I R S C

1. Supporting Staff I R S C Safeguarding Children Child protection training for school-based teaching and non-teaching staff and volunteers in Devon Version 2, last revised 2005) This training should be delivered by the trained and designated person for child protection in the school. It is expected that this training will last about three hours. It would take longer if a case study and/or Q. and A. session are incorporated. Exact timings and customising are the responsibility of the person delivering training to determine. These training materials need to be carefully considered before delivery to ensure familiarity with them and the other resources referred to. Potential issues and queries which are likely to arise should also inform the planning of the session. This training pack provides additional notes beneath each slide for those designated people less accustomed to whole-school CP training. These could be printed off as a ‘Word’ document and used as prompts by the ’trainer’. Queries about these materials/contents can be made to Devon LEA’s Lead Officer for Child Protection. The presentation starts with the next slide.

2. Supporting Staff I R S C Safeguarding Children SAFEGUARDING CHILDRENS U P P O R T I N G S T A F F Child Protection Training For Education Staff in Devon

3. Aims Supporting Staff I R S C Safeguarding Children To provide an opportunity to explore values and attitudes in relation to child abuse To provide basic child protection information for education staff To know what to do when you have concerns about a child To consider safeguarding children and safe working practices for adults in school

4. Supporting Staff I R S C Safeguarding Children (One way of accessing support for adults with personal concerns)NSPCC National Helpline number: 0808 8005000

5. Supporting Staff I R S C Safeguarding Children Education staff’s crucial role in child protection “Through their day to day contact with pupils and direct work with families, education staff have a crucial role to play in noticing indicators of possible abuse or neglect, and in referring concerns to [social services]” Working Together to Safeguard Children.

6. LaurenWright was alittle girl whose life might have been saved if the systems designed to protect her had been in place • She died in 2000. • She regularly attended the village primary school, where her stepmother was employed. • The school had no designated child protection person and no effective procedures in place. • The staff had not received training. • (see handout) Supporting Staff I R S C Safeguarding Children

7. Supporting Staff I R S C Safeguarding Children Education Act 2002(section 175) ‘LEAs and Governors and FE’... “shall make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school”.

8. Supporting Staff I R S C Safeguarding Children What do you think? Activity (see handout)

9. Supporting Staff I R S C Safeguarding Children THE CHILDREN ACT 1989 Principles: the welfare of the child is paramount children are best kept within birth families where possible working in partnership with families children’s wishes and feelings ascertained race, culture, religion and language to be taken into account intrusion into family life should be minimised

10. Supporting Staff I R S C Safeguarding Children The Children Act 1989 (cont.d) • Children must be protected from serious harm. The local authority has a duty to investigate any report that a child is suffering, or likely to suffer, significant harm. (section 47) • Services necessary to safeguard and promote the welfare of children in need should be provided (section 17)

11. Supporting Staff I R S C Safeguarding Children A Legal Definition of Child Abuse The Children Act 1989 does not use the term ‘child abuse’. It uses the words ‘significant harm’. The court can legally intervene in order to protect a child only if the child is suffering from or likely to suffer significant harm.

12. Supporting Staff I R S C Safeguarding Children Who abuses? Abuse can be inflicted or not prevented by a person who looks after the child, a person known to the child who is not the carer, someone who works with the child, or more rarely someone not known to the child. Abuse can also be committed by another child. In many cases children are subjected to a combination of forms of abuse.

13. Supporting Staff I R S C Safeguarding Children Abusers Can Be: • Any age • Male or female (including sexual abusers) • From any social class • ‘Nice’ people • Work in ‘helping professions’ • Related to the child or not • Damaged individuals, but very convincing liars. May appear to be “pillars of the community

14. Supporting Staff I R S C Safeguarding Children Is Abuse a Significant Problem? • At least 150,000 children annually suffer severe physical punishment • Up to 100,000 each year have a potentially harmful sexual experience • 350,000-400,000 children live in an atmosphere low in warmth and high in criticism • 450,000 are bullied at school once a week (National Commission of Inquiry Into The Prevention of Child Abuse, 1996)

15. Supporting Staff I R S C Safeguarding Children Child Maltreatment in the UK In any group of 50 children: at least 7 are likely to go home to families which they do not experience as loving or close As many as 10 may be going home to care for parents who are incapacitated by their own health or social problems 2 or 3 will be going home in fear of violent outbursts from one or both parents 2 or 3 will be returning to a life of regular beating and denigration These figures are not cumulative and some children will be experiencing several or all of these situations

16. Supporting Staff I R S C Safeguarding Children These factors can impact upon any carer’s ability to safeguard children • Social exclusion, lack of social support, financial difficulties, harassment • Mental ill health, • Drug and alcohol misuse • Domestic violence • Power/control issues • Attachment difficulties

17. Supporting Staff I R S C Safeguarding Children What makes a child vulnerable? • Disability • Special Needs • “Difficult child” • Vulnerable child e.g. previous trauma or abuse • Dependent child • Lack of opportunities to develop resilience

18. Supporting Staff I R S C Safeguarding Children What makes a child more resilient? It seems likely that children will be more resilient to adverse circumstances if they have : • supportive relationships with at least one parent • supportive relationships with siblings and grandparents • a committed non-parental adult who takes a strong interest in the young person and serves as an ongoing mentor and role model • positive experience in school • positive friendships • a capacity to think ahead and plan their lives

19. Supporting Staff I R S C Safeguarding Children Physical Abuse 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 feigns the symptoms of, or deliberately causes ill-health to a child whom they are looking after (this is called fabricated or induced illness.)

20. For Accidental Injuries For Non-Accidental Injuries Eyes Forehead Ears Crown Cheeks Mouth Body spinal protuberances Neck Shoulder Chest Elbow Upper Arms Lianacrest (hip) Inner Arms Stomach Genitals Knees Front Thighs Buttocks Shins Back Thighs

21. Supporting Staff I R S C Safeguarding Children For example, this may include: • Extreme, inappropriate physical chastisement • Deliberate, malicious injuries • Restraining a child inappropriately

22. Supporting Staff I R S C Safeguarding Children Emotional Abuse Actual or likely adverse effect on the emotional and behavioural development of a child under the age of 18 years, caused by persistent or severe emotional ill-treatment or rejection.

23. Supporting Staff I R S C Safeguarding Children For example, for a child this can mean: • Persistent ridicule, rejection, humiliation • Living in an atmosphere of fear and intimidation • Being allowed no contact with other children • Inappropriate expectations being imposed • Low warmth, high criticism • Being bullied, scapegoated

24. Supporting Staff I R S C Safeguarding Children Neglect Children under the age of 18 years who have been persistently or severely neglected or the failure to protect a child from exposure to any kind of danger. This would include exposing a child to extreme temperatures or starvation or failure to carry out important aspects of care resulting in the significant impairment of the child’s health or development.

25. Supporting Staff I R S C Safeguarding Children For example, for a child this can mean: • Lack of adequate nourishment/shelter • Not receiving medical attention when necessary • Lack of interest in the welfare of the child • Inappropriate clothing • No boundaries or limits in terms of actions and behaviour

26. Supporting Staff I R S C Safeguarding Children Sexual Abuse Sexual Abuse of children is the actual or likely sexual exploitation of a child or adolescent under 18 years of age by any person. This would include any form of sexual activity to which the child cannot give true consent either by law or because of ignorance, dependence, developmental immaturity, or fear.

27. Supporting Staff I R S C Safeguarding Children For example, for a child this may include: • Exposure to pornographic materials • Being involved in the sexual activities of adults • Being touched or talked to in sexually explicit ways- directly or indirectly • Being spoken to about sex in ways which are inappropriate for the child and which seek to gratify the needs of others

28. Supporting Staff I R S C Safeguarding Children Sexual Offences Act 2003 • Young people under 18 years of age are included in the safeguards. • It defines a new offence of meeting a child following sexual grooming, on and off-line. • The ‘abuse of a position of trust’ makes it a criminal offence to have a sexual relationship with any young person up to the age of 18 if you are in a position of trust in relation to that young person.

29. Supporting Staff I R S C Safeguarding Children Indicators of Possible Abuse • Marks (bruises, injuries, cuts, burns • Changed eating habits • ‘Fearful’ ’changed’, ‘unusual’, ‘difficult’, ‘withdrawn’,behaviour • Poor hygiene • Inappropriate touching • Developmental delay • Self injury • Relationship changes • Tiredness

30. Supporting Staff I R S C Safeguarding Children Ways Children May Disclose Abuse • Talk • Play • Drawings • Writing • Behaviour

31. Supporting Staff I R S C Safeguarding Children Helping a child who wants to communicate a concern DO: • Take the child seriously • Take your time (if you haven’t time at that moment, explain why and say when you will have time asap) • Let him/her speak • Reassure (that it is OK to tell you) • Listen carefully

32. Supporting Staff I R S C Safeguarding Children DO: • Ask – open question (s) • Clarify by open questions • Say what you will do next, (ie.that you will speak to the DP) • Record Verbatim and sign and date • Provide factual information • Consider medical attention • Liaise with the Designated Person (who will refer to SSD)

33. Supporting Staff I R S C Safeguarding Children Helping a child who wants to communicate a concern DON’T: • Promise (to keep it a secret) • Stop the child from speaking • Ask ‘leading’ questions • Question unnecessarily • Make assumptions • Minimise (eg. “that doesn’t sound serious”

34. Supporting Staff I R S C Safeguarding Children Don’t: • Try to deal with the matter on your own • Delay (in passing on your concern • Force to recall • Ask to show injuries requiring removal of clothing • End the conversation abruptly • Criticise the alleged perpetrator

35. Supporting Staff I R S C Safeguarding Children Sharing a concern in school: • You must pass your concern to your Designated Person as soon as possible. • If the DP not available, see his/her deputy DP • Confidentiality? NO -you cannot keep such a concern to yourself, but only discuss it with appropriate others. • Record –keeping of what was actually said is essential • Next?

36. Supporting Staff I R S C Safeguarding Children Communication with parents • There is a general requirement to seek parental consent prior to making a referral. However, if it is suspected that a child may suffer significant harm and consent is withheld, it will be legitimate to make a referral despite the lack of parental consent. • There may be exceptional circumstances in which a police and social care investigation may be undermined if parental consent is sought, eg. where evidence may be destroyed. • In such circumstances the DP should clarify with the statutory agencies, how best, when and by whom, the parents should be told about the referral

37. Supporting Staff I R S C Safeguarding Children SAFEGUARDING Apart from child protection, what else does safeguarding children mean for education staff? Could you discuss with a colleague the various ways that you safeguard children in the course of your working day?

38. Supporting Staff I R S C Safeguarding Children Safeguarding means? 1. ‘Arrangements in place to ensure that the risks of harm to child/rens’ welfare are minimised’, and 2. ‘Arrangements to take all appropriate actions to address concerns about the welfare of a child/ren, working to agreed local policies and procedures in full partnership with other local agencies’ Safeguarding and promoting the welfare of children is much wider than simply protecting children from abuse and neglect. It also encompasses health, safety, bullying, medical needs of children, first aid, school security, substance misuse, physical restraint, safe employment issues etc. and policies /arrangements which must be in place.

39. Supporting Staff I R S C Safeguarding Children Safeguarding applies to all children . child protection . . assessment framework . . safeguarding .

40. Supporting Staff I R S C Safeguarding Children Safe practices? Your views? • What safeguarding risks do you/colleagues take? • A 1:1 with a pupil? • Socialising with pupils? Lifts? Gifts? • A member of staff appearing to favour or ‘pick on’ a particular pupil? Touching? • Taking action about the behaviour of a colleague?

41. Supporting Staff I R S C Safeguarding Children Summary • Staff have a duty to pass on child protection concerns to the (named) senior designated person in the school. • His/ her deputy(ies) is/are: • S/he will act in accordance with local child protection procedures and the guidance ‘What To Do If You’re Worried A Child Is Being Abused’, and will provide further advice and support as necessary. • Staff are best placed to protect children when they understand the school’s child protection and other safeguarding policies.