibilities in regard to child protection procedures through publication of the school’s Child Protection Policy, and reference to it in our prospectus/brochure and home school agreement.
2.6 Our lettings policy will seek to ensure the suitability of adults working with children on school sites at any time.
2.7 Community users organising activities for children are aware of and understand the need for compliance with the school’s child protection guidelines and procedures.
2.8 Our selection and recruitment policy includes all checks on staff and regular volunteers’ suitability including Criminal Records Bureau checks as recommended by the LA and in accordance with current legislation.
2.9 The name of any member of staff considered not suitable to work with children will be notified to the DCSF Teachers’ Misconduct Team, with the advice and support of Human Resources and in accordance with the NEOST guidance and related regulations
2.10 Our procedures will be annually reviewed and up-dated.
2.11 The name of the Designated Person will be clearly shown in the school, with a statement explaining the school’s role in referring and monitoring cases of suspected abuse.
3.0 Supporting Children
3.1 We recognise that a child who is abused, who witnesses violence or who lives in a violent environment may feel helpless and humiliated, may blame him/herself, and find it difficult to develop and maintain a sense of self worth.
3.2 We recognise that the school may provide the only stability in the lives of children who have been abused or who are at risk of harm.
3.3 We recognise that the school plays a significant part in the prevention of harm to our pupils by providing pupils with effective lines of communication with trusted adults, supportive friends and an ethos of protection.
3.4 We accept that research shows that the behaviour of a child in these circumstances may range from that which is perceived to be normal to aggressive or withdrawn.
3.5 Our school will support all pupils by:
- maintaining an ethos, which is understood by all staff, which enables children to feel secure and encourages them to talk knowing that they will be listened to.
- Encouraging the development of self-esteem and resilience in every aspect of school life including through the curriculum.
- Promoting a caring, safe and positive environment within the school.
- Liaising and working together with all other support services and those agencies involved in the safeguarding of children.
- Ensure that all children know there is an adult in the school whom they can approach if they are worried or in difficulty.
- Provide, across the curriculum, opportunities which equip children with the skills they need to stay safe from harm and to know to whom they should turn for help.
4.0 Confidentiality
4.1 We recognise that all matters relating to child protection are confidential. The Headteacher or Designated Person will disclose personal information about a pupil to other members of staff on a need to know basis only.
4.2 However, all staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children.
4.3 All staff must be aware that they cannot promise a child to keep secrets which might compromise the child’s safety or well-being or that of another.
4.4 We will always undertake to share our intention to refer a child to Social Care with their parents /carers unless to do so could put the child at greater risk of harm, or impede a criminal investigation.
5.0 Supporting Staff
5.1 We recognise that staff working in the school who have become involved with a child who has suffered harm, or appears to be likely to suffer harm may find the situation stressful and upsetting.
5.2 We will support such staff by providing an opportunity to talk through their anxieties with the Designated Person and to seek further support. This could be provided by the Headteacher or another trusted colleague, Occupational Health, and/or a representative of a professional body or trade union, as appropriate.
5.3 In consultation with all staff, we have adopted a code of conduct for staff at our school. This forms part of staff induction and is in the staff handbook. We understand that staff should have access to advice on the boundaries of appropriate behaviour.
6.0 Allegations against staff
6.1 All school staff should take care not to place themselves in a vulnerable position with a child.
6.2 All staff should be aware of the school’s behaviour/discipline policy. This can be found in the staff handbook. This is also available in the Oldfield Staff Room on First Class.
6.3 We understand that a pupil may make an allegation against a member of staff. If such an allegation is made, the member of staff receiving the allegation will immediately inform the Headteacher or the most senior teacher if the Headteacher is not present.
6.4 The Headteacher/senior teacher on all such occasions will discuss the content of the allegation with the Local Authority Designated Officer (LADO).
6.5 If the allegation made to a member of staff concerns the Headteacher, the person receiving the allegation will immediately inform the Chair of Governors who will consult as in 6.4 above, without notifying the Headteacher first.
6.6 The school will follow the LA procedures for managing allegations against staff. These procedures can be found at: http://proceduresonline.com/berks Chapter 31 – Allegations against staff.
6.7 Suspension of the member of staff against whom an allegation has been made needs careful consideration, and we will consult (as in 6.4 above) in making this decision.
6.8 Our lettings agreement for other users requires that the organiser will follow LA procedures for managing allegations against staff and, where necessary, the suspension of adults from school premises.
7.0 Whistleblowing
7.1 We recognise that children cannot be expected to raise concerns in an environment where staff fail to do so.
7.2 All staff should be aware of their duty to raise concerns about the attitude or actions of colleagues. RBWM ‘Raising Concerns at Work (Whistle-blowing Policy) for Schools’ is available on First Class and sets out actions to be taken.
8.0 Physical Intervention
Our policy on physical intervention by staff is set out separately, as part of our Behaviour Policy. It complies with LA Guidance, ‘The Use of Force to Control or Restrain Pupils’ November 2007. This policy states that staff must only ever use physical intervention as a last resort, eg. when a child is endangering him/herself or others and that, at all times it must be the minimal force necessary to prevent injury to another person.
APPENDIX 1
Role of the Designated Person for Child Protection
1. Making referrals to Social Care if there are concerns about a child’s welfare, possible abuse or neglect.
2. Ensuring that detailed and accurate written records of concerns about a child are kept even if there is no need to make an immediate referral.
3. Ensuring that all such records are kept confidentially and securely and are separate from pupil records, with a front sheet listing dates and brief entry to provide a chronology. An indication of further record-keeping should be marked on the pupil’s general record.
4. Acting as a focal point for staff concerns and liaising with other agencies and professionals.
5. Ensuring that either they or another appropriately informed member of staff attends case conferences or other planning meetings, contributes to the assessment process, and provides a report which has been shared with the parents.
6. Ensuring that any absence, without satisfactory explanation, of a pupil currently subject to a child protection plan is referred to their Education Welfare Officer and the keyworker for the child protection plan immediately.
7. Ensuring that all school staff are aware of the school’s CP policy and procedures, and know how to recognise and refer any concerns.
8. Keeping themselves up to date with knowledge to enable them to fulfil their role, including attending relevant training, at least every two years.
9. Ensuring that all staff receive basic Child Protection awareness training at least every three years.
10. Providing an annual report for the Governing Body, detailing any training undertaken by staff and Governors, number and type of incidents/cases, referrals to Children’s Social Care and children subject to Child Protection Plans (anonymised).
11. Notifying Social Care when a child attending the school is privately fostered.
12. Ensuring that any concerns about a pupil who leaves the school are forwarded under confidential cover to the Designated Person at the pupil’s new school as a matter of urgency. The original copy of significant documents will be retained at our school, and photocopies forwarded as above.