POLICY FOR SAFEGUARDING CHILDREN

‘The curriculum needs to be delivered in a school with an ethos which empowers children; a school which allows them to voice ideas, feelings and opinions, treats them with respect, values their contribution and lets parents make a contribution to the educational process.

’From ‘Responding to Child Abuse’

This document has been produced to provide practical guidance in promoting and safeguarding the well being of children and young people.

‘Every Child Matters’

It is recognised that teachers and other adults in a position of trust, play an important role in identifying potential cases of child abuse.  It is also important that all relevant agencies involved in child abuse cooperate together for the benefit of the child.  All schools have a designated teacher for child protection, who liaises with Children and Family Services departments and with teachers in school.  For this procedure to work, it relies on the skills and expertise of every class teacher and adult within school to recognise or report concerns. All adults working with children and young people have a responsibility to safeguard their welfare and best interests.

At Broadstone Middle School, the Headteacher and Assistant Headteacher are the designated persons for child protection.  The Deputy Headteacher, Year Heads, SENCO, Pastoral Support Worker and HLTA also know the procedures.  This team have or will have received appropriate training.  All staff have total commitment to safeguarding children and young people.  They raise children’s awareness about themselves through Personal, Social, Health Education and Citizenship, developing a trusting climate so that children feel able to talk and share their thoughts and feelings.

Broadstone Middle has a policy of partnership between home and school, but with child abuse, or suspicion of child abuse, our first and only responsibility is to the child.  This may mean that parents are not informed or consulted in some instances.  We may not be able to prevent child abuse, but following safeguarding procedures, we have a duty of care to protect all our children and young people.  This is our first and only responsibility.

All teachers make sure, through their care of children, to try to ensure that children keep safe, remain healthy and are able to say “NO”.  Suspected cases are reported, procedures adhered to and subsequent actions are left to the appropriate agencies.  We also care for children who have been abused and understand their problems.  Agencies collaborate to safeguard children and young people according to the requirements of current government guidance.

Aims

By following child safeguarding procedures we:

• care for the child
• care for our school
• care for the community we serve
• respond to the guidelines and procedures of other agencies including those of the English Schools FA to which we are affiliated.

Guidelines

In reporting concern or suspicion, all adults in school must follow the following procedures.  The Designated Teachers will then follow the Borough of Poole Child Protection Procedures 2006.

Reasons for Following Procedures

• It protects the child to the best of our ability
• It avoids delay
• It provides consistency
• It protects all staff
• It ensures that, if further action is taken by another agency, then the school has followed the safeguarding procedures

Staff are in contact with children all day and are in a position to detect possible abuse.  They must not think that by voicing concern they are necessarily starting procedures.  The criteria should be that they have ‘reasonable suspicion’ and under the Children Act, 1989, this definition has been extended to include ‘or may suffer in future’.

If a child discloses abuse or staff are suspicious, there are three things to do:

• Report immediately to the Headteacher or Assistant Headteacher
• Do not speak to the parents
• Do not promise the child that it will be kept a secret

It is very important in these cases that prompt and correct procedures are followed under the borough’s Protection Procedures.

The reporting teacher will be told of any further action taken i.e. Children and Family Services referral, monitor etc.  If the reported case is taken up and investigated by an external agency, then any meetings, case conferences or action taken will be followed through and the teacher concerned informed.

Staff have an important role in hearing what children have to say.  The school can provide a neutral place where the child feels it is safe to talk.  Sensitivity to the disclosure is vital.  Staff must listen carefully to what the child is saying, treat it seriously, and value what they say.

Children may feel they will not be believed, or that they will be punished.  Staff will need to say that whatever has happened is not their fault.  Fear of the consequences of telling is very common.  It can be very tempting to offer a promise of confidentiality to the child.  This is not realistic.  The child needs to hear the truth about what will happen, together with a commitment to support the child.  It is crucial not to ask leading questions.  Our role is to enable the child to speak and then know what to do next.

A list of children causing concern is kept in the Headteacher’s office.  This includes all children, who, for whatever reason, need to be monitored.  Staff are kept informed of any child in their class who is on this register.  Teachers must inform the Headteacher of any changes/additions so that this list can be kept up to date.

In the unlikely event of the Headteacher or Assistant Headteacher not being available to deal with an emergency involving Child Safeguarding issues the teacher must speak to their key stage leader who will deal with the matter.  This would only occur in extreme circumstances.

Signs and Symptoms

This is intended as a guide.  Please remember that the presence of one or more factors does not necessarily give proof that child abuse has occurred.  It may, however, indicate that investigation should take place.

• Unexplained delay in seeking treatment which is needed
• Incompatible explanations
• Constant minor injuries
• Unexplained bruising:

-          Bruise marks in or around the mouth

-          Black eyes, especially if both eyes are black and there are no marks to forehead or nose

-          Grasp marks

-          Finger marks

-          Bruising of the ears

-          Linear bruising (particularly buttocks or back)

-          Differing age bruising

• Bite marks
• Burns and scalds
• Cigarette burns
• General physical disability
• Unresponsiveness in the child
• Soiling and wetting
• Change in behaviour patterns
• ‘Frozen’ look
• Attention seeking
• Apprehension
• Antisocial behaviour
• Unkempt appearance
• Sexually precocious behaviour
• Sexualised drawings and play
• Sudden poor performance in school
• Poor self-esteem
• Self-mutilation
• Withdrawal
• Running away
• Reluctance to return home after school
• Resistance to school medicals
• Difficulty in forming relationships
• Confusing affectionate displays
• Poor attendance – repeated infections etc.                                       

June 2010