Withamprospect.co.uk



Witham Prospect SchoolSafeguarding Children, Young People and Adults PolicyRelevant Legislation and GuidanceThe Education (Independent School Standards) Regulations 2014 Children’s Homes (England) Regulations 2015 DFE: Guide to the Children’s Homes Regulations including Quality Standards April 2015Ofsted: Social Care Common Inspection Framework (SCCIF): April 2019Keeping Children Safe in Education (Statutory Guidance for Schools and Colleges) September 2020 (latest version).Keeping Children Safe in Education (Statutory Guidance for Schools and Colleges) September 2020 Part 1: Information for all school and college staff (latest version).Working Together to Safeguard Children – A guide to inter-agency working to safeguard and promote the welfare of children: July 2018Lincolnshire Safeguarding Children Partnership: Policy and Procedures Manual (live manual)Special Educational Needs and Disability Code of Practice: 0 – 25 Years, January 2015Applies to:The whole school, staff, volunteers and pupils. All activities provided by the school, including those activities outside the normal school day, off-site learning and residential trips. This policy also applies to residential care, residential staff and volunteers. This policy has been adapted to also cover young adults over the age of 18 who still access our service.Related Documents:Managing Allegations made against Staff Policy and ProcedurePrevent PolicySafer Recruitment of Staff PolicyWhistleblowing PolicyStaff Code of ConductSexual Violence and Sexual Harassment between children in schools and collegesSafeguarding Children and Young People against SextingSafeguarding Children from Sexual ExploitationAvailability:This policy is made available to parents/carers, staff and pupils via the School website or upon request from the school office. Monitoring and Review:This policy will be monitored and refined on a continuous basis and reviewed annually by either the Directors, Registered Manager or a member of the Senior Leadership Team, this will take place earlier if changes in legislation, regulatory requirement or best practice guidelines so require.Author:Karen SmithSigned:Date: June 2021Approved:Gemma CollinsSignedDate: June 2021Version:V6 (June 2021)Review date:September 2021Safeguarding and promoting the welfare of children and young adults is everyone’s responsibility. Everyone who comes into contact with children and their families has a role to play. Each individual should make sure that they take a child-centred approach, where they consider at all times what is in the best interests of the child. Safeguarding and promoting the welfare of children at Witham Prospect School focusses on four main elements.Prevention of the impairment of pupil’s mental health, physical health and development.Protecting pupils from maltreatment and abuse.Support to ensure that pupils grow up in circumstances consistent with the provision of safe and effective care, and support to pupils who may have been abused.Action to make sure all pupils have the best outcomes and life chances by working with parents/carers, the wider community and other relevant agencies and professionals.This policy applies equally to both the school setting and residential care. All staff and volunteers have an equal responsibility to understand and implement this policy and its procedures both within and outside of normal school hours including activities away from school. This includes a duty to act upon any suspicion, concern or disclosure that may suggest that a child is at risk of significant harm or in need of support services. They are required to be aware of systems at Witham Prospect School that support safeguarding and these systems will be explained to them as part of their induction. All staff are required to read Keeping children safe in education (KCSIE) Part 1: Information for all school and college staff (latest version). Instances of safeguarding and child protection concerns need to be reported to the school’s Designated Safeguarding Lead (DSL) or the residential home’s (DSL), or their respective deputies.This policy, including its procedures, along with the related documents is informed by statutory and best practice guidance. Our Local Safeguarding Children Partnership (LSCP) is the Lincolnshire Safeguarding Children Partnership: Lincolnshire Safeguarding Children Partnership is made up of lead representatives of:Lincolnshire County Council Chief ExecutiveClinical Commissioning Group Accountable OfficerLincolnshire Police Chief OfficerLead representatives have delegated their functions – see LSCP Lincolnshire Safeguarding Children Partnership: Our child protection policy is in accordance with locally agreed interagency procedures and follows guidance and procedures as set out in the Lincolnshire Safeguarding Children Partnership Policy and Procedure Manual. This manual is regularly updated. This policy is set out in alignment with the governments latest version of “Keeping Children Safe in Education” (Statutory Guidance for Schools and Colleges): and the governments “Working Together to Safeguard Children” (a guide to inter-agency working to safeguard and promote the welfare of children): July 2018.All staff at Witham Prospect School have a duty to act upon any suspicion, concern or disclosure that may suggest a young person in our care is at risk of significant harm or in need of help. As a provider of specialist education and care services it is imperative that all staff are aware that children and young people with SEND are more likely to be abused or neglected. Safeguarding and promoting the welfare of children is defined in “Keeping Children Safe in Education” latest version as: “Protecting children from maltreatment; preventing impairment of children’s mental health, 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”. Children includes everyone under the age of 18.Purpose of this PolicyThis policy explains what action should be taken if there are concerns that a child is or might be suffering harm. A ‘child’ is a person under 18 years but the principles of these procedures apply to all pupils at this school and within residential care, including those over 18. This policy provides various members of the Senior Leadership Team at Witham Prospect School, including The Director of Children’s Services, the Director of Education and all staff and volunteers with the guidance they need to keep children safe and secure in our school and home settings, so they can learn and develop safely. This policy also informs parents/carers, social workers, other key professionals and those who hold parental responsibility how we will safeguard their children whilst in our care. We understand the importance of children receiving the right help at the right time to address risks and prevent issues escalating. All staff and volunteers must be aware of how to pass on any concerns about other members of staff, volunteers or people providing services to the school and how to conduct themselves to minimise the risk of finding themselves as the subject of any child protection processes. They must also recognise the importance of acting on and referring the early signs of abuse and neglect, radicalisation, keeping records, listening to views of the child, reassessing concerns when situations do not improve, sharing information quickly and challenging inaction.Early Help (background information)Providing early help is more effective in promoting the welfare of children than reacting later. Early help means providing support as soon as a problem emerges at any point in a child’s life, it can also prevent further problems arising. Effective early help relies upon local organisations and agencies working together to:Identify children and families who would benefit from early help.Undertake an assessment of need for early help.Provide targeted early help services which focus on improved outcomes for the child.If early help is appropriate, the DSL will liaise with other agencies in setting up and completing an early help assessment. An early help assessment should be evidence-based, clear about the actions to be taken and which support services to be provided and identify what help the child and family require to prevent further escalation of needs. A lead practitioner, from a range of services, will be identified on a case by case basis.At Witham Prospect School the DSLs (education and care) are familiar with and will follow the Early Help and Team Around the Child procedures as set out by the Lincolnshire Safeguarding Children Partnership Procedures Manual (section 3 live version). For further guidance refer to: PractitionersTeam Around the ChildContacts (lists early help consultants contact details)Concerns for a Child – Pathway 1 Lincolnshire early help pathway flow chartIf there are immediate child protection concerns telephone Lincolnshire Children’s Social Care Customer Service Centre 01522 782 111 (Out of hours Emergency Duty Team 01522 782 333 or 01522 782 155). Or contact Lincolnshire Police Central Referral Unit on 01522 532 222.Referrals: The Legal FrameworkWhere a child is suffering, or is likely to suffer from harm, it is important that a referral to children’s social care (and if appropriate the police) is made immediately. See contact numbers below Lincolnshire Children’s Social Care Customer Service Centre 01522 782 111.Out of hours Emergency Duty Team 01522 782 333 or 01522 782 155.Lincolnshire Police Central Referral Unit on 01522 532 222 or 999.Children in NeedMay be assessed under section 17 of the Children Act 1989. Here a child who is unlikely to achieve or maintain a reasonable level of health or development, or whose health and development is likely to be significantly impaired – without the provision of services; or a child who is disabled is entitled to access a range of services by the local authority for the purposes of safeguarding and promoting their welfare.Children suffering or likely to suffer significant harm.Where there are child protection concerns i.e. reasonable cause to suspect a child is suffering or likely to suffer significant harm, local authority social care services have a duty to make enquiries and decide if any action needs to be taken under section 47 of the Children Act 1989. Local authority duty of responseWithin one working day of a referral being made, a local authority social worker should acknowledge receipt of the referral and make a decision about the next steps and type of help that is required. This will include deciding whether:The child requires immediate protection.The child should be assessed under section 17 of the Children Act 1989.The child should be assessed under section 47 of the Children Act 1989.Any services that are required by the child and family and what type of services.Decide if there are any further specialist assessments that may be required.See the child as soon as possible if the referral requires further assessments.Anyone who has a concern about a child’s welfare may make a referral to local authority children’s social care. However, unless there are extenuating circumstances, all referrals of whatever nature should be discussed with the school’s Designated Safeguarding Lead (DSL) for either education or residential care.Deprivation of Liberty Safeguards (DoLS)Under the mental capacity act 2005 any young person who has reached the age of 18 becomes the subject of DoLS and as such Witham Prospect School will prompt the placing authority to put in the necessary application of any given young person, who lacks the mental capacity to consent to their living arrangements, 21 days before their 18th birthday. Designated Safeguarding Leads.Education DSLResidential Care DSLKaren SmithJoanne StevensHeadteacherDirector of Children’s ServicesTel: 01522 789067Tel: 01522 789067Mb: 07891 872557Mb: 07761 502700karen@withamprospect.co.ukjoanne@withamprospect.co.ukDeputy Designated Safeguarding Leads.Education DDSLResidential Care DDSLJulia HallKaren SmithLead Teacher Education(if Joanne Stevens unavailable)Tel: 01522 789067julia@withamprospect.co.ukRole of Designated Safeguarding Lead: Education and ResidentialThe responsibilities of the Designated Safeguarding lead are found in Annex B of “Keeping Children Safe in Education” latest version and include:Work to ensure that the well-being of pupils placed in our care is of paramount focus and that they are guarded from harm or abuse. Encourage a culture of listening to our pupils and taking into account their wishes and feelings.Take lead responsibility for managing safeguarding referrals, issues and cases with the local authority children’s social care/LSCP. Act as a source of support, advice and expertise within the school.Act as a point of contact with the three safeguarding partners – Local Authority Children’s Services, The Chief of Police, Clinical Commissioning Group (as per published arrangements). Refer cases to the Channel programme where there is a radicalisation concern as required.Refer cases where a person is dismissed or left due to risk/harm to a pupil to DBS or relevant professional body.Attend and contribute to child protection conferences when require.Liaise with all staff on matters of safety and safeguarding and when deciding to make a referral by liaising with relevant agencies.Liaise with the local authority designated officer (LADO) and the “case manager” from the local authority for child protection concerns in cases which concern a member of staff.Ensure that all staff understand the school’s safeguarding and child protection policies and have access to up-to-date safeguarding information, material and training opportunities.Obtain access to resources and effective training for all staff and attend refresher training courses every two years. Keep up to date with new developments in safeguarding by accessing briefings, journals and attending training.Ensure all staff have induction training covering safeguarding and child protection, including online and are able to recognise and report any concerns immediately. Ensure all staff (within education) read the most up to date Keeping Children Safe in Education: Part 1.Understand the assessment process for providing early help, statutory intervention and referrals to local authority children’s social care.Are alert to the specific needs of children with special educational needs and children in need.Understand the importance of information sharing, both within the school, other agencies, organisations, practitioners and the three safeguarding partners.Ensure that the safeguarding and child protection policy is reviewed annually (as a minimum) and that procedures and protocols are updated and reviewed accordingly.Keep detailed, accurate and secure written records of concern and referrals.Understand the risks that children with SEND face online from bullying, grooming and radicalisation and put in place effective measures to help pupils stay safe online.Ensure that Deputy Designated Safeguarding Leads have a clear understanding of their role.Ensure the safeguarding and child protection policy is available publicly and that parents and carers are aware of the role that the school may play in any referrals made regarding suspected abuse or neglect.Participate in local safeguarding partnership events and training when required.Evaluate safeguarding practice both within education and residential care.Designated Safeguarding Lead and Child Protection FileThe DSL will maintain a “marked” confidential child protection file, which will be stored separately from normal pupil or staff records. This is to ensure that staff do not gain accidental access to sensitive material. When pupils leave the school, the DSL will ensure that their child protection file is transferred to the new school, college or organisation as soon as possible. This transfer will be separate from their main pupil file and best practice would be to pass these directly to the organisation’s DSL. If this is not possible then a secure method should be used to send confidential records with a confirmation of receipt being obtained.In addition to the child protection file, the DSL will also consider if it would be appropriate to share any information with the new school, college or organisation before a pupil leaves. This would then facilitate continued support for pupils of abuse and have that support in place for when the pupil arrives.Deputy Designated Safeguarding LeadsAs Witham Prospect School grows it will be necessary to have one or more Deputy Designated Safeguarding Lead (DDSL). Such deputies will be trained to the same standard as the Designated Safeguarding Lead, however ultimate lead responsibility for safeguarding and child protection will remain with the Designated Safeguarding Lead.Board Level Lead for Safeguarding ArrangementsAt Witham Prospect School there is a senior board level lead who is responsible for the school’s safeguarding arrangements. This person is there to ensure governance and challenge to our safeguarding arrangements and performance. They will receive the same training as the Designated Safeguarding Lead so that they have a fuller understanding of safeguarding and child protection issues and arrangements.Board Level LeadGemma CollinsDirector of CareTel: 01522 789067Mb: 07792 556136gemma@withamprospect.co.ukFemale Genital Mutilation (FGM)Whilst all staff should speak to the designated safeguarding lead (or deputy) with regards to any concerns about FGM, teachers along with regulated health care professionals and care professionals in England and Wales have a legal duty to report a suspected act of FGM to the police. See Annex A Keeping Children Safe in Education (Statutory Guidance for Schools and Colleges) latest version.Mental HealthConcerns around increasing mental health problems in young people within the UK and beyond has become a wider concern for all professionals and agencies. Staff at Witham Prospect School 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. However only appropriately trained professionals should attempt to make a diagnosis regarding mental health problems. Staff at Witham Prospect School are well placed to observe young people day to day and identify those behaviours which may suggest that a young person is experiencing mental health problems or be at risk of developing one. Where staff have concerns about a young person’s mental health, and this may also be a safeguarding concern then staff need to follow our Safeguarding Policy. If staff are concerned about a young person’s mental health and this is not a safeguarding concern then they are to raise this with their line manager. For further information and guidance see “Mental Health and Behaviour in Schools”, November 2018Looked After Pupils (LAC)The most common reason for pupils becoming “looked after” is due to neglect and/or abuse. For any pupil who is “looked after” they will have a designated teacher who will work with the local authority and other agencies to promote positive outcomes for that pupil. The school will clarify with the local authority the child’s looked after legal status (voluntary, interim or full care order) and the contact arrangements with birth parents or those who have parental responsibility, along with the delegated level of responsibility to the carer by the local authority. Allegations Made Against a Member of StaffSee managing allegations against staff policy – which follows advice and guidance as per part four of Keeping Children Safe in Education (Statutory Guidance for Schools and Colleges) latest version.Where allegations are made against any member of staff or volunteer, or a supply member of staff (at Witham Prospect School we do not use agency staff) at the school then the designated safeguarding lead is to be informed as per managing allegations against staff policy. Where an allegation is made against the designated safeguarding lead then the board level lead for safeguarding arrangements is to be informed as per managing allegations against staff policy.Useful ContactsLocal Authority Designated Officer (LADO)Jemma ParkinsonRachael PowisIIdiko KissTel: 01522 554 689Tel: 01522 554 668Tel: 01522 543056Staff Concerns about Safeguarding PracticesSee whistleblowing policy - All staff and volunteers are able to raise concerns about poor or unsafe practice in regard to the school’s safeguarding responsibilities. Staff should know that such concerns will be taken seriously by the senior leadership team and addressed sensitively and effectively.Where a member of staff or volunteer feels unable to raise a concern with the senior leadership team or that their concerns are not being addressed then “whistleblowing” channels and helplines are available e.g. NSPCC whistleblowing helpline 0800 028 0285 email: help@.ukTypes of Abuse and Possible IndicatorsNEGLECTNeglect: the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs. Neglect is a lack of parental care, but poverty and lack of information or adequate services can be contributory factors. Far more children are registered to the category of neglect on child protection plans than to the other categories. NSPCC research has highlighted examples of the neglect of children under 12 including: frequently going hungry; frequently having to go to school in dirty clothes; regularly having to look after themselves because of parents being away or having problems such as drug or alcohol misuse; being abandoned or deserted; living at home in dangerous physical conditions and not being taken to the doctor when ill and not receiving dental care. Neglect is a difficult form of abuse to recognise and is often seen as less serious than other categories. It is, however, very damaging: children who are neglected often develop more slowly than others and may find it hard to make friends and fit in with their peer group. Neglect is often noticed at a stage when it does not pose a risk to the child. Neglect is often linked to other forms of abuse, so any concerns school staff have should at least be discussed with the designated person/child protection co-ordinator.Indicators of neglect: It is important to recognise that indicators alone cannot confirm whether a child is being abused. Each child should be seen in the context of their family and wider community and a proper assessment carried out by appropriate persons. What is important to keep in mind is that if you feel unsure or concerned, do something about it. Don’t keep it to yourself.Physical indicators of neglect include: constant hunger and stealing food; poor personal hygiene – unkempt, dirty or smelly; being underweight; wearing dress unsuitable for weather; poor state of clothing; Illness or injury untreated and looking sad, false smiles.Behavioural indicators of neglect include: constant tiredness; frequent absence from school or lateness; missing medical appointments; becoming isolated among peers; being frequently unsupervised; stealing or scavenging, especially food and having destructive tendencies.EMOTIONAL ABUSEThe nature of emotional abuse: Emotional abuse is difficult to define, identify/recognise and/or prove. Emotional abuse is chronic and cumulative and has a long-term impact. All kinds of abuse and neglect have emotional effects although emotional abuse can occur by itself. Children can be harmed by witnessing someone harming another person – as in domestic violence. It is sometimes possible to spot emotionally abusive behaviour from parents and carers to their children, by the way that the adults are speaking to, or behaving towards children. Emotional abuse: It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.Indicators of emotional abuse: Developmental issues include delays in physical, mental and emotional development; poor school performance and speech disorders, particularly sudden disorders or changes.Behaviour: acceptance of punishment which appears excessive; over-reaction to mistakes; continual self-deprecation (I’m stupid, ugly, worthless etc.); neurotic behaviour (such as rocking, hair-twisting, thumb sucking); self-mutilation; suicide attempts; drug/solvent abuse; running away; compulsive stealing, scavenging; acting out; poor trust in significant adults; regressive behaviour – e.g. wetting; eating disorders; destructive tendencies; neurotic behaviour; arriving early at school, leaving late.Social issues: withdrawal from physical contact or from social interaction; over-compliant behaviour or insecure, clinging behaviour; poor social relationships.Emotional responses: extreme fear of new situations; inappropriate emotional responses to painful situations (“I deserve this”); fear of parents being contacted; self-disgust; low self-esteem; unusually fearful with adults; lack of concentration, restlessness, aimlessness; extremes of passivity or aggression.PHYSICAL ABUSEThe nature of physical abuse: Most children collect cuts and bruises quite routinely as part of the rough and tumble of daily life. Accidental injuries normally occur on the bony prominences e.g. shins. Injuries on the soft areas of the body are more likely to be inflicted intentionally and should therefore make us more alert to other concerning factors that may be present. A body map can assist in the clear recording and reporting of physical abuse. The body map should only be used to record observed injuries and no child should be asked to remove clothing by a member of staff of the school. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.Indicators of physical abuse/factors that should increase concern include:multiple bruising or bruises and scratches (especially on the head and face); clusters of bruises – e.g. fingertip bruising (caused by being grasped); bruises around the neck and behind the ears – the most common abusive injuries are to the head;bruises on the back, chest, buttocks, or on the inside of the thighs; marks indicating injury by an instrument – e.g. linear bruising (stick), parallel bruising (belt), marks of a buckle;bite marks; deliberate burning may also be indicated by the pattern of an instrument or object - e.g. electric fire, cooker, cigarette; scalds with upward splash marks or tide marks; untreated injuries;recurrent injuries, burns or bald patches; having broken bones or unexplained bruising, burns or welts in different stages of healing; being unable to explain an injury, or providing explanations that are inconsistent, vague or unbelievable.We become concerned if the child or young person is reluctant to have parents/carers contacted; runs away or shows fear of going home; is aggressive towards themselves or others; flinches when approached or touched; is reluctant to undress to change clothing for sport; wears long sleeves during hot weather; is unnaturally compliant in the presence of parents/carers; has a fear of medical help or attention or admits to a punishment that appears excessive (some of these are also typical for our students).SEXUAL ABUSEThe nature of sexual abuse: Sexual abuse is often perpetrated by people who are known and trusted by the child – e.g. relatives, family friends, neighbours, babysitters, and people working with the child in school, faith settings, clubs or activities. Children can also be subject to Child Sexual Exploitation (CSE). Most people who sexually abuse children are men, but a growing number of women sexually abuse too.CSE involves exploitative situations, contexts and relationships where young people receive something (for example food, drugs, alcohol, money or affection) as a result of engaging in sexual activities. CSE can range from ‘consensual’ to serious organised crime by gangs. What marks out exploitation is an imbalance of power in the relationship. The perpetrator always holds some kind of power over the victim which increases as the exploitative relationship develops. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Some young people do not exhibit any external signs of abuse. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.Indicators of sexual abuse: Physical observations include damage to genitalia, anus or mouth; sexually transmitted diseases; unexpected pregnancy, especially in very young girls; soreness in genital area, anus or mouth and other medical problems such as chronic itching; unexplained recurrent urinary tract infections and discharges or abdominal pain.Behavioural observations Sexual knowledge inappropriate for age; Sexualised behaviour or affection inappropriate for age Sexually provocative behaviour/promiscuity; Hinting at sexual activity inexplicable decline in school performance Depression or other sudden apparent changes in personality as becoming insecure or clinging, Lack of concentration, restlessness, aimlessness; socially isolated or withdrawn, overly-compliant behaviour; acting out, aggressive behaviour Poor trust or fear concerning significant adults; Regressive behaviour, Onset of wetting, by day or night; nightmares Onset of insecure, clinging behaviour; Arriving early at school, leaving late, running away from home, Suicide attempts, self-mutilation, self-disgust; Suddenly drawing sexually explicit pictures; Eating disorders or sudden loss of appetite or compulsive eating, regressing to younger behaviour patterns such as thumb sucking or bringing out discarded cuddly toys Become worried about clothing being removed; Trying to be ‘ultra-good’ or perfect; overreacting to criticism.Specific Safeguarding issues and concernsAll staff are aware of safeguarding issues and concerns that can put children at risk of harm. For example, behaviours related to drug taking, alcohol abuse, missing education, sexting and sexual assault. Staff will also be made aware of safeguarding and child protection concerns which relate to CSE, HBV, FGM, Forced Marriage, Prevent and Radicalisation, Serious Violent Crime and County Lines as part of their induction and annual safeguarding training. There are a number of specific policies and procedures that are in place, which relate to specific concerns and peer on peer abuse:Alcohol and drug use policy.Anti-bullying policy.Behaviour policy.Staff code of conductMissing children and children missing from education policyE- Safety policy.Prevent policy.Safeguarding sexual violence and sexual harassment between children policy.Safeguarding children and young people against sexting policy.Safeguarding children from sexual exploitation policy.Self-Harm and suicide policy.Where there are safeguarding issues and concerns then staff need to raise these with the designated safeguarding lead (or deputy) as soon as possible. In the unlikely event that the DSL or DDSL are unavailable, then such concerns and issues need to be raised with the senior member of staff on site.Contextual SafeguardingSafeguarding incidents can be associated with factors outside school and can occur between children outside the school, where children may be at risk of abuse or exploitation in situations outside their families. Here harm may occur in the form of (but not limited to) sexual exploitation, criminal exploitation and youth violence. Staff, especially the designated safeguarding lead need to consider the context within which such incidents occur. This is known as “contextual safeguarding”, which means that assessments of such incidents should consider whether wider environmental factors are present in a child’s life that are a threat to their safety or welfare. See Contextual Safeguarding: University of Bedfordshire (Carlene Firmin November 2017).Peer on Peer AbuseWe recognise that pupils are capable of abusing one another and staff are aware of safeguarding issues which can manifest themselves due to peer on peer abuse. These are most likely to include, but may not be limited to:Bullying, including cyberbullying.Physical abuse e.g. hitting, biting, scratching, kicking, hair pulling.Sexual violence and sexual harassment.Sexting.Initiation ceremoniesCyber-bullying, including online sexual harassment.Upskirting, which involves taking a picture under a person’s clothing without them knowing, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm. It is now a criminal offence.As an organisation our staff will minimise the risk of peer on peer abuse by:Never tolerating peer on peer abuse or pass it off as “banter”, “part of growing up” or “just having a laugh”. Make clear that sexual violence and sexual harassment is not acceptable, will never be tolerated and is not an inevitable part of growing up.Challenging any form of derogatory or sexualised language or behaviour.Be vigilant to issues that affect different genders e.g. grabbing bottoms, breasts and genitalia; flicking bras and lifting up skirts. Ignoring such behaviours risks normalising them.Most cases of peer on peer abuse can be addressed under the school’s behaviour policy. However, where there is an allegation of abuse by one or more pupils against another pupil, which is in nature a safeguarding concern and there is “reasonable cause to suspect that a child is suffering or likely to suffer, significant harm” the allegation or disclosure must be reported to the designated safeguarding lead (or deputy) as soon as possible.The DSL will then report this concern to children’s social care, and safeguarding procedures will be followed, along with seeking advice as to whether the pupil(s) need to be referred to a subsequent external agency. It is essential that all children involved, whether perpetrator or victim, are treated as being ‘at risk’. ‘Sexual violence and sexual harassment between children in school is dealt with by a separate policy and should be adhered to in conjunction with this safeguarding policy.All children in society are now at risk from many different forms of abuse and/or the risk of significant harm. Such abuse and/or risk of significant harm can take many different forms. Annex A: Keeping Children Safe in Education (Statutory Guidance for Schools and Colleges) latest version, details where further advice and guidance can be sought. At Witham Prospect School the designated safeguarding lead (and deputy), along with other members of the leadership team are familiar with this guidance and where to seek further advice.Where a child is suffering, or is likely to suffer from harm, it is important that a referral to children’s social care (and if appropriate the police) is made immediately.Online safety At Witham Prospect School all staff are aware of and follow the DfE guidance ‘Teaching online safety in school 2019’ to ensure our pupils understand how to stay safe and behave online as part of existing curriculum requirements. Staff are aware that safeguarding also relates to broader aspects of care and education including Children's health and safety and well-being, including their mental health Pre-Birth Protocol All practitioners whether adult or children services, have a responsibility to protect and safeguard children and work collaboratively with Children’s Services and other childcare professionals in contributing to assessments and interventions. Therefore, the professional who is first made aware of the pregnancy should initiate the pre-birth protocol and complete an Early Help Assessment, or make a referral for unborn to Social Care. A young person of statutory education age is entitled to 18 weeks of maternity leave. Either side of this period there is an expectation that the young person continues to attend school or alternative provision. The educational establishment is required to make all reasonable adjustments to allow the young person to have appropriate access to the curriculum whilst they attend the establishment including timetable and learning environment adjustments. It is important that the provision participate in the Team Around the Child in order for them to fully support the continued education of the young parent. Education establishments should have a clear strategy for engaging with the young person while they are away from the provision so as to limit the disruption to their education and make appropriate arrangements that work for the young person and educational establishment. Where there is robust medical evidence that indicates that the young person is unfit to attend, the educational establishment can make a referral to the pupil reintegration team on 01522 554525 who will assess and consider alternative arrangements if appropriate. The Lincolnshire Pre-Birth Protocol link to the full document is below; and diversity Equality is about ensuring individuals are treated fairly and equally, no matter their race, gender, age, disability, religion or sexual orientation. Diversity is about recognising and respecting these differences to create an all-inclusive atmosphere. The school is committed to promoting an environment, which is inclusive for all, ensuring all students can thrive together and understand that individual characteristics make people unique and not different in a negative way. Inclusion and diversity are promoted throughout the curriculum, encouraging an all-inclusive culture and challenging negative attitudes. The school is committed to embedding the British Values of democracy, the rule of law, individual liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. Children with Special Educational Needs and/or Disabilities Lincolnshire SEND offer is available for every child and family in Lincolnshire. Special consideration should be given to safeguarding and protecting children who may have additional vulnerabilities; ?Additional barriers can exist to the recognition of abuse and neglect which can include assumptions that indicators of abuse such as behaviour, mood and injury relate to the child's disability without further exploration. ?Vulnerable children can disproportionately be impacted by things like bullying and abuse, without outwardly showing any signs. ?Communication barriers and difficulties in overcoming these barriers ?Seeing a disability first and abuse second. ?These additional challenges are addressed through a high level of pastoral care and our communication and interaction with our young people. These communication tools may include Makaton, communication in print and Colourful Semantics to ensure the child's voice is heard despite their additional needs Lesbian, Gay, Bisexual and Transgender (LGBT) At Witham Prospect school we aim to provide an inclusive environment in which LGBT students and staff are valued and respected, promote understanding of and support the needs of LGBT pupils and staff, normalise LGBT awareness and issues through the provision of an inclusive curriculum, monitor and tackle homophobic, biphobic and transphobic (HBT) language and bullying. In order to achieve these aims the school will ensure policies and practices are inclusive and supportive of LGBT people, and explicitly state that HBT language and bullying are unacceptable.Provide training to staff in supporting LGBT students, developing an LGBT-inclusive curriculum and tackling HBT language and bullying. Provide support structures and information/resources to LGBT students on LGBT issues and support services.Provide students with LGBT-inclusive Sex and Relationship Education, opportunities to discuss gender identity and sexuality, and including LGBT people and themes in the individual consultations and wider curriculum where relevant. Provide multiple ways for students to report HBT language and bullying, monitoring (including through staff and student surveys) and recording HBT language. COVID-19 Pupils may be experiencing a variety of emotions in response to the coronavirus (COVID-19) outbreak, such as anxiety, stress or low mood. This may particularly be the case for vulnerable children, including those with a social worker and young carers. It is important to contextualise these feelings as normal responses to an abnormal situation. Some may need support to re-adjust to school, others may have enjoyed being at home and be reluctant to return, a few may be showing signs of more severe anxiety or depression. Witham Prospect school will provide more focused pastoral support where issues are identified that individual pupils may need help with, drawing on external support where necessary and possible. We will also consider support needs of particular groups they are already aware need additional help (for example, children in need), and any groups they identify as newly vulnerable on their return to school. Where there is a concern a child is in need or suffering or likely to suffer from harm, the school (generally led by the designated safeguarding lead or deputy) should follow our child protection policy and part 1 of the statutory safeguarding guidance keeping children safe in education and consider any referral to statutory services (and the police) as appropriate. For individuals or groups of self-isolating pupils, remote education plans should be in place. These should meet the same expectations as those for any pupils who cannot yet attend school at all due to coronavirus (COVID-19). For further information in relation to our remote support, please refer to Witham Prospect School COVID-19 Policy and Procedures. TrainingIn accordance with Keeping Children Safe in Education (Statutory Guidance for Schools and Colleges) latest version. The designated safeguarding lead (and deputy) will undergo county designated safeguarding lead training when initially appointed, and then once every two years as part of their ongoing refresher training. The designated safeguarding lead (education) will undertake ‘Prevent’ awareness training.In addition to the above DSL and DDSL will update and refresh their knowledge and skills by accessing LSCP “Virtual College” e-learning platform, accessing e-bulletins and government guidance, meet with other designated safeguarding leads and read around developments in safeguarding.All newly appointed staff will undergo safeguarding and child protection training, including online, as part of their induction and all staff will have annual safeguarding awareness refresher training. All staff are required to undertake the LSCP 5 year safeguarding children training pathway (groups pursuant to their role) which is logged by the training department. All staff are given and required to read the latest version of Keeping Children Safe in Education (Statutory Guidance for Schools and Colleges) Part 1: Information for all school and college staff.As part of the induction process and then on-going safeguarding awareness staff are expected to read, digest and follow various related safeguarding policies and procedures (as directed). It is a requirement for all staff to read this safeguarding (child protection) policy and the related policies of: (list not exhaustive)Staff code of conductAnti-bullying policy.Behaviour policy.Whistleblowing policy.Missing children and children missing from education policy.E- Safety policy.GDPR PolicyCOVID-19 PolicySafer Recruitment PolicyStaff are required to familiarise themselves with and be able to identify the designated safeguarding lead for education and residential care (and their deputies). Posters of the DSL and DDSL are displayed within all classrooms, in main reception as well as on the Safeguarding Board which can be located in the staff room.All staff and volunteers will receive appropriate training annually, or sooner if required, to ensure that the school’s safeguarding policy and associated procedures are followed consistently. This training will be delivered face-to-face as well as through our online training portal. Staff arriving mid-period will receive training as part of their induction. The school’s Designated Safeguarding Lead (DSL) with responsibility for child protection, undertakes appropriate child safeguarding training and inter–agency working training (provided by the Lincolnshire Safeguarding Children Partnership) The DSL and any deputies will undergo training to provide them with the knowledge and skills required to carry out the role. The training should be updated every two years.In addition to their formal training, their knowledge and skills will be updated (for example, via the weekly safeguarding bulletin uploaded on Perspective Light, meeting other DSL’s, or taking time to read and digest safeguarding developments), at regular intervals, but at least annually, to keep up with any developments relevant to their role. The Headteacher and all other school staff, including non-teaching staff and school care staff, will receive appropriate safeguarding and child protection training which is regularly updated and follow the LSCP 6 year training pathway. In addition, all staff members will receive safeguarding and child protection updates (for example, via e-mail, e-bulletins and staff meetings), as required, but at least annually, to provide them with relevant skills and knowledge to safeguard children effectively. Witham Prospect School accesses training from LSCP Online training as well as LCC Safeguarding in School's Training Packages. All staff (including temporary staff and volunteers) are provided with the school’s Child Protection and Safeguarding Policy and informed of school’s child protection arrangements on induction. Support, Advice and Guidance for Staff Staff will be supported by the Directors, Witham Prospect School, Longboat Special Education Ltd, the Local Authority and professional associations. Designated Safeguarding Leads will seek advice about safeguarding concerns from Lincolnshire Customer Services on 01522 782111. The LCC Safeguarding and Education Welfare Supervisor for Education Settings Ruth Fox is available on 01522 554695 or safeguardinginschool@.uk for non-urgent safeguarding advice about training, policy, audit etc. Safeguarding on site Visitors to the school will be asked to sign in on arrival each time they visit the site. It will be mandatory for visitors to wear a visitor badge to highlight their status within the school. Visitors are only able to be unsupervised if the relevant safeguarding checks have been carried out. Visitors who require supervision will not be left alone on site nor left unsupervised with any child or young person. If a visitor fails to wear their visitor badge they will be promptly reminded and asked to display it at all times. If a visitor persistently fails to wear their visitor badge, they will be asked to leave the premises. Preventing unsuitable people from working with children Witham Prospect School will operate safer recruitment practices including ensuring appropriate DBS and reference checks are undertaken according to the government guidance ‘Keeping Children Safe in Education’ (2019) and the Local Authority’s Safer Employment Policy. Any allegation of abuse made against a member of staff will be reported straight away to the Headteacher. In cases where the Head Teacher is the subject of an allegation, it will be reported to the Director with responsibility for safeguarding. Under Section 75 of the Childcare Act, 2006 individuals are disqualified from childcare provision if they have committed certain specified offences. Staff may also be disqualified “by association” if they are living or working in the same household as a person who is disqualified. Staff should sign a self-declaration form to confirm that they are not “disqualified by association”. A record of self- declaration should be kept on SESN’s Single Central Record. (See the Safer Recruitment Policy where this is set out in greater detail). Concerns relating to a member of the school staff/volunteers or other person in a ‘Position of Trust’ If the concerns in any way involve a member of staff, the matter must be brought to the attention of the Headteacher immediately. They will act in accordance with procedures issued by the Local Authority Designated Officer (LADO). If the concern involves the Headteacher, the DSL will inform the Director with responsibility for safeguarding immediately and advice should be sought from the LADO. The appropriate referrer will liaise with the Local Authority Designated Officer (LADO) ensuring that all allegations are reported to the LADO within one working day. Following consultation with the LADO, the named person will advise on all further action to be taken. Please note that the Headteacher should not seek to interview the child/ren or members of staff involved until advice has been sought. Doing so may compromise any police interviews that may be necessary. ?The Sexual Offences (Amendment) Act 2000 established a criminal offence of the abuse of trust affecting teachers and others who are in a relationship of trust with any young person including 16-18 year olds. A relationship of trust is one where a teacher, member of education staff or volunteer is in a position of power or influence over a pupil or student by virtue of the work or nature of the activity being undertaken. ?The principle of equality embedded in the legislation applies irrespective of sexual orientation; neither heterosexual nor homosexual relationships are acceptable within a position of trust. Any concern raised by a parent, child or young person about a member of staff will be listened to and immediately referred to the Centre Manager. Witham Prospect School will ensure that any disciplinary proceedings against staff relating to child protection matters are concluded in full even when the member of staff is no longer employed by the school and that notification of any concerns is made to the relevant authorities and professional bodies and including in references where applicable. Staff who are the subject of an allegation have the right to have their case dealt with fairly, quickly, and consistently and to be kept informed of its progress. Suspension is not mandatory, nor is it automatic but, in some cases, staff may be suspended where this is deemed to be the best way to ensure that children are protected. Consideration must be given to the needs of the child and a recognition that a child may make an allegation against an innocent party because they are too afraid to name the real perpetrator. It is rare for a child to make an entirely false or malicious allegation, although misunderstanding and misinterpretations of events do happen. Witham Prospect School will ensure that all staff, paid and unpaid, are aware of the need for maintaining appropriate and professional boundaries in their relationships with pupils and parents/carers as advised within the Local Authority’s Code of Conduct. As part of the Induction process, all staff will receive guidance about how to create appropriate professional boundaries (in both the real and virtual world) with all children. The school pays full regard to DfE guidance ‘Keeping Children Safe in Education’ (updated January 2021).We ensure that all appropriate measures are applied in relation to everyone who works in the school who is likely to be perceived by the children as a safe and trustworthy adult including e.g. volunteers and staff employed by contractors. Safer recruitment practice includes scrutinising applicants, verifying identity academic and vocational qualifications, obtaining professional references, checking previous employment history and ensuring that a candidate has the health and physical capacity for the job. It also includes undertaking interviews and all relevant safer recruitment checks, e.g. Disclosure and Barring Service and right to work in the UK checks etc. In line with statutory changes, underpinned by regulations, the school will maintain a Single Central Record (SCR). This document will cover the following people: all staff (including supply staff, and teacher trainees on salaried routes) who work at the school all members of the proprietor body The information that must be recorded in respect of all staff members mentioned above is whether the following checks have been carried out or certificates obtained, and the date on which each check was completed/certificate obtained apply: an identity check; a barred list check; an enhanced Disclosure and Barring Service (DBS) check a prohibition from teaching check; a section 128 check (for management positions as set out in paragraph 99 for independent schools further checks on people who have lived or worked outside the UK: this would include recording checks for those European Economic Area (EEA) teacher sanctions and restrictions; a check of professional qualifications; and a check to establish the person’s right to work in the United Kingdom. For supply staff, the school will include whether written confirmation that the employment business supplying the member of supply staff has carried out the relevant checks and obtained the appropriate certificates, whether any enhanced DBS check certificate has been provided in respect of the member of supply staff and the date that confirmation was received. Where checks are carried out on volunteers, the school will record this on the single central record. Under no circumstances will a volunteer in respect of whom no checks have been obtained be left unsupervised or allowed to work in regulated activity with a child. The below names have undertaken Safer Recruitment in Education Training. One of the below will be involved in all staff and volunteer appointments and arrangements (including, where appropriate, contracted services). Karen Smith – Headteacher and DSL Gemma Collins – Director of care and named person with responsibility for safeguardingJo Stevens – Director of Children’s Services and DSLNicola Waqalevu – Director of OperationsVivienne Kinder – Executive DirectorSafer Working Practice Our school will comply with the current Guidance for Safer Working Practice for Adults who work with children and young people in education settings Safe working practice ensures that pupils are safe and that all staff: 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 or decisions made; apply the same professional standards regardless of gender, sexuality or disability comply and are aware of the confidentiality policy are aware that breaches of the law and other professional guidelines could result in criminal or disciplinary action being taken against them. Staff having concerns about another member of staff: Where an allegation is made against any person working in or on behalf of the school that he or she 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 would 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. This is to take account of situations where a person’s behaviour outside school may suggest ‘transferable risk’. For example, where a member of staff or volunteer is involved in an incident outside of school which did not involve children but could have an impact on their suitability to work with children’ Where staff members have concerns about the Headteacher, these will be reported to The Director with responsibility for safeguarding. Staff having concerns about safeguarding practices: All staff and volunteers should feel able to challenge and raise concerns about poor or unsafe practice and potential failures in the school’s safeguarding regime or concerns about other agencies by using the LSCP Professional Resolution and Escalation Protocol. Any such concerns will be taken seriously by the senior leadership team and others involved. Appropriate whistleblowing procedures, are in place within the school and can be read in further detail by accessing the separate school whistleblowing policy. Whistleblowing Procedure This is covered fully in the Whistleblowing Policy. In addition to Witham Prospect School’s policy all staff, volunteers and contractors should be aware of the NSPCC Whistleblowing Advice Line for Professionals (0800 028 0285). This number can be used for an incident that happened in the past, is happening now or is believed may happen in the future. Whilst we acknowledge such allegations, (as all others), may be false, malicious or misplaced, we also acknowledge they may be founded. It is, therefore, essential that all allegations are investigated properly and in line with agreed procedures. Initial action to be taken: The person who has received an allegation or witnessed an event will immediately inform the Headteacher and make a record In the event that an allegation is made against the Centre Manager the matter will be reported to the CEO who will proceed as the ‘head teacher’ The Headteacher will take steps, where necessary, to secure the immediate safety of children and any urgent medical needs The member of staff will not be approached at this stage unless it is necessary to address the immediate safety of children The Headteacher may need to clarify any information regarding the allegation; however no person will be interviewed at this stage. The Headteacher (or Director with responsibility for safeguarding if the allegation is about the Headteacher) will consult with the Local Authority Designated Officer via the LADO referral form immediately, in order to determine if it is appropriate for the allegation to be dealt with by school or whether there needs to be a multi-agency response to the matter. The needs of the child or children will remain at the centre of all action taken. With this in mind, any referral to the Local Authority Designated Officer should also be accompanied by consultation with Lincolnshire Customer Service Centre when appropriate. This is to establish from the outset whether the concerns identified meet the threshold for a Section 47 child protection investigation and/or the police in respect of any criminal investigation Consideration will be given throughout to the support and information needs of pupils, parents, staff and the employee the subject of the allegation. The Headteacher will inform The Board of Directors of any allegation against a member of school staff. If consideration needs to be given to the individual’s employment and immediate management of risk, advice will be sought from either Lincolnshire County Council HR or the HR advisor employed by the school. Allegations of Abuse Made Against Supply Teachers Where there is an allegation about a supply teacher whilst schools are not the employer of supply teachers, they should ensure allegations are dealt with properly. In no circumstances should a school decide to cease to use a supply teacher due to safeguarding concerns, without finding out the facts and liaising with the local authority designated officer (LADO) to determine a suitable outcome. The school will usually take the lead in any investigation because agencies do not have direct access to children or other school staff, so they will not be able to collect the facts when an allegation is made, nor do they have all the relevant information required by the LADO as part of the referral process. Body Map Guidance Body Maps should be used to document and illustrate visible signs of harm and physical injuries. Always use a black pen (never a pencil) and do not use correction fluid or any other eraser.Do not remove clothing for the purpose of the examination unless the injury site is freely available because of treatment. At no time should an individual teacher/member of staff take photographic evidence of any injuries or marks to a child’s person, the body map below should be used. Any concerns should be reported and recorded without delay to Customer Service Centre or the child’s social worker if already an open case to social care. When you notice an injury to a child, try to record the following information in respect of each mark identified e.g. red areas, swelling, bruising, cuts, lacerations and wounds, scalds and burns: Exact site of injury on the body, e.g. upper outer arm/left cheek. Size of injury - in appropriate centimetres or inches. Approximate shape of injury, e.g. round/square or straight line. Colour of injury - if more than one colour, say so. Is the skin broken? Is there any swelling at the site of the injury, or elsewhere? Is there a scab/any blistering/any bleeding? Is the injury clean or is there grit/fluff etc.? Is mobility restricted as a result of the injury? Does the site of the injury feel hot? Does the child feel hot? Does the child feel pain? Has the child’s body shape changed/are they holding themselves differently? Importantly the date and time of the recording must be stated as well as the name and designation of the person making the record. Add any further comments as required. Ensure First Aid is provided where required and then recorded appropriately. A copy of the body map should be kept on the child’s concern/confidential file. Teaching Children How to Keep SafeAt Witham Prospect School emphasis will be placed on how to educate and encourage young people to keep safe through considering how best to educate children about safeguarding issues, including online issues. The internet and the use of social media has become a major factor in the sexual exploitation and radicalisation of young people; we ensure that children are safe from inappropriate images, terrorist and extremist material when accessing the internet in education and in residential care, through appropriate levels of filtering, internet safety rules and e-safety education within the curriculum and in tutor time. In education pupils will be taught about safeguarding, (including online safety) as part of a broad and balanced curriculum. Relevant issues may be covered in citizenship, PSHE, Relationships and Sex Education, and Health Education; computing & communication; independence skills; health and wellbeing. Issues surrounding safeguarding will be raised in a sensitive manner and they will be taught in such a way as to take into account the level of understanding and stage of development of our pupils. In residential care issues around “keeping safe” will be reinforced as part of the 24 hour curriculum and addressed by staff in areas which focus on bullying, online safety, “stranger danger”, road safety, relationships and wellbeing (list not exhaustive). Below is an overview of other specific forms of abuse and safeguarding issues taken from Annex A: Keeping Children Safe in Education (Statutory Guidance for Schools and Colleges) latest version, which the designated safeguarding lead (and deputy) are familiar with (list not exhaustive). Where staff have concerns regarding any form of abuse and safeguarding issues then these concerns need to be raised with the designated safeguarding lead (or deputy). They will in turn refer to children’s social care, the police, relevant agencies or follow national guidelines.Child sexual exploitation (CSE) and Child Criminal Exploitation (CCE)Both CSE and CCE are forms of abuse and both occur where an individual or group takes advantage of an imbalance in power to coerce, manipulate or deceive a child into sexual or criminal activity. Whilst age may be the most obvious, this power imbalance can also be due to a range of other factors including gender, sexual identity, cognitive ability, physical strength, status, and access to economic or other resources. In some cases, the abuse will be in exchange for something the victim needs or wants and/or will be to the financial benefit or other advantage (such as increased status) of the perpetrator or facilitator. The abuse can be perpetrated by individuals or groups, males or females, and children or adults. The abuse 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. Victims can be exploited even when activity appears consensual and it should be noted exploitation, as well as being physical, can be facilitated and/or take place E is where an individual or group takes advantage of an imbalance of power to coerce, manipulate, control or deceive a young person into any criminal activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial or other advantage of the perpetrator or facilitator and/or (c) through violence or the threat of violence. The victim may have been criminally exploited even if the activity appears consensual. CCE does not always involve physical contact; it can occur through the use of technology. CCE can include children being forced to work in cannabis factories, being coerced into moving drugs or money across the country, forced to shoplift or pickpocket, or threaten other young people.Some of the following can be indicators of CCEChildren who appear with unexplained gifts or new possessions. Children who associate with other young people 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.Children who regularly miss school or education or do not take part in education.CSE is where an individual or group takes advantage of an imbalance of power to coerce, manipulate, control or deceive a young person into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial or other advantage of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact: it can also occur through the use of technology. CSE can affect any child or young person (male or female) under the age of 18 years, including 16 and 17 year olds who can legally consent to have sex. It can include both contact (penetrative and non-penetrative acts) and non-contact sexual activity and may occur without the child or young person’s immediate knowledge (e.g. through others copying videos or images they have created and posted on social media).Is typified by some form of power imbalance in favour of those perpetrating the abuse. Whilst age may be the most obvious, this power imbalance can also be due to a range of other factors including gender, sexual identity, cognitive ability, physical strength, status, and access to economic or other resources. The above CCE indicators can also be indicators of CSE, as can:Children who have older boyfriends or girlfriends.Children who suffer from sexually transmitted infections or become pregnant. Children missing from education, especially 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 child criminal exploitation. It may indicate 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 future. All staff are aware of our missing children, unauthorised absence and children missing from education policy and procedures.HBA: So-called ‘honour-based’ abuse (HBA) encompasses crimes which have been committed to protect or defend the honour of the family and/or the community, including FGM, forced marriage, and practices such as breast ironing. All forms of so called HBA are abuse and should be handled and escalated as such. If in any doubt, staff should speak to the designated safeguarding lead. FGM: FGM 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. 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 in England and Wales, 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. Information on when and how to make a report can be found at Mandatory reporting of female genital mutilation procedural information. Teachers must personally report to the police cases where they discover that an act of FGM appears to have been carried out. Unless the teacher has a good reason not to, they should also still consider and discuss any such case with the school’s designated safeguarding leadand involve children’s social care as appropriate. The duty does not apply in relation to at risk or suspected cases (i.e. where the teacher does not discover that an act of FGM appears to have been carried out, either through disclosure by the victim or visual evidence) or incases where the woman is 18 or over. In these cases, teachers should follow local safeguarding procedures. The following is a useful summary of the FGM mandatory reporting duty: FGM Fact Sheet.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 communities use religion and culture as a way to coerce a person into marriage. Schools and colleges can play an important role in safeguarding children from forced marriage.The Forced Marriage Unit has published Multi-agency guidelines, with pages 32-36 focusing 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@.uk.Preventing radicalisation: Children are vulnerable to extremist ideology and radicalisation. Similar to protecting children from other forms of harms and abuse, protecting children from this risk should be a part of a schools’ safeguarding approach.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.There is no single way of identifying whether a child 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) and settings (such as the internet).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 referral to the Channel programme. The Prevent duty: All schools and colleges are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015 (the CTSA 2015), in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty.The Prevent duty should be seen as part of schools’ and colleges’ wider safeguarding obligations. Designated safeguarding leads and other senior leaders should familiarise themselves with the revised Prevent duty guidance: for England and Wales, especially paragraphs 57-76, which are specifically concerned with schools (and also covers childcare). The guidance is set out in terms of four general themes: Risk assessment, working in partnership, staff training, and IT policies. Additional support: The department has published advice for schools on the Prevent duty. The advice is intended to complement the Prevent guidance and signposts other sources of advice and support. Educate Against Hate, is a website launched by the Her Majesty’s Government has been developed to support and equip school and college leaders, teachers, and parents with information, tools and resources (including on the promotion of fundamental British values) to help recognise and address extremism and radicalisation in young people. The platform provides information on and access to training resources for teachers, staff and school and college leaders, some of which are free such as Prevent e-learning, via the Prevent Training catalogue. Channel is a programme which focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism. It provides a mechanism for schools to make referrals if they are concerned that an individual might be vulnerable to radicalisation. An individual’s engagement with the programme is entirely voluntary at all stages. Guidance on Channel is available at: Channel guidance, and a Channel awareness e-learning programme is available for staff at: Channel General Awareness. The school’s designated safeguarding lead (and deputy) are aware of local procedures for making a Channel referral. As a Channel partner, the school may be asked to attend a Channel panel to discuss the individual referred to determine whether they are vulnerable to being drawn into terrorism and consider the appropriate support required.Serious Violent Crime: Staff need also to be aware of the indicators that children may be at risk from, or are involved in, serious violent crime. These indicators may include: Increased absence from school.Changing friendships, or relationships with older individuals or groups.Significant decline in performance.Signs of self-harm, assault or significant change in well-being.Unexplained gifts or new possessions.County Lines: Criminal exploitation of children is a geographically widespread form of harm that is a typical feature of county lines criminal activity: drug networks or gangs groom and exploit children and young people to carry drugs and money from urban areas to suburban and rural areas, market and seaside towns. 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. Children can be targeted and recruited into county lines in a number of locations including schools, further and higher educational institutions, pupil referral units, special educational needs schools, children’s homes and care homes. Children are often recruited to move drugs and money between locations and are known to be exposed to techniques such as ‘plugging’, where drugs are concealed internally to avoid detection. Children can easily become trapped by this type of exploitation as county lines gangs create drug debts and can threaten serious violence and kidnap towards victims (and their families) if they attempt to leave the county lines network.Key to identifying potential involvement in county lines are missing episodes from home and/or school, when the victim may have been trafficked for the purpose of transporting drugs and a referral to the National Referral Mechanism should be considered (national crime agency human-trafficking). If a child is suspected to be at risk of or involved in county lines, a safeguarding referral should be considered alongside other professional services of support.Domestic abuse: 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. Exposure to 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.The cross-government definition of domestic violence and abuse 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 or family members regardless of gender or sexuality. The abuse can encompass, but is not limited to: psychological; physical; sexual; financial; and emotional.Domestic Abuse help and support: refuge runs the National Domestic Abuse Helpline, which can be called free of charge and in confidence, 24 hours a day on 0808 2000 247. Its website provides guidance and support for potential victims, as well as those who are worried about friends and loved ones.Additional advice can be found through: NSPCC UK domestic abuse signs symptoms effects.Refuge what is domestic violence/effects of domestic violence on children.ReferralAnyone who has concerns about a child’s welfare can make a referral to the local authority children’s social care and/or the police (central referral unit) and should do so immediately if there is a concern that the child is suffering significant harm or likely to do so.PROCEDURE TO FOLLOW WHEN A PUPIL MAKES A DISCLOSURESTAY CALM and do not show that you are shocked or upset.LISTEN to what the pupil has to say and take them seriously; allow them time to talk freely; reassure the pupil but advise them that you cannot promise confidentiality as it may be likely that a concern will have to be shared with someone – explain what will happen next. If there is a requirement for immediate medical intervention, assistance should be called for.RECORD in detail and in the pupil’s own words the circumstances and timings of the disclosure, including the nature and extent of any injuries, explanations given by the pupil and the action taken (which may be used in any subsequent court proceedings), as soon as possible but at the latest within 24 hours of the disclosure. Original notes are to be kept in whatever form. If a member of staff records details after a disclosure has been made by a pupil then such recordings are to be made on a “Safeguarding Concern Form” (Appendix A).YOU MUST NOT INVESTIGATE THE INCIDENT, ASK LEADING QUESTIONS, OR REPEATEDLY QUESTION/ASK THE PUPIL TO REPEAT THE DISCLOSURE OVER AND OVER OR MAKE ASSUMPTIONS OR OFFER ALTERNATIVE EXPLANATIONS. ONLY RECORD THE FACTS AS THE PUPIL PRESENTS THEM, NOT YOUR PERSONAL OPINION.DO NOT PROMISE CONFIDENTIALITY.DO NOT APPROACH/INFORM THE ALLEGED ABUSERREPORT all suspicions, concerns, instances and allegations of actual or suspected child abuse or neglect immediately or as soon as possible to the designated safeguarding lead (or deputy). SIGN AND DATE the write up and pass it to the designated safeguarding lead (or deputy) as soon as possible.DESIGNATED SAFEGUARDING LEAD (and deputy) PROCEDURAL STEPSOnce a safeguarding concern has been passed to the designated safeguarding lead (or deputy) by a member of staff or volunteer and there is concern that a child is suffering, or is likely to suffer from harm, it is important that a referral to children’s social care (and if appropriate the police) is made immediately.Customer Service Centre (CSC) is the point of contact for all referrals to Children’s Social CareReferrals to the Police should be via the Central Referral Unit.Lincolnshire Children’s Social Care Customer Service Centre 01522 782 111.Out of hours Emergency Duty Team 01522 782 333.Lincolnshire Police Central Referral Unit on 01522 532 222 or 999.Where there are concerns that a child is suffering, or may be likely to suffer significant harm they (CSC) will pass the referral to Children’s Social Care or the Central Referral Unit of Lincolnshire Police.Begin a case file for the referral, which will hold records of communications and actions with children’s social care, the police and other agencies (Appendix B).Have information to hand on the pupil’s needs, including developmental and capacity of the of the family/carers to meet these needs.Key information – name, address, date of birth for the pupil and other children and adults in the family.The nature of the concern - how, when, why concern arose.Share information responsibly and confidentially with those who need to know.Follow up the referral in writing within 24 hours, repeating all relevant information and agreed actions.Where a referral does not justify further action monitor the situation, if further concerns arise refer to either Children’s Social Care or the Central Referral Unit of Lincolnshire Police.Children’s Social Care should decide on the next course of action within 24 hoursMedical AttentionIf urgent medical attention is required, the pupil will need to be taken to hospital (normally by calling an ambulance) and accompanied by a member(s) of staff. Parents/carers must be informed that the pupil has been taken to hospital (unless otherwise advised against by children’s social care or the police)Parental/carer and social worker (placing authority) contact once the initial facts surrounding a referral have been established the designated safeguarding lead (or deputy) is to contact the parents/carers and placing authority’s social worker (if appropriate) of the pupil, unless specifically told not to by children’s social care or the police. Thereafter continue to keep them up to date with the referral.Pupil’s DeathIn the event of a death of a pupil the Director of Education, Director of Children’s Services or a Senior Director must notify the Lincolnshire Child Death Overview Panel (CDOP), OFSTED and the DFE. A decision will be taken by the senior leadership team as to who will inform the parents/carers so that sensitivity and support is paramount. For the purposes of this and related safeguarding policies, where the phrase children or children and young people is used the reader should assume that this incorporates pupils over the age of 18 who are technically adults. The internal procedures for staff to follow remain the same regardless of whether they are reporting concerns for children, young people or vulnerable adults. The designated safeguarding lead would make their referral to LSCP or LSAB as appropriate.The designated safeguarding leads for the school are expected to maintain their training in both section 42- safeguarding adults enquiries and section 47- child protection enquiries.All safeguarding issues for pupils of this school should therefore be dealt with using this policyAppendix A: Staff Safeguarding Concern FormThis form is to be placed in the confidential Safeguarding Child Protection folder, which is to be kept locked away.Staff member reporting concern:Date of Concern/disclosure:Time of concern/disclosure:Pupil(s) reportingconcern:1.2.3.Concern/disclosure write up: (continue overleaf)Location of disclosure to staff e.g. classroom, sensory play, off-site:This concern form handed to:(DSL/DDSL or if not availablemost senior staff on site)Date:Time:Staff signature:Outcome:Safeguarding/child protection follow upNo action:Appendix B: Safeguarding Concern Referral FormWitham Prospect School and Lincolnshire Children’s Social CareConsultation and Advice Form/TranscriptReferrerDate: ReferralPhone/EmailOrganisationWitham Prospect SchoolName of Alleged StaffGenderJob Role/TitleDate of AllegationDetails of Incident or ConcernAdditional InformationAdvice/Outcome given by Lincs Social CareThis form is to be placed in the confidential Safeguarding Child Protection folder, which is to be kept locked away. ................
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