Safeguarding Forums for Schools Autumn 2018

1. Safeguarding Forums for Schools Autumn 2018 Jo Barclay Safeguarding Manager for Schools and Early Years Specialist Education Service

2. Keeping Children Safe in Education (DfE, September 2018) “Schools and colleges and their staff form part of the wider safeguarding system for children” Should be read in conjunction with Working Together to Safeguard Children (HMG, 2018) and SET Procedures (ESCB, 2018) The Teachers’ Standards 2012 state that teachers, including headteachers, should safeguard children’s wellbeing and maintain public trust in the teaching profession as part of their professional duties

3. Keeping Children Safe in Education (September 2018) Guidance applies to governing bodies, proprietors / academy trusts and management committees Above persons should ensure that ALL STAFF read at least Part 1 (including Annex A – p.75) and that mechanisms are in place to assist staff to understand and discharge their role and responsibilities ‘Children’ includes everyone under age of 18

4. A child centred approach to safeguarding: • Everyone who comes into contact with children and their families has a role to play • All professionals should make sure their approach is child-centred and consider, at all times, what is in the best interests of the child • No single professional can have a full picture of a child’s needs and circumstances • If children and families are to receive the right help at the right time, everyone who comes into contact with them has a role to play in identifying concerns, sharing information and taking prompt action.

5. The role of staff: School and college staff are in a position to identify concerns early, provide help for children and prevent concerns escalating All staff have a responsibility to provide a safe environment in which children can learn All staff should be prepared to identify children who may benefit from early help .

6. What staff need to know: All staff should be aware of systems in school which support safeguarding (should be part of staff induction). This includes: • the Child Protection Policy • the Behaviour Policy • the Staff Behaviour Policy (sometimes called a code of conduct) • the response to children who go missing from education • the role of the designated safeguarding lead (and identity of DL and any deputies)

7. What staff need to know: All staff should: receive appropriate safeguarding and child protection training which is regularly updated. In addition, all staff members should receive updates (as required but at least annually) be aware of the early help process, and understand their role in it be aware of the process for making referrals to children’s social care what to do if a child tells them they are being abused or neglected

8. What staff should look out for: All staff should be aware of the signs of abuse and neglect so they are able to identify children who may be in need of help or protection (and be alert to children with specific needs) Knowing what to look for is vital to early identification of abuse and neglect. If staff are unsure, they should always speak to the DL or DDL Staff members are advised to maintain an attitude of ‘it could happen here’ and should always act in the best interests of the child

9. What staff should do if concerned about a child: Act on it immediately (do not assume others have taken action) Speak with the DL (or DDL) – non availability of DL should not delay appropriate action being taken. Action may be: Managing support internally An early help plan Referral for statutory services Do not assume that other professionals will share critical information - early information sharing is vital for effective identification, assessment and allocation of appropriate service provision

10. Early help Where early help is appropriate, DL / DDL will lead on linking with other agencies as appropriate Cases should be kept under constant review – referral to children’s social care for assessment for statutory services, if child’s situation does not appear to be improving or is getting worse Essex Effective Support / Directory of Services

11. Concerns about another staff member / safeguarding practice: • Concerns about member of staff: referral to Headteacher (or to Chair of Governors if concern is about Headteacher, or to LADO if Headteacher is sole proprietor) • Practice: • All staff should be able to raise concerns • Appropriate whistleblowing procedures should be in place • NSPCC whistleblowing helpline

12. Specific safeguarding issues: Staff should be aware of specific issues relating to peer on peer abuse: • Bullying (including on-line) • Physical • Sexual violence and harrassment • Sexting • Initiation / rituals All staff should be clear on policy and procedures on this

13. Specific safeguarding issues – Annex A: So-called ‘honour-based’ violence Preventing radicalisation Peer on peer abuse Sexual violence and sexual harassment between children Additional advice and support • Children / court system • CME • Children - family members in prison • CSE • Child criminal exploitation / county lines • Domestic abuse • Homelessness

14. Children and the court system Children missing education Children going missing (particularly repeatedly) warning sign of potential safeguarding issues Early intervention required to identify underlying cause and to prevent future risk • May be called to give evidence in court, either for crimes committed or crimes witnessed • Guides on different age groups - 5-11 and 12-17

15. Children with family members in prison CSE Involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities • Around 200,000 children affected each year – children at risk of poor outcomes • Essex CAPI Service • NICCO – support for professionals working with offenders and their children

16. Child criminal exploitation / county lines Domestic abuse Psychological Physical Sexual Financial Emotional Exposure to DA can have significant, long-lasting effects • Drug networks / gangs groom and exploit children to carry drugs / money from urban areas to elsewhere • ‘missing’ episodes a key indicator – possibility of child being trafficked

17. Homelessness • Risk to welfare of child • School can support in raising / progressing concerns with local authority What is the impact on the child? • Homeless Reduction Act 2017 – places new duties on local authorities

18. (So called) Honour-based abuse FGM Forced marriage Without consent of one / both parties - where violence, threats or any other form of coercion is used Threats can be physical or emotional and psychological Forced Marriage Unit: fmu@fco.gov.uk • Partial or total removal of female genitalia • Mandatory reporting duty for teachers • National FGM Centre

19. Preventing radicalisation: Protecting children from risk of radicalisation should be seen as part of schools’ wider safeguarding duties - similar to protecting children from other forms of harm and abuse Extremism- the vocal or active opposition to our fundamental values, including the rule of law, individual liberty and the mutual respect and tolerance of different faiths and beliefs Radicalisation - refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups

20. Peer on peer abuse Sexual violence / harassment unwanted conduct of sexual nature (on or off-line) Can occur between children of any age and gender – could be a group Evidence shows girls, children with SEND / LGBT children at greater risk • All staff should recognise that children are capable of abusing their peers and understand school processes for addressing this: • Bullying • Physical • Sexting • Initiation

21. Mental health: • Survey to be undertaken on the self-harm toolkit • Self harm toolkit • Reducing risk of suicide guidance

22. PREVENT Update

23. PREVENT in Essex: • PREVENT Lead in all agencies (Safeguarding Manager for Schools and EYS is lead for Education) • Dedicated PREVENT Police team • Countywide strategic Prevent Board brings together all key agencies • CHANNEL Panel – meets monthly • WRAP (Workshop to Raise Awareness of PREVENT) training has been delivered in all key agencies across the county

24. PREVENT in Essex: • Advice and guidance through Children and Families Hub (they will signpost elsewhere if appropriate) • Referrals made through the Children and Families Hub (as with any other safeguarding concern) • Family Solutions may be identified as an appropriate intervention – they work at early stage with the young person and the family to address concerns (requires consent) • Escalate to social care where ‘risk of significant harm’

25. Domestic Abuse Update

26. 17/18 Academic Year The Education Liaison Officer (ELO) has now been in place for a full academic year. • Information was requested for 905 children • 95.4% of forms requested were returned in time for MARAC (returned in average of 1.3 days!) • 70 actions were set by the MARAC panel for schools. The MARAC Operations Manager has fed back about positive impact information from schools has had upon the meetings School attendance at MARAC Following recent queries, we would like to clarify that schools are welcome to attend any MARAC they are submitting information to. When you are contacted about a MARAC, please speak with the ELO to arrange attending. ELO role ELO post currently funded to March 2019 – will be seeking to extend

27. Forms returned Quadrant breakdown