Tel: 07711 443 463 E-mail: info@safeguardingfirst Website safeguardingfirst

Tel: 07711 443 463 E-mail: info@safeguardingfirst.com Website www.safeguardingfirst.com Pam Gartland: Safeguarding First ‘App’ available from the App Store find us on Twitter - @safeguarding1st

Keeping Children Safe Whole Workforce Training Keeping Children Safe Is Your Business My Business It’s Everyone's Business

Session Format • Key documents and mandatory responsibilities • Keeping Children Safe in Education 2019 • Expectations in safeguarding • GDPR • Local solutions • Types of abuse and vulnerability • Thresholds • Neglect and attachment • Case study • Child’s voice and disclosure

Safeguarding Children Vulnerable Adults Safe People Our responsibilities to Safeguarding in schools and settings Safe Premises & Places Safe Children

County lines Peer on Peer abuse Sexual Violence and Harassment Keeping Children Safe in Education 2019 Contextual Safeguarding Use of the Curriculum to Safeguard Roles, expectations and thresholds

Key Documents to Understand Children’s Act 1989 Working Together to Safeguard Children 2018 Keeping Children Safe in Education 2019 Your own school’s Child Protection Policy Staff Behaviour Policy Health and Safety Protocol Induction Policy Information Sharing Protocol GDPR

Mandatory Duties to Remember • Prevent - 1st July 2015 • FGM - 31st October 2015

Expectations in Safeguarding V erify O pportunity nstinct I C ollaborate E xecute

Expectations in Safeguarding As A Member Of The Workforce • Culture of vigilance • Safe spaces to talk • Professional curiosity • Sharing concerns immediately • Recording actions • Safety on and off site • Use of the formal and informal curriculum

General Data Protection Regulations, May 2018 • Understanding of what data you hold, why you hold it and for how long you are retaining it. • Review of what you record, how you record and where that data may be used. • Understanding of consent, inclusive of parents and children (13). • Information MUST be recorded where there are concerns about children and GDPR supports this.

Making a Referral in Middlesbrough • Information shared directly to the Designated Safeguarding Lead (DSL) • DSL contacts the South Tees Multi Agency Children’s Hub on 01642 130700 or the Emergency Duty Team on 01642 524552 • Followed up by written referral (SAFER Tool) • DSL may contact the Police on 101 or Cleveland Police 01642 326326 in the event of any emergency or if a crime has been committed

Middlesbrough Statistics Population of 36,093 young people 37% of children live in poverty (20% National Average) 263children subject of Child Protection Plans. 61% of plans for Neglect 488 children are Looked After in the City. Middlesbrough LCSB Annual Report March 2017-2018

Framework for the assessment of Children in Need and their families (DH2000) • The importance of families in caring for and protecting children and vulnerable adults • Safeguarding is everybody’s business • We identified the need to develop policy, practice and services to reflect these two points... • To promote joint working between child & adult focussed services

Continuum of need/risk Taken from: Middlesbrough Safeguarding Children Board – Providing the Right Support & Meeting a Childs Needs in Middlesbrough, Redcar & Cleveland

Early Identification of Need Engage children and parents in maintaining good communication with you. Act quickly and offer support before the situation needs to be resolved through statutory intervention. Record all actions, interventions and observations you make. Listen to the voice of the child and the needs of the family. You can be the person that prevents the escalation.

Risk of Significant Harm: Section 47 (Child Protection) Early Help Legislation: Children’s Act 1989 Section 17 (Child in Need) Children removed and placed in care (Section 20 (voluntary agreement), Section 38 (Interim Care Order) Section 31 (Care Order)

Types of Abuse and Neglect All school/college staff should be aware that abuse, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases multiple issues will overlap with one another. Abuse: 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. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others Abuse can take place wholly online, or technology may be used to facilitate offline abuse. They may be abused by an adult or adults or another child or children. KCSIE 2019

Categories of Abuse • Physical • Neglect • Sexual • Emotional Working Together 2018

Thresholds Recap • Green Universal Services • Yellow Early Help-emerging needs • Light Orange Early Help-Unmet needs • Orange Children in Need • Red Children Protection Together

Seven Scenarios • Jenny’s mum has a new partner and she is struggling with him moving into the family home. • Kevin’s behaviour is becoming unmanageable in school. His parents are finding it difficult at home and would like help. • Kirsty has four small bruises on the top of her arm and one on her ear. She tells you she fell into a wardrobe at home. • Peter’s family have always had difficulties and his mother has mental health problems. He is often late, doesn’t have the right uniform, smells strongly of urine and shows no signs of routines or boundaries. He is struggling with school work and is constantly tired. His mother is difficult to engage and refuses help. He has had services involved with him on two separate occasions in the last year. • Joshua has difficulty in managing his anger and gets frustrated because of some medical needs (glasses and diabetes). Parents engagement has been sporadic particularly regarding his health needs. • Gemma tells you she doesn’t want to go home tonight because her dad hit her last night because she wouldn’t do as she was told. • Simon’s grandad has died and he is very emotional in school.

All staff need to be particularly alert to a child who: • is disabled and has specific additional needs • has special educational needs (whether or not they have a statutory Education, Health and Care Plan) • is a young carer • is showing signs of being drawn in to anti-social or criminal behaviour, including gang involvement and association with organised crime groups • is frequently missing/goes missing from care or from home • is at risk of modern slavery, trafficking or exploitation • is at risk of being radicalised or exploited • is in a family circumstance presenting challenges for the child, such as drug and alcohol misuse, adult mental health issues and domestic abuse • is misusing drugs or alcohol themselves • has returned home to their family from care • is a privately fostered child KCSIE 2019

Additional Advice/Further Areas of Vulnerability to Consider Abuse Bullying including Cyber Bullying Children and the Court System Children Missing from Education, home and care Children with family members in prison Child Sexual Exploitation – VEMT Child Criminal Exploitation - County Lines Domestic Abuse Drugs and Alcohol Misuse Honour based violence ‘so called’ (FGM, Forced Marriage and Breast Ironing) Health and Well Being Homelessness Online Private Fostering Radicalisation Peer on Peer Abuse Sexual Violence and Sexual Harassment between children in schools and Colleges Upskirting Violence For more information please see Annex A of KCSIE 2019.

Neglect • Highest category of harm around 50-60% of CP plans in the North East. • Around 46% CP plans nationally. • 1 in 10 children experience neglect. • Biggest life limiting impact on children. • Slowed development of the brain.

What is the impact of Neglect? • Delayed speech and language. • Poor or insecure attachments. • Poor physical and cognitive development. • Poor emotional and social well-being. • Poor mental health and behaviour. • Engagement in risk taking behaviours.

Patterns of Attachment The opportunity for and quality of the attachment will effect the pattern of attachment. • Secure attachment: child will feel secure and able to depend on caregivers, distressed when they leave, reassured that they will return. When upset or frightened they will seek comfort from caregiver. • Anxious/Ambivalent attachment: distressed when parent leaves, result of lack of availability of caregiver. • Avoidant attachment: child avoids caregivers and show no preference between a stranger and a caregiver. This can be the result of child abuse, child learns not to rely on caregiver. • Disorganised attachment: child shows confusion with caregiver. They may avoid and resist them as a result of inconsistent parenting. Parents may sometimes comfort but sometimes create fear. *** In bold are the insecure attachments

What causes insecure attachment? • Neglect (physical and emotional) • Trauma • Separation and inconsistency from care givers • Regular changes of environment • Inexperienced parents • Parental mental health • Addiction • Domestic Violence • Boarding School Syndrome

What is the impact for children from having poor attachments? • Oppositional Defiant Disorder - defiant, angry behaviour • Post Traumatic Stress Disorder • Conduct Disorder - caused by aggressive and destructive activities in childhood • Difficulty making and maintaining relationships • Poor self worth, self-esteem • Lack of identity • Difficulty articulating feelings • Lack of empathy • Constant ‘flight’ mode

Attachment “Children who are regulated gradually learn to regulate themselves physiologically, emotionally, cognitively. They can think about and reflect on feeling. They become less reactive, less impulsive, more reflective, more thoughtful.” David Howe

Supporting Children with attachment disorder • Teach children good choices and bad choices - give them options to choose from and help them to understand consequences. • Be predictable - stick to routine and plan ahead for changes including new environments in or out of school. • Consider non verbal behaviours - hand gestures, body language etc., as often the language of a child trying to maintain control is in opposition to what they are actually showing in their body. E.g. telling you they are fine or shouting but in their body displaying distress or upset.

Supporting Children with attachment disorder • Take each day as it comes. • Build upon a child’s resilience by focussing on as much of the positive behaviours they display. • Use their willingness to be in control as a positive - give them responsibility of minor tasks (that they can own). • Group work around friendships to support positive relationships. • Go back to basics, see this as a child who has never had the opportunity to understand positive relationships so start at the very beginning.

What difference can you make? • Be a safe person. • Create a safe space and opportunity. • Listen. • Don’t judge. • Be prepared to take responsibility for the information you hear. Communicate, report, record. • Keep going despite any immediate outcome or not!

Attachment Aware Suited & Booted Studios

I wasn’t born angry… but I learned to live angry I wasn’t born silent… but I learned to keep my mouth shut I wasn’t born anxious but everything was frightening

Case Study • Adam is 9 years old. He has difficulty making friends and often has issues with peers in his class. • What would you do? • Adam has started to come in late to school. He is disorganised, tired, agitated and not engaging with his work. • What would you do? • Adam starts a fight with a boy in his class at lunchtime over a computer game they both play on an evening at home. Adam says he is ‘the best at it’. • What would you do? • Adam’s parents don’t have any problems at home with Adam and ‘supervise’ him online with his online friends. Adam comes in that week and tells you his new friends understand him and he ‘fits in’ with them. • What would you do?

Case Study Continued • Adam has started talking about ISIS and how they are ‘almost gone now’ and are ‘no real threat to us’. These are extreme views and fit in with the types of games he has access to online. (Parents have said they are happy for him to access them as they supervise him). • What would you do? • Adam tells you he is going to an EDL march with his father and uncle at the weekend. • What would you do? • Adam tells you there was a violent incident at the march and his father and uncle were arrested and that there is now an investigation with the police and social care. • What would you do? • What would you do with Adam and the other children following all of the above?

Stay Calm, Think Palm! • HOUSE - Who lives in that child’s home • APPEARANCE - What is the physical and mental appearance of that child • NOTICE - observe, recognise change, have ears and eyes open at all times • DISCLOSURE - be prepared for the disclosure and how to manage it • SAFEGUARDING procedures - record, report, take action, follow up, challenge.

Safe in Our Hands HOUSE APPEARANCE NOTICE DISCLOSURE SAFEGUARDING

Child’s Journey • What is it like to be a child in your school? • What is it like to be a child parented by ‘that’ parent every day? • What responsibilities does every child have before they get to school? • What does a day in their life look like? • What is it that makes a child vulnerable and what can we do to change that?

The Child’s Voice Do you give children the chance to be heard? Do you value your relationship with the young person and create a time and a place to listen? Do you stick to the facts rather than your belief as to what may be happening? Do you do something with even the smallest piece of information or do you assume someone else already knows? Can you put yourself in the shoes of the child and imagine how you may feel sharing that information?

The Child’s Voice • Use their language, their description, their words. • Record everything accurately as soon as possible. • Act with urgency. • Do not promise to keep secrets. • Respect your relationship with the child and see it as a compliment that they have chosen you to help them.

A DAY IN YOUR LIFE Can you tell me what a day in your life is like? What do you do from getting up until going to bed? You can choose a week day or weekend. Write or draw around the outside of the clocks.

Contextual Safeguarding • If you understand the context a child lives in, what the wider factors are, you can manage the risk/harm better. • If you understand the thresholds, you know what intervention is the most effective. • If the intervention isn’t effective you need to escalate using evidence (recording).

Disclosure Receiving information from a child or young person either directly or indirectly

How Do You RespondTo A Disclosure? Be ready to act immediately Understand that a child might find it difficult to share Be supportive of the child and your own well being Be sure that the child understands the next steps you will take Listen to the voice of the child and be clear to use their words Engage and Initiate your safeguarding procedures

Actions where there are concerns about a child School/College action Staff have concerns about child and take immediate action. Staff follow their child protection policy and speak to designated safeguarding lead (1) Other agency action Referral not required, school/college takes relevant action, possibly including pastoral support and/or early help (2) and monitors locally Referral (3) made if concerns escalate Designated safeguarding lead or staff make referral (3) to children's social care (and call police if appropriate). Within 1 working day, social worker makes decision about the type of response that is required Child in need of immediate protection: referrer informed Section 47 (4) enquires appropriate: referrer informed Section 17 (4) enquiries appropriate: referrer informed No formal assessment required: referrer informed School/college considers pastoral support and/or early help assessment (2) accessing universal services and other support Appropriate emergency action taken by social worker, police or NSPCC (5) Identify child at risk of significant harm (4): possible child protection plan Identify child in need (4) and identify appropriate support Staff should do everything they can to support social workers. At all stages, staff should keep the child’s circumstances under review (involving the designated safeguarding lead (or deputies) as required), and re-refer if appropriate, to ensure the child’s circumstances improve – the child’s best interests must always come first (1) In cases which also involve a concern or an allegation of abuse against a staff member, see Part four of KCSIE 2019. (2) Early help means providing support as soon as a problem emerges at any point in a child’s life. Where a child would benefit from co-ordinated early help, an early help inter-agency assessment should be arranged. Chapter one of Working Together to Safeguard Children provides detailed guidance on the early help process. (3) Referrals should follow the process set out in the local threshold document and local protocol for assessment - Chapter one of Working Together to Safeguard Children . (4) Under the Children Act 1989, local authorities are required to provide services for children in need for the purposes of safeguarding and promoting their welfare. Children in need may be assessed under section 17 of the Children Act 1989. Under section 47 of the Children Act 1989, where a local authority has reasonable cause to suspect that a child is suffering or likely to suffer significant harm, it has a duty to make enquiries to decide whether to take action to safeguard or promote the child’s welfare, Full details are in Chapter one of Working Together to Safeguard Children. (5) Could include applying for an Emergency Protection Order (EPO).

Safeguarding Children Vulnerable Adults Safe People Our responsibilities to Safeguarding in schools and settings Safe Premises & Places Safe Children

Safeguarding is Everyone’s Business Focus on the Voice of the Child

Tel: 07711 443 463 E-mail: info@safeguardingfirst Website safeguardingfirst