TREDWORTH JUNIOR SCHOOL
|Approved by:||Full Governing Body (to be ratified)|
|Last reviewed on:||06 October 2022|
|Next review due by:||September 2023|
Head teacher - Mr Andrew Darby
Chair of Governors – Mrs Anna Habasinska
Safeguarding Governor – Dennis Grant
Designated Safeguarding Lead – Paul Reedman
Deputy Designated Safeguarding Leads – Hannah Cox and William Greenwood
Governor for Children in Care – Dennis Grant
Designated teacher for Children in Care – Victoria Brunsdon
Safer Recruitment Accredited Governors – Anna Habasinska and Dennis Grant
Safer Recruitment Accredited staff – Andrew Darby, Paul Reedman and
This policy has been written in line with the following legislation and guidance:
- Keeping Children Safe in Education (2022), Department for Education issued under Section 175, Education Act 2002, the Education (Independent School Standards) (England) Regulations 2010 as amended by SI 2012/2962 and the Education (Non-Maintained Special Schools) (England) Regulations 2011
- Working Together To Safeguard Children 2018
- Gloucestershire Safeguarding Children Board Child Protection (and South West) Procedures
- Ofsted 2018 Safeguarding Inspection Framework
At Tredworth Junior School, the governors and staff fully recognise the contribution the school makes to safeguarding children. We recognise that the safety and protection of all pupils is of paramount importance and that all staff, including volunteers, have a full and active part to play in protecting pupils from harm.
We believe that the school should provide a caring, positive, safe and stimulating environment which promotes all pupils’ social, physical, emotional and moral development. When concerned about the welfare of a child, staff members always act in the interests of the child.
Ultimately, effective safeguarding of children can only be achieved by putting children at the centre of the system, and by every individual and agency playing their full part, working together to meet the needs of our most vulnerable children.
In line with: Working Together to Safeguard Children 2018 and Keeping Children Safe in Education (2022).
To ensure that we at Tredworth Junior School practice safe recruitment in line with Government guidance by using at least one NCSL accredited recruiter on all interview panels and checking the suitability of staff and volunteers to work with children and ensuring any unsuitable behaviour is reported and managed using the Allegations Management procedures.
- Raise awareness of child protection issues and equip the children with the skills they need to keep them safe.
- Develop and implement procedures for identifying and reporting cases, or suspected cases of abuse by referring to the Children’s Helpdesk.
- Support pupils who have been abused in accordance with their agreed child protection plan.
- Establish a safe and secure environment that the pupils can learn and develop.
We at Tredworth Junior School recognise that because of the day to day contact with children, issues are likely to be raised in school because of the amount of contact the staff have with the pupils and staff are trained to recognise any signs of abuse. The school therefore will:
- Maintain an environment where children feel safe and secure and are encouraged to talk and to be listened to.
- Ensure that pupils know that there are adults in school whom they can approach if they are worried.
- Include opportunities in the curriculum to develop the skills needed to keep themselves safe.
We at Tredworth Junior School will follow the procedures set out by the Gloucestershire Safeguarding Children partnership and take account of guidance issued by the Department for Children, Schools and Families to:
- Ensure we have a designated senior person for safeguarding (child protection) who has received appropriate training and support for this role and is part of the school’s senior leadership team.
- Ensure we have a nominated governor responsible for child protection who has received appropriate training.
- Ensure every member of staff (including temporary and supply staff and volunteers) and governing body knows the name of the designated senior person responsible for child protection and their role and have received a safeguarding induction within their first seven days of employment.
- Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated senior person responsible for child protection.
- Ensure that parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school prospectus.
- Notify the relevant social worker if there is an unexplained absence of more than two days of a pupil who has a Child Protection Plan.
- Develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance at child protection conferences and core groups.
- Keep written records of concerns about children, even where there is no need to refer the matter immediately.
- Ensure all records are kept securely.
- Develop and then follow procedures where an allegation is made against a member of staff or volunteer including supply or agency workers, contractors or governors.
- Ensure safe recruitment practices are always followed
- Ensure that all staff have read Part One of Keeping Children Safe in Education 2022
We at Tredworth Junior School recognise that children who are abused or witness violence may find it difficult to develop a sense of self-worth. They may feel helplessness, humiliation and some sense of blame. The school may be the only stable, secure and predictable element in the lives of children at risk. When at school their behaviour may be challenging and defiant or they may be withdrawn. The school will endeavour to support the pupil through:
- The content of the curriculum.
- The school ethos which promotes a positive, supportive and secure environment and gives pupils a sense of being valued.
- The school behaviour policy which is aimed at supporting vulnerable pupils in the school.
- Ensuring that the pupil knows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred.
- Liaison with other agencies that support the pupil such as Social Care, Child and Adult Mental Health Service, Education Welfare Service and Educational Psychology Service.
- Ensuring that, where a pupil who has a child protection plan leaves, their information is transferred to the new school immediately and that the child's social worker is informed.
We recognise the importance of safeguarding children from potentially harmful and inappropriate online material, and we understand that technology is a significant component in many safeguarding and wellbeing issues.
To address this, our school aims to:
- Have robust processes in place to ensure the online safety of pupils, staff, volunteers and governors
- Protect and educate the whole school community in its safe and responsible use of technology, including mobile and smart technology (which we refer to as 'mobile phones')
- Set clear guidelines for the use of mobile phones for the whole school community
- Establish clear mechanisms to identify, intervene in and escalate any incidents or concerns, where appropriate
The 4 key categories of risk
Our approach to online safety is based on addressing the following categories of risk:
- Content - being exposed to illegal, inappropriate or harmful content, such as pornography, fake news, racism, misogyny, self-harm, suicide, anti-Semitism, radicalisation and extremism
- Contact - being subjected to harmful online interaction with other users, such as peer-to-peer pressure, commercial advertising and adults posing as children or young adults with the intention to groom or exploit them for sexual, criminal, financial or other purposes
- Conduct - personal online behaviour that increases the likelihood of, or causes, harm, such as making, sending and receiving explicit images (e.g. consensual and non-consensual sharing of nudes and semi-nudes and / or pornography), sharing other explicit images and online bullying; and
- Commerce - risks such as online gambling, inappropriate advertising, phishing and / or financial scams
To meet our aims and address the risks above we will:
- Educate pupils about online safety as part of our curriculum. For example:
- The safe use of social media, the internet and technology
- Keeping personal information private
- How to recognise unacceptable behaviour online
- How to report any incidents of cyber-bullying, ensuring pupils are encouraged to do so, including where they are a witness rather than a victim
- Train staff, as part of their induction, on safe internet use and online safeguarding issues including cyber-bullying and the risks of online radicalisation. All staff members will receive refresher training a least once each academic year.
- Educate parents/carers about online safety via our website, communications sent directly to them and during parents' evenings. We will also share clear procedures with them so they know how to raise concerns about online safety
- Make sure staff are aware of any restrictions placed on them with regards to the use of their mobile phone and cameras, for example that:
- Staff are allowed to bring their personal phones to school for their own use, but will limit such use to non-contact time when pupils are not present
- Staff will not take pictures or recordings of pupils on their personal phones or cameras
- Make all pupils, parents/carers, staff, volunteers and governors aware that they are expected to sign an agreement regarding the acceptable use of the internet in school, use of the school's ICT systems and use of their mobile and smart technology
- Explain the sanctions we will use if a pupil is in breach of our policies on the acceptable use of the internet and mobile phones
- Make sure all staff, pupils and parents/carers are aware that staff have the power to search pupils' phones, as set out in the DfE's guidance on searching, screening and confiscation
- Put in place robust filtering and monitoring systems to limit children's exposure to the 4 key categories of risk (described above) from the school's IT systems
- Carry out an annual review of our approach to online safety, supported by an annual risk assessment that considers and reflects the risks faced by our school community
This section summarises our approach to online safety and mobile phone use. For comprehensive details about our school's policy on online safety and the use of mobile phones, please refer to our online safety policy, which you can find on our website.
Allegations of abuse made against other pupils
We recognise that children are capable of abusing their peers. Abuse will never be tolerated or passed off as "banter", "just having a laugh" or "part of growing up", as this can lead to a culture of unacceptable behaviours and an unsafe environment for pupils.
We also recognise the gendered nature of child-on-child abuse. However, all child-on-child abuse is unacceptable and will be taken seriously.
Most cases of pupils hurting other pupils will be dealt with under our school's behaviour policy, but this child protection and safeguarding policy will apply to any allegations that raise safeguarding concerns. This might include where the alleged behaviour:
- Is serious, and potentially a criminal offence
- Could put pupils in the school at risk
- Is violent
- Involves pupils being forced to use drugs or alcohol
- Involves sexual exploitation, sexual abuse or sexual harassment, such as indecent exposure, sexual assault, upskirting or sexually inappropriate pictures or videos (including the sharing of nudes and semi-nudes)
Procedures for dealing with allegations of child-on-child abuse
If a pupil makes an allegation of abuse against another pupil:
- You must record the allegation and tell the DSL, but do not investigate it
- The DSL will contact the local authority children's social care team and follow its advice, as well as the police if the allegation involves a potential criminal offence
- The DSL will put a risk assessment and support plan into place for all children involved (including the victim(s), the child(ren) against whom the allegation has been made and any others affected) with a named person they can talk to if needed
- The DSL will contact the children and adolescent mental health services (CAMHS), if appropriate
Creating a supportive environment in school and minimising the risk of child-on-child abuse
We recognise the importance of taking proactive action to minimise the risk of child-on-child abuse, and of creating a supportive environment where victims feel confident in reporting incidents.
To achieve this, we will:
- Challenge any form of derogatory or sexualised language or inappropriate behaviour between peers, including requesting or sending sexual images
- Ensure our curriculum helps to educate pupils about appropriate behaviour and consent
- Ensure pupils are able to easily and confidently report abuse using our reporting systems
- Ensure staff reassure victims that they are being taken seriously
- Ensure staff are trained to understand:
- How to recognise the indicators and signs of child-on-child abuse, and know how to identify it and respond to reports
- That even if there are no reports of child-on-child abuse at school, it does not mean it is not happening - staff should maintain an attitude of "it could happen here"
- That if they have any concerns about a child's welfare, they should act on them immediately rather than wait to be told, and that victims may not always make a direct report. For example:
- Children can show signs or act in ways they hope adults will notice and react to
- A friend may make a report
- A member of staff may overhear a conversation
- A child's behaviour might indicate that something is wrong
- That certain children may face additional barriers to telling someone because of their vulnerability, disability, gender, ethnicity and/or sexual orientation
- That a pupil harming a peer could be a sign that the child is being abused themselves, and that this would fall under the scope of this policy
- The important role they have to play in preventing child-on-child abuse and responding where they believe a child may be at risk from it
- That they should speak to the DSL if they have any concerns
Pupils with special educational needs, disabilities or health issues
We recognise that pupils with special educational needs (SEN) or disabilities or certain health conditions can face additional safeguarding challenges. Additional barriers can exist when recognising abuse and neglect in this group, including:
- Assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child's condition without further exploration
- Pupils being more prone to peer group isolation or bullying (including prejudice-based bullying) than other pupils
- The potential for pupils with SEN, disabilities or certain health conditions being disproportionally impacted by behaviours such as bullying, without outwardly showing any signs
- Communication barriers and difficulties in managing or reporting these changes
We offer extra pastoral support for these pupils.
Types of abuse and neglect
Abuse is a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults or another child or children. At Tredworth Junior School, where safeguarding is concerned, we maintain the view that “It could happen here”.
The four categories of abuse are:
Physical abuse: a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.
Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to 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 cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.
Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. 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). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
Neglect: 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.
Signs and indicators of abuse
Safeguarding and promoting the welfare of children is everyone’s responsibility. All staff that come into contact with children and their families and carers has a role to play in safeguarding children. In order to fulfil this responsibility effectively, all professionals should make sure their approach is child-centred. This means that they should consider, at all times, what is in the best interests of the child.
Staff are well placed to recognise, often early on, the indicators that a child’s needs are not being met. Recognising and reporting concerns can sometimes mean that early intervention can prevent abuse from happening. Staff need to recognise when they are concerned about a child. Being able to recognise concerns, means being familiar with the indicators of abuse. Safeguarding staff have been trained in the use of the Gloucestershire Multi-Agency Child Neglect Kit and use this as a tool for assisting in the identification of child neglect.
Staff must respond to a concern about a child by passing the information to their
Designated Senior Lead (DSL) Mr Paul Reedman
Deputy DSLs Miss Hannah Cox, Mr William Greenwood without delay.
In their absence concerns should be reported to the Headteacher, Mr Andrew Darby. Staff must then make a written record of their concern as soon as possible and pass this to the DSL. (See Appendix A)
A child may be experiencing abuse if he or she is:
- frequently dirty, hungry or inadequately dressed
- left in unsafe situations or without medical attention
- constantly "put down", insulted, sworn at or humiliated
- seems afraid of parents or carers
- severely bruised or injured
- displays sexual behaviour which doesn't seem appropriate for their age
- growing up in a home where there is domestic violence
- living with parents or carers involved in serious drug or alcohol abuse.
- frequent unexplained absence from school
This list does not cover every possible indicator of child abuse. There may be other things in the child's behaviour or circumstances that are worrying. When there are any concerns about a child always follow Tredworth Junior School’s established safeguarding procedures. All staff share a responsibility to refer concerns to Children’s Social Care. Any person with concerns about a child may contact:
Gloucestershire Children’s Helpdesk on 01452 426565
In an emergency always call 999
Child-on-child abuse is when children abuse other children. This type of abuse can take place inside and outside of school and online.
Child-on-child abuse is most likely to include, but may not be limited to:
- Bullying (including cyber-bullying, prejudice-based and discriminatory bullying)
- Abuse in intimate personal relationships between peers
- Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm (this may include an online element which facilitates, threatens and/or encourages physical abuse)
- Sexual violence, such as rape, assault by penetration and sexual assault (this may include an online element which facilitates, threatens and/or encourages sexual violence)
- Sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be standalone or part of a broader pattern of abuse
- Causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party
- Consensual and non-consensual sharing of nudes and semi nude images and/or videos (also known as sexting or youth produced sexual imagery)
- Upskirting, which typically involves taking a picture under a person's clothing without their permission, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm
- Initiation/hazing type violence and rituals (this could include activities involving harassment, abuse or humiliation used as a way of initiating a person into a group and may also include an online element)
Where children abuse their peers online, this can take the form of, for example, abusive, harassing, and misogynistic messages; the non-consensual sharing of indecent images, especially around chat groups; and the sharing of abusive images and pornography, to those who don't want to receive such content.
If staff have any concerns about child-on-child abuse, or a child makes a report to them, they will follow the procedures set out in this policy, as appropriate.
Sexual violence and sexual harassment between children in schools
Sexual violence band sexual harassment can occur:
- Between 2 children of any age and sex
- Through a group of children sexually assaulting or sexually harassing a single child or group of children
- online and face to face (both physically and verbally)
Sexual violence and sexual harassment exist on a continuum and may overlap.
Children who are victims of sexual violence and sexual harassment will likely find the experience stressful and distressing. This will, in all likelihood, adversely affect their educational attainment and will be exacerbated if the alleged perpetrator(s) attends the same school.
If a victim reports an incident, it is essential that staff make sure they are reassured that they are being taken seriously and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report.
Some groups are potentially more at risk. Evidence shows that girls, children with SEN and/or disabilities, and lesbian, gay, bisexual and transgender (LGBT) children are at greater risk.
Staff should be aware of the importance of:
- Challenging inappropriate behaviours
- Making clear that sexual violence and sexual harassment is not acceptable, will never be tolerated and is not an inevitable part of growing up
- Challenging physical behaviours (potentially criminal in nature), such as grabbing bottoms, breasts and genitalia, pulling down trousers, flicking bras and lifting up skirts. Dismissing or tolerating such behaviours risks normalising them.
Specific Safeguarding Issues (See Appendix B)
Tredworth Junior School recognises that there are specific safeguarding issues of which all staff need to be aware. These issues are discussed with staff through training sessions and as part of staff induction. A standing agenda item for safeguarding is part of every staff meeting and every Governing Body meeting. Expert and professional organisations can provide up-to-date guidance and practical support on specific safeguarding issues. Staff are aware that behaviours linked to the likes of drug taking, alcohol abuse, truanting and sexting put children in danger. Expert and professional organisations are best placed to provide up-to-date guidance and practical support on specific safeguarding issues. For example information for schools can be found on the TES, MindEd and the NSPCC websites. School and college staff can access government guidance as required on the issues listed below via GOV.UK and other government websites.
Prevent Duty and Channel Programme
Designated Senior Staff for child protection are aware of the issues around radicalisation. Staff and School Governors are aware of the Prevent Duty for Schools. Information can be found at the following website:
All staff are able to identify those children who may be vulnerable to radicalization and know what to do when they are identified.
Staff are aware of the Channel programme and school is building children’s resilience to radicalisation by promoting fundamental British values and enabling them to challenge extremist views. If a member of staff has a concern they know that they can follow school’s safeguarding procedures and discuss with the DSL. Staff may also contact the local police force or dial 101 (the non-emergency number) for advice.
Female Genital Mutilation (FGM)
Designated senior staff for child protection are aware of FGM and the Deputy DSL, Hannah Cox, has undertaken FGM training. Staff in the school are aware of the potential risks and key staff have undertaken the on-line FGM training:
Staff are aware of the signs that a child/young person may become subject to female genital mutilation i.e. talking about a journey/becoming a woman plus a planned extended holiday abroad and understand the current legislation around prevention orders and mandatory reporting. Staff know to report this before the female leaves the UK.
It is illegal for FGM to be practiced in the UK and it is illegal to remove a child from the UK for this purpose. On 31 October 2015, a mandatory duty for teachers to report known cases of female genital mutilation (FGM) came into force. Staff are aware of their legal responsibilities regarding the reporting of FGM.
Honour Based Violence, Forced Marriage, Gender-Based Violence/Violence Against Women And Girls (VAWAG)
Staff have received training and are aware of are aware of the warning signs to of regarding HBV, forced Marriage, gender-based Violence and VAWAG. Staff concerns should be reported to the DSL and normal safeguarding procedures would then be followed. School staff can contact the Forced Marriage Unit if they need advice or information. Contact: 020 7008 0151 or email: email@example.com. So-called ‘honour-based’ violence (HBV) encompasses crimes which have been committed to protect or defend the honour of the family and/or the community, including Female Genital Mutilation (FGM), forced marriage, and practices such as breast ironing. All forms of so called HBV are abuse (regardless of the motivation) and should be handled and escalated as such. If in any doubt staff should speak to the designated safeguarding lead. All staff need to be alert to the possibility of a child being at risk of HBV, or already having suffered HBV.
Child Sexual Exploitation (CSE)
Is a form of sexual abuse where children are sexually exploited for money, power or status. It can involve violent, humiliating and degrading sexual assaults. In some cases, young people are persuaded or forced into exchanging sexual activity for money, drugs, gifts, affection or status. Consent cannot be given, even where a child may believe they are voluntarily engaging in sexual activity with the person who is exploiting them. Child sexual exploitation does not always involve physical contact and can happen online. A significant number of children who are victims of sexual exploitation go missing from home, care and education at some point.
Some of the following signs may be indicators of sexual exploitation:
• Children who appear with unexplained gifts or new possessions;
• Children who associate with other young people involved in exploitation;
• Children who have older boyfriends or girlfriends;
• Children who suffer from sexually transmitted infections or become pregnant;
• Children who suffer from changes in emotional well-being;
• Children who misuse drugs and alcohol;
• Children who go missing for periods of time or regularly come home late; and
• Children who regularly miss school or education or do not take part in education.
If there were concerns about pupils at risk of CSE, school would use the CSE screening tool from the local authority website and take appropriate action.
The school has an effective Anti-Bullying Policy covering all types of bullying such as (homophobic, cyber, Lesbian, gay bi-sexual and transgender, racist, Gypsy, Roma and Traveller children etc.) that is owned, understood and implemented by all sections of the school. Any form of bullying is recorded and dealt with by the school and governing body and can be evidenced. This policy is reviewed annually by the key stake holders, approved by the Governing Body and available to the wider public on the school’s web site. Through the use of the Safeguarding PinK Curriculum school can evidence we have addressed issues in an age appropriate way.
Gloucestershire Encompass Commitment
As part of Tredworth Junior School’s commitment to keeping children safe we have signed up to implement the principles and aims of the Gloucestershire Encompass Model.
In signing up to Gloucestershire Encompass the Governing Body and Senior Leadership Team:
- Endorse the Gloucestershire Encompass Model and support the Key Adults in our school to fulfil the requirements of the Gloucestershire Encompass Protocol.
- Promote and implement Gloucestershire Encompass processes and use these in accordance with internal safeguarding children processes.
- Recognise the sensitive nature of the information provided and ensure that this is retained in accordance with the principles of data protection.
As we increasingly work online it is essential that children are safeguarded from potentially harmful and inappropriate online material. Filters and monitoring systems are in place in line with the local authority guidelines for Gloucestershire.
The school follows the guidance from the Local Authority Designated Safeguarding Lead Officer. We also are aware of the advice from Gloucestershire Constabulary, which supports the National Strategy for Policing children and Young People. School staff would follow the school’s procedures for Safeguarding should they become aware of a sexting incident.
The school has audited needs of staff and provided training to ensure knowledge of safe and appropriate use of new technology. School has communicated with parents to ensure they understand how to keep children safe at home. The school has worked with children to help them to understand how to manage risk. There is an age-related comprehensive curriculum for e-safety and that impact of this is measured.
Key members of staff have received Mental Health training. Pupils follow the PinK Curriculum with planned sessions covering areas of mental health. The school takes part in the on-line pupil survey which gives feedback on all areas of health and well-being.
Other Safeguarding Issues
Staff are given regular updates on all areas of safeguarding and know that further information regarding specific safeguarding issues can be found on the GSCB website: - children missing education; child missing from home or care; domestic violence; drugs; fabricated or induced illness; faith abuse; gangs and youth violence; hate; missing children and adults strategy; private fostering; relationship abuse; trafficking.
Established procedures at Tredworth Junior School (See Appendix A)
At Tredworth Junior School, staff work to create an ethos which helps children to feel safe and able to talk. Listening openly to children is at the heart of good safeguarding.
Designated Safeguarding Lead (DSL), Mr Paul Reedman, or Deputy Designated Safeguarding Leads (DDSL), Miss Hannah Cox, Mr William Greenwood.
If a child makes a disclosure or if a member of staff has a concern that a child is at risk of harm; they must discuss it with the DSL immediately. They must then complete a My Concern notification (see Appendix A) and hand it to the DSL or Deputy DSL without delay. The decision will be made about what action to take and whether a referral needs to be made to Gloucestershire Children and Families.
If a child makes a disclosure staff need to make sure that they:
- are approachable
- listen carefully, uncritically and at the child’s pace
- take what is said seriously
- clarify essential information
- reassure the child
- tell the child what will happen next
- tell the Designated Senior Lead without delay
- record using the school’s agreed format
If any member of staff, including volunteers, has a concern about the welfare of a child, who is not thought to be at immediate risk of harm, the concern must be recorded on the school's online safeguarding reporting portal - MYCONCERN. Volunteers and supply staff should use the safeguarding incident form, kept in classrooms, for all recording purposes and pass on to the DSL or DDSL for action.
Role of the DSL
Designated Safeguarding Lead (DSL), Mr Paul Reedman, Deputy Designated Safeguarding Leads (DDSL), Miss Hannah Cox, Mr William Greenwood and Mr Andrew Derby, the Head teacher have all completed the training for Designated Safeguarding Leads. The training is updated every two years in line with advice from the Local Safeguarding Children’s Board. The designated safeguarding lead takes lead responsibility for safeguarding and child protection and this is explicit in the job description.
Responsibilities of the Designated Safeguarding Lead
The Head teacher or equivalent has overall responsibility for all procedures within the school. Working with the Head teacher, the Designated Safeguarding Lead (DSL) has responsibility for the following procedure where abuse is suspected/disclosed.
Any member of staff who by virtue of a child’s behaviour or appearance becomes suspicious of abuse, or is told that abuse has taken place, should immediately inform the designated person within the educational setting.
If a child begins to talk about an abusive incident, s/he should be allowed to speak and be listened to carefully. Time should be taken to gain an understanding of what the child is trying to say. No promise of confidentiality should be made.
The designated person should briefly and accurately record the concern and the child’s comments in writing and then follow the process below (from GSCP Procedures). (See Appendix B)
Issues such as informing the parents, contacting the police and whether it’s safe for the child to return home, can be discussed at a strategy meeting following referral. It is good practice to inform parents that a referral has been made except in cases of serious physical abuse or child sexual abuse when to do so might put the child at greater risk of harm. In this situation parents should not be informed without taking further advice.
If there is an injury which requires immediate treatment the designated person should arrange this without delay, in whichever way seems appropriate.
Children in Care (Looked after Children)
The most common reason for children becoming looked after is as a result of abuse and/or neglect. All staff have the skills, knowledge and understanding necessary to keep children in care safe. The designated teacher is Mrs Victoria Brunsdon. She receives regular training and attends courses run by the Virtual School with whom school works closely. The role of the designated teacher is to promote the educational achievement of children who are in care. The governor with responsibility for children in care is Mr Dennis Grant.
Children are taught through PSHE about how to keep themselves safe from abuse and neglect. Resources from the Pink Curriculum and the NSPCC are used to ensure that children learn in a lively and interactive way about keeping themselves safe. Through the introduction of the NSPCC programme “Speak out. Stay Safe” all children learn how to:
- understand abuse in all its forms and recognise the signs of abuse
- know how to protect themselves from all forms of abuse
- know how to get help, and the sources of help available to them, including the Childline service.
Staff Allegation (see also Whistle Blowing Policy)
The safety and welfare of children is of the upmost priority at Tredworth Junior School. If a member of staff or any adult working with children is suspected of wrong doing, this must be reported to the
Head Teacher, Mr Andrew Darby at: firstname.lastname@example.org.
If the Head Teacher is suspected then this must be reported to the
Chair of Governors, Mrs Anna Habasinska at: email@example.com.
He will then inform the LADO, Nigel Hatten at firstname.lastname@example.org Tel: 01452 426994.
The Allegations Management procedures will then be followed.
Allegations that may meet the harms threshold
This section is based on ‘Section 1: Allegations that may meet the harms threshold’ in part 4 of Keeping Children Safe in Education.
This section applies to all cases in which it is alleged that a current member of staff, including a supply teacher, volunteer or contractor, has:
- Behaved in a way that has harmed a child, or may have harmed a child, and/or
- Possibly committed a criminal offence against or related to a child, and/or
- Behaved towards a child or children in a way that indicates they may pose a risk of harm to children, and/or
- Behaved or may have behaved in a way that indicates they may not be suitable to work with children – this includes behaviour taking place both inside and outside of school
If we’re in any doubt as to whether a concern meets the harm threshold, we will consult our local authority designated officer (LADO).
We will deal with any allegation of abuse quickly, in a fair and consistent way that provides effective child protection while also supporting the individual who is the subject of the allegation.
A ‘case manager’ will lead any investigation. This will be the headteacher, or the chair of governors where the headteacher is the subject of the allegation. The case manager will be identified at the earliest opportunity.
Our procedures for dealing with allegations will be applied with common sense and judgement.
Please see Appendix C for the Allegations Management Flowchart.
Low level concerns which do not meet the harm threshold
Concerns may arise through, for example:
- Safeguarding concern or allegation from another member of staff
- Disclosure made by a child, parent or other adult within or outside the school
- Pre-employment vetting checks
We recognise the importance of responding to and dealing with any concerns in a timely manner to safeguard the welfare of children.
Definition of low-level concerns
The term ‘low-level’ concern is any concern – no matter how small – that an adult working in or on behalf of the school may have acted in a way that:
- Is inconsistent with the staff code of conduct, including inappropriate conduct outside of work, and
- Does not meet the allegations threshold or is otherwise not considered serious enough to consider a referral to the designated officer at the local authority
Examples of such behaviour could include, but are not limited to:
- Being overly friendly with children
- Having favourites
- Taking photographs of children on their mobile phone
- Engaging with a child on a one-to-one basis in a secluded area or behind a closed door
- Humiliating pupils
Low level concerns should be reported to the Headteacher.
Appendix C1 details how to report a low-level concerns and the school’s process for responding to concerns.
This Child Protection Policy should be read in conjunction with the following school policies:
Tredworth Junior School Offer of Early Help
Staff Code of conduct
Acceptable Usage Policy
Accessibility Policy and Plan
Useful websites and telephone numbers
Children’s Help Desk
Gloucestershire Safeguarding Children Partnership
Government website for guidance on specific safeguarding issues
0808 800 5000
08457 90 90 90
CYPS Practitioner Advice Line
Gloucestershire Family Information Service
For further contacts see also Tredworth Junior School Offer of Early Help
Appendix A – TJS Safeguarding Reporting Process
TREDWORTH JUNIOR SCHOOL SAFEGAURDING CONCERN REPORTING PROCESS
Designated Safeguarding Leads
DSL Paul Reedman
Deputy DSL / Pastoral Lead Will Greenwood
Deputy DSL's HT Andrew Darby
‘Always act in the best interests of the child’
If you have SAFEGUARDING CONCERN REQUIRING AN IMMEDIATE SAFEGUARDING RESPONSE.
- RECORD all available information on My Concern by clicking Report a Concern making sure you CLICK Is this Concern urgent?
- TELL a Designated Safeguarding Lead to give verbal confirmation that an urgent Safeguarding matter exists for the Safeguarding Team to address.
- You will be added as a TEAM MEMBER (to the concern) which will alert you to any further action related to that concern.
- If for any reason you do not agree with the action taken by the Safeguarding Team then you should discuss this directly with Mr Darby as Headteacher.
- Information can be found regarding the Escalation Policy in the local policies section of My Concern which details a process of escalating your professional concerns both internally and externally.
MY CONCERN Electronic Recording
- Record your concern on the electronic My Concern webpage or app by clicking Report a Concern
- The concern will be recorded in two places. It will appear on the Concerns Dashboard and in the child's profile.
- DSL will receive an email notification and a link to your concern.
- DSL may decide to add you as a TEAM MEMBER (to the concern) which will alert you to any further action related to that concern.
- DSL may TASK you with an action relating to this concern.
- DSL may add you as a TEAM MEMBER (to the child) if concerns persist and your contribution can help support a child in need of wrap around care.
Appendix B - GSCP Procedures
C1 Sharing low-level concerns
We recognise the importance of creating a culture of openness, trust and transparency to encourage all staff to confidentially share low-level concerns so that they can be addressed appropriately.
We will create this culture by:
- Ensuring staff are clear about what appropriate behaviour is, and are confident in distinguishing expected and appropriate behaviour from concerning, problematic or inappropriate behaviour, in themselves and others
- Empowering staff to share any low-level concerns
- Empowering staff to self-refer
- Addressing unprofessional behaviour and supporting the individual to correct it at an early stage
- Providing a responsive, sensitive and proportionate handling of such concerns when they are raised
- Helping to identify any weakness in the school’s safeguarding system
Responding to low-level concerns
If the concern is raised via a third party, the headteacher will collect evidence where necessary by speaking:
- Directly to the person who raised the concern, unless it has been raised anonymously
- To the individual involved and any witnesses
The headteacher will use the information collected to categorise the type of behaviour and determine any further action. The headteacher will be the ultimate decision-maker in respect of all low-level concerns, though they may wish to collaborate with the DSL.
All low-level concerns will be recorded in writing. In addition to details of the concern raised, records will include the context in which the concern arose, any action taken and the rationale for decisions and action taken.
Records will be:
- Kept confidential, held securely and comply with the DPA 2018 and UK GDPR
- Reviewed so that potential patterns of concerning, problematic or inappropriate behaviour can be identified. Where a pattern of such behaviour is identified, we will decide on a course of action, either through our disciplinary procedures or, where a pattern of behaviour moves from a concern to meeting the harms threshold as described in section 1 of this appendix, we will refer it to the designated officer at the local authority
- Retained at least until the individual leaves employment at the school
Where a low-level concern relates to a supply teacher or contractor, we will notify the individual’s employer, so any potential patterns of inappropriate behaviour can be identified.
We will not include low-level concerns in references unless:
- The concern (or group of concerns) has met the threshold for referral to the designated officer at the local authority and is found to be substantiated; and/or
- The concern (or group of concerns) relates to issues which would ordinarily be included in a reference, such as misconduct or poor performance