HOWARD
PRIMARY SCHOOL
&
NURSERY UNIT
Child Protection Policy
Ratified by Board of Governors
We in Howard Primary School have a responsibility for the Pastoral Care, general welfare and safety of the children in our care and we will carry out this duty by providing a caring, supportive and safe environment, where each child is valued for his or her unique talents and abilities, and in which all our young people can learn and develop to their full potential. All staff, teaching and non-teaching should be alert to the signs of possible abuse and should know the procedures to be followed. This Policy sets out guidance on the action, which is required where abuse or neglect of a child is suspected and outlines referral procedures within our school
The general principles, which underpin our work, are those set out in the UN Convention on the Rights of the Child and are enshrined in the Children (Northern Ireland) Order 1995, the Department of Education (Northern Ireland) guidance ‘Safeguarding and Child Protection – A Guide for Schools’”(DENI Circular 2017/04) and the Area Child Protection Committees’ Regional Policy and Procedures(2005).
The following principles form the basis of our Child Protection Policy.
The school has a duty to ensure that safeguarding permeates all activities and functions. This policy therefore complements and supports a range of other school policies including:
These policies are available to parents and any parent requiring a copy should contact the School Principal or visit the school website at www.howardps.co.uk
The following are members of the schools Safeguarding Team
5.2 The Principal
The Principal must ensure that:-
5.3 The Designated Governor for Child Protection
The Designated Governor should avail of child protection awareness training delivered by CPSS and will take the lead in child protection issues in order to advise the Governors on:
5.4 The Chair of the Board of Governors
The Chair of the Board of Governors should:
5.5 Other Members of School Staff
Staff in school see children over long periods and can notice physical, behavioural and emotional indicators and hear allegations of abuse.
They should remember the 5 Rs: Receive, Reassure, Respond, Record and Refer
The member of staff must:
In addition the Class Teacher should:
We will take seriously any concerns which are raised about a pupil in our school who has self-harmed and/or has expressed suicidal thoughts.
The Designated/Deputy Designated teacher will immediately follow the school’s child protection procedures.
5.6 Parents
Parents should play their part in safeguarding by:
5.7 The Board of Governors
The Board of Governors must ensure that the school fulfils its responsibilities in keeping with current legislation and DE guidance including
6.1 Definition of Abuse
Child abuse occurs when a child is neglected, harmed or not provided with proper care. Children may be abused in many settings, in a family, in an institutional or community setting, by those known to them or more rarely, by a stranger. There are different types of abuse and a child may suffer more than one of them. The procedures outlined in this document are intended to safeguard children who are at risk of significant harm because of abuse or neglect by a parent, carer or other with a duty of care towards a child.
The following definitions of child abuse are taken from ‘Co-operating to Safeguard Children and Young People in Northern Ireland 2016’.
6.2 Types of Abuse
Physical Abuse is deliberately physically hurting a child. It might take a variety of forms, including, hitting, biting, pinching, shaking, throwing, poisoning, burning or scalding, drowning or suffocating a child.
Emotional Abuse is the persistent emotional maltreatment of a child. It is also sometimes called psychological abuse and it can have severe and persistent adverse effects on a child’s emotional development. Emotional abuse may involve deliberately telling a child that they are worthless or unloved and inadequate. It may include not giving a child opportunities to express their views, deliberately silencing them, or ‘making fun’ of what they say or how they communicate. Emotional abuse may involve bullying-including online bullying through social networks, online games or mobile phones-by a child’s peers.
Neglect is the persistent failure to provide for a child’s basic needs, whether it be adequate food, clothing, hygiene, supervision or shelter that is likely to result in the serious impairment of a child’s health or development. Children who are neglected often suffer from other types of abuse.
Sexual Abuse occurs when others use and exploit children sexually for their own gratification or gain or the gratification of others. Sexual abuse may involve physical contact, including assault by penetration (for example, rape, or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside clothing.
Exploitation is the intentional ill-treatment, manipulation or abuse of power and control over a child or young person; to take selfish or unfair advantage of a child or young person or situation, for personal gain. It may manifest itself in many forms such as child labour, slavery, servitude, and engagement in criminal activity, begging, benefit or other financial fraud or child trafficking.
6.3 Sexual Exploitation of Children and Young People
Child sexual exploitation is a form of sexual abuse where children are sexually exploited for money, power or status. It can involve violent, humiliating and degrading sexual assaults. In some cases, young people are persuaded or forced into exchanging sexual activity for money, drugs, gifts, affection or status.
Consent cannot be given, even where a child may believe they are voluntarily engaging in sexual activity with the person who is exploiting them. Child sexual exploitation doesn't always involve physical contact and can happen online. A significant number of children who are victims of sexual exploitation go missing from home, care and education at some point.
More Specific forms of abuse- eg Grooming, abusive images of children, Female Genital Mutilation, misuse of digital technologies, abuse by a person in a position of trust etc are outlined in the booklet ‘ Co-operating to Safeguard Children and Young People Northern Ireland’ (section 7 pg 50 onwards) from The Department of Health, Social Services and Safety (www.dhsspsni.gov.uk); This section outlines responsibilities for child protection, within and between school and other agencies.
6.4
Domestic Violence and Abuse
It is now recognised that children who live in an atmosphere of domestic violence may be at risk. Domestic violence is any incident or pattern of incidents of controlling, coercive or threatening behaviour, violence or abuse between those aged 16 or over who are or have been intimate partners or family members regardless of gender or sexuality. This can encompass, but is not limited to, the following types of abuse:
Symptoms which young people may display and which are indicators only include:
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These symptoms can lead to a child/ young person being misdiagnosed as having an illness, learning difficulties, or being naughty or disruptive.
If it comes to the attention of school staff that domestic abuse is or may be a factor for a child/young person this must be passed to the Designated/Deputy Designated Teacher who has an obligation to share the information to Social Services
A child may suffer or be at risk of suffering from one or more types of abuse and abuse may take place on a single occasion or may occur repeatedly over time.
6.5 Signs and symptoms of abuse ~ Possible Indicators
Physical Abuse
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Physical Indicators |
Behavioural Indicators |
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Unexplained bruises – in various stages of healing – grip marks on arms; slap marks; human bite marks; welts; bald spots; unexplained/untreated burns; especially cigarette burns (glove like); unexplained fractures; lacerations; or abrasions; untreated injuries; bruising on both sides of the ear – symmetrical bruising should be treated with suspicion; injuries occurring in a time pattern e.g. every Monday |
Self-destructive tendencies; aggressive to other children; behavioural extremes (withdrawn or aggressive); appears frightened or cowed in presence of adults; improbable excuses to explain injuries; chronic runaway; uncomfortable with physical contact; come to school early or stays last as if afraid to be at home; clothing inappropriate to weather – to hide part of body; violent themes in art work or stories |
Emotional Abuse
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Physical Indicators |
Behavioural Indicators |
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Well below average in height and weight; “failing to thrive”; poor hair and skin; alopecia; swollen extremities i.e. icy cold and swollen hands and feet; recurrent diarrhoea, wetting and soiling; sudden speech disorders; signs of self-mutilation; signs of solvent abuse (e.g. mouth sores, smell of glue, drowsiness); extremes of physical, mental and emotional development (e.g. anorexia, vomiting, stooping). |
Apathy and dejection; inappropriate emotional responses to painful situations; rocking/head banging; inability to play; indifference to separation from family indiscriminate attachment; reluctance for parental liaison; fear of new situation; chronic runaway; attention seeking/needing behaviour; poor peer relationships. |
Neglect
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Physical Indicators |
Behavioural Indicators |
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Looks very thin, poorly and sad; constant hunger; lack of energy; untreated medical problems; special needs of child not being met; constant tiredness; inappropriate dress; poor hygiene; repeatedly unwashed; smelly; repeated accidents, especially burns. |
Tired or listless (falls asleep in class); steals food; compulsive eating; begging from class friends; withdrawn; lacks concentration; misses school medicals; reports that no carer is at home; low self-esteem; persistent non-attendance at school; exposure to violence including unsuitable videos. |
Sexual Abuse
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Physical Indicators |
Behavioural Indicators |
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Bruises, scratches, bite marks or other injuries to breasts, buttocks, lower abdomen or thighs; bruises or bleeding in genital or anal areas; torn, stained or bloody underclothes; chronic ailments such as recurrent abdominal pains or headaches; difficulty in walking or sitting; frequent urinary infections; avoidance of lessons especially PE, games, showers; unexplained pregnancies where the identity of the father is vague; anorexia/gross over-eating. |
What the child tells you; withdrawn; chronic depression; excessive sexual precociousness; seductiveness; children having knowledge beyond their usual frame of reference e.g. young child who can describe details of adult sexuality; parent/child role reversal; over concerned for siblings; poor self-esteem; self-devaluation; lack of confidence; peer problems; lack of involvement; massive weight change; suicide attempts (especially adolescents); hysterical/angry outbursts; lack of emotional control; sudden school difficulties e.g. deterioration in school work or behaviour; inappropriate sex play; repeated attempts to run away from home; unusual or bizarre sexual themes in children’s art work or stories; vulnerability to sexual and emotional exploitation; promiscuity; exposure to pornographic material. |
The following are guidelines for use by staff should a child disclose concerns of a child protection nature.
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Do: |
Do not: |
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v Listen to what the child says v Assure the child they are not at fault v Explain to the child that you cannot keep it a secret v Document exactly what the child says using his/her exact words v Remember not to promise the child confidentiality v Stay calm v Listen v Accept v Reassure v Explain what you are going to do v Record accurately v Seek support for yourself |
v Ask leading questions. v Put words into the child’s mouth. v Ignore the child’s behaviour. v Remove any clothing. v Panic v Promise to keep secrets v Ask leading questions v Make the child repeat the story unnecessarily v Delay v Start to investigate v Do Nothing |
Howard Primary School recognises their main responsibilities in the area of Child Protection, namely
1.RECOGNITION 2.RESPONSE 3.REFERRAL
We trust parents will share and agree with our practice in these areas. Parents will be made aware of the school’s responsibilities and procedures.
Recognition
All school staff attend whole school training and are introduced to the signs and symptoms outlined above.
Response
In the event of an allegation / disclosure of child abuse the teacher will:
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NOTE:
In all case of suspected child abuse, the action to be taken by the school is that of informing Social Services. The school must NOT be involved in investigating the suspected abuse.
7.1 How a Parent can make a Complaint
We aim to work closely with parents/guardians in supporting all aspects of their child’s development and well-being. Any concerns a parent may have will be taken seriously and dealt with in a professional manner. If a parent has a concern / complaint they can talk to the class teacher or any member of the school’s safeguarding team: the Principal, the Designated or Deputy Designated Teacher for child protection. If they are still concerned they may talk to the Chair of the Board of Governors. Where a parent is dissatisfied with the B.O.G. response to a complaint they may contact the ombudsman.
Where a parent has reason to believe the matter is potentially of a child protection nature a parent may talk to a social worker in the local Gateway team or to the PSNI Public Protection Unit. Details of who to contact are shown in the flowchart in Appendix 2.
7.2 Where the school has concerns or has been given information about possible abuse by someone other than a member of the school staff including volunteers
Where staff become aware of concerns or is approached by a child they should not investigate as this is the responsibility of Social Services and/or PSNI. Staff should report these concerns immediately to the Designated/Deputy Teacher and full notes should be made. These notes or records should be factual, objective and include what was seen, said, heard or reported. They should include details of the place and time and who was present and should be given to the Designated/Deputy Designated Teacher. The person who reports the incident must treat the matter in confidence.
The Designated/Deputy Designated Teacher will decide whether in the best interest of the child the matter needs to be referred to Social Services. If there are concerns that the child may be at risk, the school is obliged to make a referral. Unless there are concerns that a parent may be the possible abuser, the parent will be informed immediately.
The Designated/Deputy Designated Teacher may consult with members of the school’s safeguarding team, the Education Authority’s Designated Officer for Child Protection or Social Services Gateway Team before a referral is made. During consultation with the Education Authority’s Designated Officer the child’s details will be shared. No decision to refer a case to Social Services will be made without the fullest consideration and on appropriate advice. The safety of the child is our prime priority.
Where there are concerns about possible abuse and a referral needs to be made the Designated/Deputy Designated Teacher may contact the EA’s Designated Officer for Child Protection advise or telephone Social Services Gateway Team directly. A UNOCINI (Understanding the Needs of Children in Northern Ireland) referral form will also be completed and forwarded to the Gateway team, a copy will be kept in the school’s child protection file.
If the Principal has concerns that a child may be at immediate risk from a volunteer, the services of the volunteer will be terminated immediately.
This procedure with names and contact numbers is shown in Appendix 3.
7.3 Where a complaint has been made about possible abuse by a member of the school’s staff
Where a complaint is made about possible abuse by a member of staff of the school, the procedures set out in DE Circular 2015/13 should be followed.
As set out in Circular 2015/13, all allegations of a child abuse nature must be recorded in the Record of Child Abuse Complaints book, which must be retained securely.
If a complaint about possible child abuse is made against a member of staff, the Principal {or Designated/Deputy Designated Teacher if the Principal is not available) must be informed immediately. The above procedures will apply (unless the complaint is about the Principal/Designated/Deputy Designated Teacher)
If a complaint is made against the Principal the Designated/Deputy Designated Teacher will inform the Chairperson of the Board of Governors who will ensure that necessary action is taken.
Where the matter is referred to Social Services the member of staff may be removed from duties involving direct contact with pupils or may be suspended from duty as a precautionary measure pending investigation by the appropriate authorities.
Child protection procedures will be followed. This procedure with names and contact numbers is shown in Appendix 3
It is important that ALL allegations are recorded to ensure a school can monitor allegations made and identify causes or patterns of concern at an early stage. It is also important that the Chair of the Boards of Governors is fully informed of all complaints to ensure they are complying with their statutory responsibilities under the Education and Libraries (NI) Order 2003.
A record of this should also be placed on the relevant pupil’s Child Protection File and the file of the member of staff concerned. These records should be signed and dated by the Principal and the record retained in the school,
If, as the result of a subsequent investigation by one of the investigating agencies, the member of staff concerned is totally exonerated:
Given the number of recent historical allegations, unless the member of staff concerned is totally exonerated, the record should be retained indefinitely.
If a closure or an amalgamation of an educational establishment(s) occurs or when a member of staff retires, leaves or changes post, advice should be sought from the relevant Employing Authority and/or the Information Commissioner’s Office.
The Designated Teacher/Deputy Designated Teacher or Principal may be invited to attend an initial and review Child Protection Case Conferences and/or core group meetings convened by the Health & Social Care Trust. They will provide a written report which will be compiled following consultation with relevant staff. Feedback will be given to staff under the ‘need to know ’principle on a case-by-case basis. Children whose names are on the Child Protection register will be monitored and supported in accordance with the child protection plan.
Information given to members of staff about possible child abuse cannot be held “in confidence”. In the interests of the child, staff have a responsibility to share relevant information about the protection of children with other professionals particularly the investigative agencies. Where abuse is suspected schools have a legal duty to refer to the Statutory Agencies. In keeping with the principle of confidentiality, the sharing of information with school staff will be on a ‘need to know’ basis.
Should a child transfer to another school whilst there are current child protection concerns we will share these concerns with the Designated Teacher in the receiving school.
All child protection records, information and confidential notes are kept in separate files in a locked drawer. These records are kept separate from any other file that is held on the child or young person and are only accessible by members of the safeguarding team.
11.Volunteers / beyond school staff Vetting
The school will ensure that before persons beyond the school staff are invited to be involved as helpers/ on trips, or other out of school activities are subject to vetting procedures in keeping with the current arrangements for the care and protection of young people.
If helpers are used on a casual infrequent basis and therefore not subject to ACCESS NI disclosure, the school will ensure that these helpers are supervised at all times by a vetted member of staff.
The school will comply with relevant DE guidance in relation to the Vetting procedures.
All actions concerning children and young people must uphold the best interests of the young person as a primary consideration. Staff must always be mindful of the fact that they hold a position of trust and that their behaviour towards the child and young people in their charge must be above reproach.
The school’s staff code of conduct is available on request.
Howard Primary School is committed to in-service training for its entire staff. Each member of staff will receive general training on Policy and procedures with some members of staff receiving more specialist training in line with their roles and responsibilities. All staff will receive basic child protection awareness training and annual refresher training. The Principal/Designated Teacher/Deputy Designated Teacher, Chair of the Board of Governors and Designated Governor for Child Protection will also attend relevant child protection training courses provided by the Child Protection Support Service.
14 The Preventative Curriculum
Throughout the school year child protection issues are addressed through class assemblies. Child protection information is displayed in corridors and includes the names and pictures of the Designated Teacher and Deputy Designated Teacher and Child Helpline Numbers. A flow diagram of how a parent may make a complaint is also on display. An enlarged flow diagram for a teacher allegation is in staff room.
Issues of relevance to safeguarding and child protection including keeping safe messages are
Other initiatives which address child protection and safety issues:
In the classroom, regular Circle Time sessions are used as a means of encouraging children to raise social and emotional concerns in a safe environment and to build self-confidence, respect and sensitivity among classmates. Lessons in PDMU also emphasise personal safety.
Child Protection Records Management Policy
Howard School will create and retain records in accordance with DE guidance, ‘CHILD PROTECTION: RECORD KEEPING IN SCHOOLS’ - Circular 2016/ 20. All staff are made aware of their reporting and recording responsibilities at induction and through Whole School Child Protection Training.
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Reporting to Board of Governors
It is best practice that Child Protection is a standing agenda item for Board of Governor meetings and that the Designated Teacher prepares a report for the meeting of all Safeguarding activities and a full annual report for the Board of Governors on all Safeguarding matters. Specific child protection cases will not be discussed with/ disclosed to the B.O.G.
The annual report should include information such as what child protection training has been provided for staff/volunteers, statistics in relation to child protection concerns e.g. the number of referrals to Social Services and number of children on the child protection register, the number of complaints against staff, any safeguarding /child protection initiatives delivered as part of the schools preventative curriculum, policy reviews undertaken.
The school’s Record of Child Abuse Complaints should be made available to the Chair of the Board of Governors at least annually. If no complaints of a Child Protection have been received a statement to this effect should be made in the Record of Child Abuse Complaints book. The Chair should sign and date the Record of Child Abuse Complaints annually. The Education Training Inspectorate will ask to see the Record and Chair’s signature during inspections, but not the content or detail of complaints.
Transfer of Records
Under the Education (Pupil Records and Reporting) (Transitional) Regulation (NI) 2007
Boards of Governors are not required to transfer the child protection records. However, where there have been, or are current, concerns about a pupil the school should consider what information should be shared with the new school. The Designated Teacher is responsible for ensuring that copies of relevant child protection records are transferred to the DT of the receiving school in the most secure and appropriate manner to minimise the risk of any data breach. When a child on whom the school holds safeguarding or child protection information leaves the school and the school are unaware of the new school they must notify the Education Welfare Service at the Education Authority. The school must retain the child’s child protection records and forward the relevant information to the receiving school when the child has been traced. When a child whose name is on the Child Protection Register changes school, the school which the child is leaving should inform the receiving school immediately that his/her name is on the Register and pass on contact details for the social worker
GUIDANCE
http://www.eani.org.uk/schools/safeguarding-and-child-protection/ copies of many of these are also held on computer under the Child protection file on staff documents.
The Safeguarding Team in Howard Primary School will update this Policy and Procedures in the light of any further guidance and legislation as necessary and review it annually.
The Board of Governors will also monitor safeguarding activity and the implementation of the Safeguarding and Child Protection policy on a regular basis through the provision of reports from the Designated Teacher.
On-going evaluation will ensure the effectiveness of the Policy.