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School Safeguarding Briefing

School Safeguarding Briefing. March 2014. Birmingham Education partnership. Welcome to the safeguarding briefing from your facilitators: Veronica Jenkins and David Green. Purposes for the briefings:

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School Safeguarding Briefing

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  1. School Safeguarding Briefing March 2014 Birmingham Education partnership

  2. Welcome to the safeguarding briefing from your facilitators: Veronica Jenkins and David Green • Purposes for the briefings: • To provide information and opportunity for school delegates to reflect on their work around safeguarding in an holistic way; • To clarify accountabilities and key strategies across the city, discuss how these can relate to and impact on schools; • To facilitate the exchange of good practice between schools; • To contribute to the further development of strategic planning and direction that will underpin the relationship between schools and the Safeguarding Board.

  3. Agenda • What is safeguarding? • Legislation Affecting Safeguarding in Schools • DFE Guidance • Safeguarding in Birmingham • Section 175 feedback from 2013 • Birmingham Safeguarding Priorities • Planning for the future

  4. What is safeguarding? Safeguarding and promoting the welfare of children is defined as: • protecting children from maltreatment • preventing impairment of children’s health or development • ensuring children are growing up in circumstances consistent with the provision of safe and effective care • taking action to enable all children to have the best outcomes • Child protection is a part of safeguarding and promoting welfare. It refers to the activity that is undertaken to protect specific children who are suffering, or are likely to suffer, significant harm.

  5. Activity 1 In schools with outstanding safeguarding what do pupils, parents and staff : Think Say Do Feel

  6. Legislation Affecting Safeguarding in Schools • Where does section 175 come from? • Why do we need to report to the local authority/local safeguarding children board (LSCB)? • How do we know what it is we should be doing in safeguarding? • How do we know how we should work with “partner” agencies and who are they?

  7. Activity 2

  8. Activity 2 Using extracts from last years section 175 results identify: Strengths Quick wins for development Key long term support areas for schools

  9. DFE Guidance • Bullying/Internet safety • Children who may be trafficked/Sexual exploitation • Child poverty • Gang activity • Children with learning disabilities

  10. Activity 3 Join a table on a theme which interests you: Readinformation provided Reflect on what you have read in pairs Write down ideas on how practice can improve in your school in this area Hand in this information as we will collate and produced as a guidance pack to download from BEP website

  11. Coffee break

  12. Birmingham Safeguarding Priorities • Neglect Strategy – presentation by Elaine Austin • Child Sexual Exploitation update • Listen to the voice of the child (Strengthening Families agenda in Child Protection Conferences) http://www.lscbbirmingham.org.uk/index.php/sff1

  13. Safeguarding in Birmingham Possible relationship map

  14. Child Protection in Birmingham • CAFs, fCAFs, TAFs, Think Family, Strengthening Families, MASH/MAET, safeguarding hubs • Who is who • Strategic Leads Across Agencies = Peter Hay, Gary Billing (AD safeguarding) • Service Directors = Jacqui Jensen, Sally Taylor • Who can support schools = MicohMoyo (Principal Officer for Schools Safeguarding – advise and support on allegations against staff, issues with referrals to IASS and concerns around cases where social workers are involved but cases need escalating further - 6751669) • Current issues with sufficiency of support, thresholds, referrals • Future support plans (Do we want additional support? If so how - Inbuilt within the hubs, buy in, have our own, mixture model?)

  15. Child Protection in Birmingham Right Service Right Time What to do if you are concerned about a child- READ Right Service Right Time Guidance FIRST • Step I: School feels child needs more than just school support – see child, collect information, evaluate situation, assess next steps needed • Step 2: School considers degree of need. If it is help from a second single agency (ie Universal Plus) such as the health system they can talk directly to that agency, jointly agreeing action • Step 3: If school feels the degree of support needed is Additional Needs contact your local Family Support and Safeguarding Hub, ask to speak to the duty Social Workers, and have a conversation about what the best way to pull together help is. • Step 4: If school feels the child might be at risk of harm or is a child in needs but you are not sure (ie not sure if it is Additional Needs or complex/significant needs) contact IASS and ask to have a conversation about your concerns before you agree whether or not to ‘make a referral’ • Step 4: If school feels the child is at risk of significant harm ie definitely complex/significant needs contact IASS and make a referral (see how to make a good referral)

  16. Child Protection in Birmingham - referrals

  17. Safeguarding and Resilience Questionnaire - Results • Purpose of questionnaire • 92 schools - 22% of 412 schools already returned (22% Primary, 31% Secondary, 46% Special) • 50% of schools are now employing (or partially employing staff to work with families) • Only 9 primaries, 9 secondary and 4 special doing work on gangs • 6 schools in Birmingham not had Fire Safety Training • Issues raised in Secondary Schools about access to school nursing, across the schools a lack of information about programmes and support available.

  18. Activity 4 Groups according to roles (DSPs, Head Teachers, Governors) Information from the Safeguarding Board is aimed at all partner agencies at a strategic level. What mechanism could exist to help you understand this strategic information at a school level in terms of how it impacts teaching and learning in the classroom, staff training needs and whole school action planning? What are the key issues for you in being effective in your role in terms of relationships with external bodies? How could structures develop/change to support you more and in particular allow you to share best practice and discuss issues in light of the day so far? Which forms of communication work best in ensuring you are up to date with current legislation and practice?

  19. Plenary Questions Information (Wellbeing Projects – youth suicide, Gang Research – ART, Miss Dorothy Dot Com) Next steps Evaluation

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