Child Protection

Child Protection Policy

1.0 Policy links to Mission, Aims and Values

In order to achieve the best for each child we are fully committed to developing with them our core values of learning, community and leadership. The Child Protection policy makes an invaluable contribution to this by:

Contributing to the provision of a stimulating, supportive and safe environment;
Nurturing students and empowering them to become independent and responsible;
Instilling respect amongst students for themselves and others

Accountability for this policy rests with the Vice Principal responsible for student welfare.

2.0 Statutory Framework

Every Child Matters: Change for Children (DfES/1081/2004) set out the Government's proposals for a national framework for local programmes to build services around the needs of children and young people through local leaders and agencies working together for a programme of change. Subsequently, the Children Act 2004 provided the legislative foundation for the programme to be put in place. In 2007 “Safeguarding Children and Safer Recruitment in Education” (DCFS 2007) was published and our CP policy was rewritten with regard to this national guidance. Our CP policy was reviewed in June 2011 and will be reviewed again in June 2012.

A duty is placed on a local authority, referred to as a children's services authority (CSA) in the Children Act 2004, to promote co-operation between agencies to improve the wellbeing of children and young people, as defined by the following five outcomes:

Be healthy.
Stay safe.
Enjoy and achieve.
Make a positive contribution.
Achieve economic well being.

This complements the earlier requirement in the Education Act 2002 for LAs and governing bodies to exercise their functions with a view to safeguarding and promoting the wellbeing of children.

Guidance on ‘Working Together to Safeguard Children’ published in April 2006 sets out how individuals and organisations should work together to safeguard and promote the welfare of children. This guidance reflects recent developments in legislation, policy and practice.

According to the Sex and Relationship Education guidance, schools should have a clear and explicit confidentiality policy. The policy should be drawn up in consultation with parents and reflect the views of teachers, parents and the needs of the school community.

Government guidance has consistently described the role of schools as crucial in referring concerns and providing information for social services.

3.0 Purpose

This policy sets out the principles and procedures to ensure that staff at Paddington Academy identify and assist students at risk of abuse so that they can be protected and when they are in school feel that they are able to do their best.

We recognise that high self esteem, confidence, supportive friends and good lines of communication with a trusted adult helps the prevention of child abuse. Paddington Academy will therefore:

establish and maintain an ethos where students feel secure and are encouraged to talk, and are listened to;
ensure students know that there are adults in the school whom they can approach if they are worried or in difficulty;
include in the curriculum, activities and opportunities for PSHCE which equip students with the skills they need to stay safe from abuse and to know to whom to turn for help;
include in the curriculum, material which will help students develop realistic attitudes to the responsibilities of adult life, particularly with regard to child care and parenting skills.

Our policy applies to all staff and volunteers working in the school, community education and professional staff and governors. Learning support assistants, mid-day supervisors, secretaries as well as teachers can be the first point of disclosure for a child. Concerned parents may also contact the school or governors.

There are five main elements to our policy:

Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children;
Raising awareness of child protection issues and equipping students with the skills needed to keep them safe;
Developing and then implementing procedures for identifying and reporting cases, or suspected cases, of abuse;
Supporting students who have been abused in accordance with his/her agreed child protection plan;
Establishing a safe environment in which students can learn and develop.

4.0 Implementation

The Academy recognises that because Academy staff are in regular and frequent contact with students, they are particularly well placed to observe signs of abuse. The Academy is aware of the responsibilities which all staff have with regard to the protection of children from abuse and from inappropriate and inadequate care and is committed to reacting in accordance with the Local Authority procedures in all cases where there is concern. We will follow the procedures set out by the Local Safeguarding Children Board and take account of guidance issued by the Department for Education and Skills.

All Academy staff are expected to adhere to the DCSF guidelines on what to do if they suspect that a child has been abused or assaulted. They must remember that it is not their responsibility to investigate suspected abuse and that they should not take action beyond that agreed in the procedures established by the Local Safeguarding Children Board.

The Governing Body

The Governing Body has appointed Jenny Richards as the designated governor who will oversee the Academy’s Child Protection policy and practice.

The Principal

The Principal is responsible for:

the implementation and day to day management of this policy and the associated procedures;
ensuring that all staff at Paddington Academy have an understanding of child abuse and its main indicators, and are alert to their reporting and confidentiality responsibilities;
ensuring that parents have an understanding of the responsibility placed on the Academy and staff for child protection by setting out its obligations on the Academy website;
appointing a senior member of staff as the Child Protection Manager and monitoring that person’s work;
ensuring the criminal background of applicants for vacant posts are checked in accordance with DfES circular 11/95 ‘Misconduct of Teachers and Workers with Children and Young People’ and from 2008 the ‘Safeguarding Vulnerable Groups act 2006; and,
adhering to the procedures set out in the staff handbook when an allegation is made against a member of staff.

Designated Child Protection Manager

The designated member of staff for Child protection is Sonja Whincup (CPM) whose work is overseen by the Vice principal for Student Welfare Sara Billins.

The CPM is expected to:

be the first point of call for students and staff;
coordinate action within the Academy; • liaise with other agencies on suspected cases of abuse, taking advice where necessary from the local Child Protection Committee, Social Services or any other services.
act as a source of support, advice and expertise within the Academy when deciding whether to make a referral by liaising with relevant agencies;
advise the Vice Principal about cases in hand according to the agreement already established about confidentiality;
contribute to training;
monitor students who have been identified as being at risk;
keep in a secure place clear and confidential records of students’ progress, records of concerns (noting the date, event and action taken) and provide information to other professionals, reports for case conferences;
notify the local Social Services team if the Academy has to exclude a student on the child protection register either for a fixed term or permanently or if there is an unexplained absence of a student on the child protection register of more than two days duration (or one day following a weekend);
work to develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance at initial case conferences, core groups and child protection review conferences;
In the event of receiving information regarding a disclosure the CPM will:
- Assess any urgent medical needs of the child.
- Consider whether the child has suffered, or is likely to suffer significant harm.
- Check whether the child is currently subject to a Child Protection Plan or has been previously subject to a Plan.
- Confirm whether any previous concerns have been raised by staff.
- Consider whether the matter should be discussed with the child’s parents or carers or whether to do so may put the child at further risk of harm because of delay or the parent’s possible actions or reactions
- Seek advice if unsure that a child protection referral should be made.

The Designated Person will either make a referral to the child’s local authority children’s services duty or referral and assessment team or, if a referral is not considered appropriate at that stage, make full written records of the information that they have received detailing the reasons for the judgement that the matter was not referred to the local authority.

All staff

All Academy staff are responsible for protecting students from abuse and from inappropriate and inadequate care. They have a responsibility to be vigilant in identifying signs of child abuse and must know how they respond to any concern about an individual child that may arise.

In the event of a member of staff having a child protection concern about a student, they must immediately report that concern to the CPM. The member of staff will be asked by the CPM to document briefly the events which have given rise to the concern.

All staff must:

Listen to what the child is saying without interruption and without asking leading questions

Respect the child’s right to privacy but not promise confidentiality

Reassure the child that h/she has done the right thing in telling.

Explain to the child that in order to keep him/her safe from harm the information that has been shared must be passed on.

Report what was has been disclosed to the Designated Person in the school.

Record, as soon as is practicable, what was said using the child’s actual words

Sign and date the record. All staff will receive training during their induction period and regularly thereafter at a minimum of every 3 years.

Confidentiality

The Academy recognises the importance of listening to students at all times, particularly when they are distressed, worried or concerned. It is appreciated that at times students may feel stressed and confused. The Academy shall identify quiet areas and provide the opportunity for students to take respite from the normal day when necessary.

In summary, in striving to ensure that the best interests of students are given high priority staff cannot offer or guarantee absolute confidentiality. If confidentiality has to be broken, the student should be informed first and then supported, as appropriate. As far as possible, the Academy should keep parents fully informed of concerns regarding their child. However, parents should only be informed of child abuse concerns if staff are certain that the child will not be put at risk by their doing so.

Training

To support staff in fulfilling their responsibilities to students with regard to Child Protection the CPM will ensure that all staff receive appropriate training. In particular the CPM is expected to ensure that staff are trained to:

recognise how to identify signs of abuse and when it is appropriate to make a referral;
have a working knowledge of how Local Safeguarding Children Boards operate, the conduct of a child protection case conference and be able to attend and contribute to these effectively when required to do so;
ensure each member of staff has access to and understands the Academy’s child protection policy especially new or part time staff who may work with different educational establishments;
ensure all staff have induction training covering child protection and are able to recognise and report any concerns immediately they arise;
keep detailed accurate secure written records of referrals/concerns;

The CPM must also ensure that her training remains up to date and relevant.

Recording and Record keeping

Child Protection records and reports should be objective and be based on evidence. They should distinguish between fact, observation, allegation and opinion. Staff should guard against myths and stereotypes – both positive and negative. This is particularly the case when working with minority ethnic families. Anxiety about being accused of racist practice should not prevent necessary action being taken to safeguard a child.

Where a person makes an oral statement, a written record should be produced and it should be signed and dated by the author.

Records should be archived for 25 years from the date of birth of a student.

Supporting students at risk

Staff should be given as much information as necessary in order to help the student concerned. In general, this will mean that, where a student is on the Child Protection register, or where there are concerns about a student, the student’s tutor, any other relevant staff and any member of staff chosen by the student to provide support will be kept informed. It may be appropriate in some cases to inform other staff, giving few details but raising general awareness that there are issues that may affect a student’s behaviour and level of achievement at that time.

The Academy recognises that children who are abused, distressed through experiences outside the classroom or witness violence may find it difficult to develop a sense of self worth and to view the world as benevolent and meaningful. They may feel helplessness, humiliation and some sense of self blame. The Academy may be the only stable, secure and predictable element in the lives of students at risk. Nevertheless, when at school their behaviour may be challenging and defiant or they may be withdrawn. While it is clear that such students need firm boundaries, staff will take into account the student’s distress when managing behaviour.

The Academy will endeavour to support the student through:

The content of the curriculum to encourage self esteem and self motivation;
The Academy ethos which promotes a positive, supportive and secure environment and gives pupils a sense of being valued;
The Academy's behaviour policy which is aimed at supporting vulnerable students. All staff are expected to adopt a consistent approach which focuses on the behaviour of the offence committed by the student but does not damage the student's sense of self worth. The Academy will endeavour to ensure that the student knows that some behaviour is unacceptable but s/he is valued and not to be blamed for any abuse which has occurred;
Liaison with other agencies who support the student such as Social Services, Child and Adolescent Mental Health Services, the Educational Psychology Service, Behaviour Support Services and the Education Welfare Service;
Keeping records and notifying Social Services as soon as there is a recurrence of a concern.

Students with Statements of Special Educational Needs

The Academy recognises that statistically children with behavioural difficulties and disabilities are most vulnerable to abuse. Academy staff who deal with students with SEN are expected to be particularly sensitive to signs of abuse.

Partnerships and Links with Other Agencies

Paddington Academy will work closely with other relevant agencies in protecting children. In the event of the transfer to another school of a student about whom there are concerns the Academy will:

find out the name of the receiving school;
contact the relevant member of staff at that school to discuss the transfer;
send all information relating to the student to the receiving school;
check with the receiving school that the student has actually arrived there on the expected day; and
inform all of the relevant agencies of the transfer

5.0 Safeguarding

All parents and carers of pupils attending Paddington Academy must feel secure in the knowledge that they are entrusting their children to adults who will strive to keep them safe at school. We will do this by:

Promoting a caring, safe and positive environment within the school
Ensuring that our staff are appropriately trained in safeguarding and child protection according to their role and responsibilities and keep a record of all training undertaken
Encouraging the self-esteem and self-assertiveness of all pupils through the curriculum so that the children themselves become aware of danger and risk and what acceptable behaviour is and what it is not.
Working in partnership with all other services and agencies involved in the safeguarding of children
Displaying appropriate posters that detail contact numbers for child protection help-lines
Always following Safer Recruitment procedures when appointing staff or volunteers to work in our school
Welcoming visitors in a safe and secure manner
Undertaking risk assessments when planning out of school activities or trips
Ensuring that any community groups which use our premises for the provision of services to children have child protection knowledge and understanding evidenced by a policy or are prepared to adopt our own policy.

6.0 Monitoring, Evaluation and Review

Monitoring and evaluation of this policy and practice will include the quality of provision and impact in relation to:

Feelings of safety/threat/challenge/support
Students’ understanding of rights and responsibilities
Self-esteem

The policy will be monitored through seeking the:

Views of learners • Views of parents/carers
Views of hard to reach groups
Views of students accessing additional services

7.0 Links to other Academy policies

This policy relates directly to other key Academy policies, namely: Behaviour, Sex and Relationships, Anti-Bullying, SEN and Equal Opportunities policies, Attendance, E-Safety, and Safer Recruitment

Attendance

We are aware that a pupil’s unexplained absence from the academy could mean that they are at risk from harm.

We will always report an unexplained absence of a child with a Child Protection Plan to the child’s social worker within one day
We will always seek to clarify the reason for a child’s absence from school with the child’s parent or carer as soon as is practicable on the first day
We will always report a continued absence about which we have not been notified by the parent or carer to the Education Welfare Service
We will always report to the local authority the name of any child who has been newly registered to attend our school but does not arrive on the expected day
We will always report to the Education Welfare Service the continued absence of a child known or thought to have been taken overseas if the child does not return to school on the expected return date.

Pupil Behaviour

We will always aim to maintain a safe and calm environment by expecting good behaviour from our pupils in line with our behaviour policy.

We are aware that any physical response from a member of staff to a pupil’s poor behaviour could lead to a child protection concern being raised by the child or parent/carer.

No member of staff will use force when dealing with a pupil’s breach of our behaviour policy unless the potential consequences of not physically intervening are sufficiently serious to justify such action
We will always record any occasion when physical intervention has been necessary
We will always notify parents or carers of any such incident

Bullying

We understand that bullying is harmful to children. We have an anti-bullying policy that sets out our aim of ensuring no child becomes a victim of bullying and the work that we carry out in school to foster an environment where bullying behaviour is known to be unacceptable. We will always take seriously any reports of bullying and respond appropriately.

We understand that bullying make take different forms and may include racist or homophobic behaviour. Any such reported or observed incident will be dealt with in accordance with our anti-bullying policy.

E-Safety

We recognise that children’s use of the Internet is an important part of their education but that there are risks of harm associated with its use. We have an e-safety policy that addresses how we minimise those risks in school and teach children how to stay safe when using the internet in their lives out of school. We also recognise that all members of staff and volunteer staff must always be mindful of the need to follow our policy of acceptable use of our IT equipment.

Health & Safety

We have a Health & Safety Policy which demonstrates the consideration we give to minimising any risk to the children when on the school premises and when undertaking activities out of school under the supervision of our staff.

In addition to the relevant section on the Academy website, information on this policy can be found:

For staff: In the staff handbook in the section on teaching and learning

For parents: on the website and in the bluebook