Professional Studies

1. Professional Studies Pastoral Systems

3. Key Legislation • 1989 – UN convention on the Rights of The Child • 1989 – The Children Act • 1999 – Working together to Safeguard Children • 1999 – Framework for the Assessment of Children • 2002 – The Education Act • 2003 – Laming Report • 2004 - Every Child Matters • 2005 – Safeguarding Children

4. SOUTH WEST INITIAL TEACHER EDUCATIONPROFESSIONAL STUDIES PROGRAMME FOR SCHOOLS The people involved in the production of this presentation were: Claire Browne, Topsham School Sam Bone, Oldway Primary Charlotte Faulkner, Eggbuckland Primary Sally Eales, College of St Mark & St John Gini Wells, Littletown Primary Lynda King, University of Exeter

5. Teachers’ Duty of Care • Statutory duty to do all that is reasonable to protect health, safety & welfare of pupils • ‘in loco parentis’

6. ‘all that is reasonable’ • Reasonably forseeable • Balance between ‘meticulous supervision of children’ & ‘encouraging sturdy independence’

7. Safeguarding Children Section 175 : Education Act 2002 ‘ ……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. Safeguarding Children in Education i) specifies responsibilities of LAs / schools to promote welfare of children ii) embraces other areas & cross refers to other legislation eg DDA/ policies eg attendance / pupil health & safety / school security / risk assessment / specific medical needs / substance misuse / restraint / intimate care /domestic violence / behaviour & bullying / PHSCE curriculum & SEAL

9. Safeguarding Children What does that mean for me and other education staff ?

10. Duty of Care • Duty to protect a child from harm • ‘ …… in all circumstances for the purpose of safeguarding & promoting the child’s welfare’

11. Teacher’s role ‘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’

12. Attendance – the LA • LA target figures for each school • Educating at Home • Attendance Improvement Officer – termly visits and action plan • Fixed penalty notices • Support

13. Attendance – the school • The ‘LAW’ ! • School procedures • First day contact • Punctuality • Holidays in term time • Annual reporting

14. Racial Harassment • What constitutes racial harassment? • Statutory position • Procedures in schools

15. New Technology • Internet safety – personal details, reliable portals, safe use • Cyber bullying • Mobiles, texting, Bluetooth • Facebook / My Space • Personal emails

16. PASTORAL SYSTEMS • SEAL • ENABLE • Pastoral Assistants

18. Anti-Bullying Alliance - National Anti-Bullying Campaign - Anti Bullying Week - promote good practice - establish regional coordinators - Bullying : A Charter for Action - National Anti-Bullying Poetry Competition

19. Child Protection

20. Definition Child abuse – ‘ ‘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.

21. What should be in place in school? • Designated teacher & governor with responsibility for CP issues • Copy of the local ACPC & LA guidelines • Up-to-date CP policy • Well know procedures for handling suspected cases of abuse of pupils – including abuse of pupils by staff • Support for staff dealing with disclosures of suspected abuse • Regular training for staff on CP issues • A listening & supportive environment

22. Is abuse a significant problem? • 150,000 – severe physical punishment • 100,000 - potentially harmful sexual experience • 350,000 – 400,000 – atmosphere low in warmth high in criticism • 450,000 – bullied at school once a week

23. Who Abuses ? • Known to the child / unknown to the child / another child • Any age / gender / ‘nice’ people / any social class • Working in ‘helping professions’ • Damaged – but convincing liars • Pillars of the community

24. Indicators of [poss] Abuse • Marks / bruises • Changed eating habits • Fearful /changed / unusual / difficult / withdrawn • Poor hygiene • Inappropriate touching • Developmental delay • Self-injury • Relationship changes • Tiredness

25. Abuse Physical Emotional Sexual Neglect

26. Why ‘vulnerable’? • Disability • Special needs • ‘difficult’ child • Previous trauma / abuse • Dependent child • Lack of opportunities to develop resilience

27. Children Disclosing • Talk • Play • Drawings • Writing • Behaviour

28. Some factors – carer’s ability • Social exclusion • Mental ill-health • Drug & alcohol misuse • Domestic violence • Power / control issues • Attachment difficulties

29. What builds resilience ? • Supportive relations with at least one parent • Supportive relationship with siblings / grandparents • Other committed adult – role model / mentor • Positive schooling • Positive friendships • Capacity to think ahead and plan their lives

30. Identifying and Monitoring Vulnerable Pupils: Every Child Matters Register • Name • Date Of Birth • Ethnicity • English as an Additional Language • Children Looked After • Attendance • Punctuality • SEN Status • Pastoral Support / Value-added pupils • Gifted and Talented • Medical

31. Every Child Matters

32. Monitors Incident Book Bully Box / Notes To Teacher Checklists to promote independence SEAL PSHCE Safety articulated and given high profile in day-to-day teaching Praise and reward independence, kindness, friendship, hard work etc. Regular, informal communication with family Become familiar with School Nurse, SENCo, Child Protection Officer and other outside agencies Get to know your pupils and spend time with vulnerable pupils Encourage TAs to be vigilant and welcome feedback from them Homework Club, Lunch Club, playtime equipment Support pastoral needs through SEN intervention Good Classroom Practice