Safeguarding and Child Protection Policy
Policy Date: October 2024
CONTENTS
Contacts
•
Contacts
•
Contacts in the Local Authority
•
Linked policies
•
Definitions
2.
Introduction
3.
Responsibilities
4.
Procedures
5.
Record-keeping and retention of records
6.
Confidentiality
7.
Recognising abuse
8.
Multi-agency working
9.
Supporting staff
10.
Allegations against staff, supply staff, volunteers and contractors (including Governors)
11.
Whistleblowing
12.
Physical intervention/positive handling
13.
Anti-bullying
14.
Discriminatory incidents
15.
Health and Safety
16.
Prevention
17.
Online safety
18.
Sending nude or semi-nude images
19.
Child on child abuse
20.
Sexual violence and sexual harassment
21.
Cultural Issues
22.
So-called ‘honour’ based abuse
23.
Contextual safeguarding and extra familial harm
24.
Serious violence
25.
Domestic abuse
26.
Children in need of a social worker (Child Protection and Child in Need Plans)
27.
Mental health
28.
Looked After Children
APPENDIX
1. Contacts
Main Contact
Owner
Emily Yoxall (Designated Safeguarding Lead) info@laytoneducation.co.uk
Contacts in The Local Authority
Education Safeguarding Advisory Service
ESAS offers support to education providers to assist them to deliver effectively on all aspects of their safeguarding responsibilities.
01296 387981
Secure-esasduty@buckinghamshire.gov.uk
First Response Team (aka MASH) (including Early Help, Channel)
The First Response Team process all new referrals to social care, including children with disabilities. Referrals are assessed by the team to check the seriousness and urgency of the concerns and whether Section 17 and/or Section 47 of the Children Act 1989 apply. The First Response Team will ensure that the referral reaches the appropriate team for assistance in a quick and efficient manner.
01296 383962
Out of hours
0800 999 7677
Secure-cyp.firstresponse@buckinghamshire.gov.uk
Local Authority Designated Officer (LADO)
The Buckinghamshire Local Authority Designated Officer (LADO) is responsible for overseeing the management of all allegations against people in a position of trust who work with children in Buckinghamshire on either a paid or voluntary basis
01296 382070
Secure-lado@buckinghamshire.gov.uk
Bucks Family Information Service
Information for families on a range of issues including childcare, finances, parenting and education
01296 383065
Buckinghamshire Safeguarding Children Partnership (BSCP)
Procedures, policies and practice guidelines
Buckinghamshire Council Equalities & School Improvement Manager
01296 382461
Yvette.thomas@buckinghamshire.gov.uk
Buckinghamshire Council Prevent Co-ordinator
01296 674784
Alisonwatts1@buckinghamshire.gov.uk
Thames Valley Police
101
(999 in case of emergency)
Definitions
Safeguarding and promoting the welfare of children means:
• Protecting children from maltreatment
• Preventing impairment of children’s mental and physical health or development
• Ensuring that children grow 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 part of the safeguarding process and it refers to the procedures undertaken to protect individual children who have been identified as suffering or likely to suffer significant harm.
Abuse is a form of maltreatment of a child and may involve inflicting harm or failing to
act to prevent harm. Further information regarding the categories of abuse can be found in the appendix to this document.
Children includes everyone under the age of 18.
2. Introduction
This policy has been developed in accordance with following legislation and guidance:
•
Children Act 1989 (amended 2004)
•
“Working Together to Safeguard Children 2018” - July 2018 Working Together To Safeguard Children July 2018
•
“Keeping Children Safe in Education”- statutory guidance for schools and further education colleges - Keeping children safe in education 2022 (publishing.service.gov.uk)
•
Information Sharing Guidance for Safeguarding Practitioners Information Sharing Guidance – DfE July 2018
•
Children Missing Education; Statutory Guidance for Local Authorities - Sept 2016 Children missing education - GOV.UK
•
Statutory Guidance issued under section 29 of the Counter-Terrorism and Security Act - 2015 Prevent Duty Guidance
•
The Equality Act - 2010 Equality Act 2010: guidance - GOV.UK
•
What to do if you’re worried a child is being abused - March 2015 What to do if you are worried a child is being abused
•
Statutory guidance on FGM Multi-agency Statutory Guidance on Female Genital Mutilation
2.2.
Clear governance and leadership is central to embedding a safeguarding culture. Layton Education takes its responsibility seriously under section 175 of the Education Act 2002 to safeguard and promote the welfare of children; working together with other agencies to ensure effective and robust arrangements are in place within our company to identify and support those children who are suffering harm or whom may be at risk of harm. Layton Education will ensure that tutors have read and understood their responsibilities pertaining to Part 1, Part 5 and Annexe B of Keeping Children Safe in Education 2022.
2.3.
All employees are required to read and adhere to the Staff Code of Conduct.
2.4.
Every member of Layton Education is responsible for contributing to a positive culture of safeguarding.
2.5.
Layton Education recognises that as well as risks to the welfare of children from within their families, children may be vulnerable to abuse or exploitation outside their homes and from other children. Staff must remain vigilant and alert to these potential risks.
2.6.
The aims of this policy are:
2.6.1.
To provide an environment in which children feel safe, secure, valued and respected.
2.6.2.
To ensure that employees:
•
Are aware of the need to safeguard and promote the wellbeing of children
•
Identify the need for early support
•
Promptly report concerns, in line with guidance from the Buckinghamshire Continuum of Need
•
Are trained to recognise signs and indicators of abuse
2.6.3.
To provide systematic means of monitoring children known to be or thought to be at risk of harm and ensure contribution to assessments of need and support plans for those children.
2.6.4.
To ensure Layton Education has a clear system for communicating concerns both internally and with external agencies in line with the Working Together guidance.
2.6.5.
To ensure Layton Education has robust systems in place to accurately record safeguarding and child protection concerns.
2.6.6.
To develop effective working relationships with all other agencies involved in safeguarding, supporting the needs of children at Layton Education.
2.6.7.
To ensure that all staff appointed have been through the safer recruitment process and understand the principles of safer working practices as set out in our Staff Code of Conduct.
2.6.8.
To ensure that any community users of our facilities have due regard to expectations of how they should maintain a safe environment, which supports children’s wellbeing.
2.6.9.
This policy is published on our website, www.laytoneducation.co.uk,
and hard copies are available upon request.
3. Responsibilities
3.1.
All staff understand that safeguarding children is everyone’s responsibility. Any person who receives a disclosure of abuse, an allegation or suspects that abuse may have occurred must report it immediately to Emily Yoxall (Owner, Designated Safeguarding Lead).
3.2
Staff must maintain a good working knowledge of the Buckinghamshire
Continuum of Need The Continuum of Need - Buckinghamshire Safeguarding Children Partnership (buckssafeguarding.org.uk) and any updates and how it should be used to inform decision making regarding a referral to First Response.
3.3
Staff must have the skills, knowledge and understanding to keep both looked after children and previously looked after children safe.
3.4 Staff must understand vulnerability and that barriers exist when recognising abuse. Consider the following groups who may have increased vulnerability:
➢
Young carers
➢
Children with SEND
➢
Children living with domestic abuse
➢
Children whose parents suffer with poor mental health, including substance misuse
➢
Criminal exploitation, including sexual exploitation, County Lines radicalisation and gang involvement
➢
Look after children and previously look after children
➢
Children who have a social worker
➢
Privately fostered children
➢
Asylum seekers
➢
So-called Honour Based Violence, including FGM and forced marriage
➢
Children who frequently go missing or whose attendance is a concern
➢
Children who are part of the LGBTQ+ group
➢
Children who are at risk of discrimination due to faith and belief, race or ethnicity.
3.5. Layton Education understands and fulfils its safeguarding responsibilities.
It must:
3.5.1.
Ensure that Layton Education creates and maintains a strong, positive culture of safeguarding within the company.
3.5.2.
Ensure that this policy reflects the unique features of the community we serve and the needs of the pupils attending our provision. This policy will be reviewed at least annually and whenever new guidance is issued.
3.5.3.
Regularly monitor and evaluate the effectiveness of this Child Protection Policy.
3.5.4.
Appoint a Designated Safeguarding Lead (DSL). The roles and responsibilities of the DSL and Deputy DSL are made explicit in those post-holders’ job descriptions.
3.5.5.
Recognise the importance of the role of the DSL, ensuring they have sufficient time, training, skills and resources to be effective. Refresher training must be attended every 2 years, in addition knowledge and skills must be refreshed at regular intervals, at least annually.
3.5.6.
Ensure measures are in place for Layton Education to have oversight of how the company’s delivery against its safeguarding responsibilities are exercised and evidenced. Ensure robust structures are in place to challenge Layton Education where there are any identified gaps in practice or procedures are not followed.
3.5.7.
Recognise the vital contribution that Layton Education can make in helping children to keep safe, through incorporation of safeguarding within the curriculum. Ensure that through curriculum content and delivery children understand to keep themselves safe.
3.5.8.
Ensure safe and effective recruitment policies and disciplinary procedures are in place.
3.5.9 Ensure resources are allocated to meet the needs of pupils requiring child
Protection or early intervention.
3.6.
Layton Education must ensure that procedures are in place to manage safeguarding concerns of allegations against staff where they could pose a risk of harm to children.
The guidance in Part four of Keeping children safe in education 2022 (publishing.service.gov.uk) must be followed if there were any such concerns. Keeping children safe in education 2022 (publishing.service.gov.uk)
3.7.
Layton Education must complete safeguarding training on appointment, to also include Prevent training. This training must be regularly updated in line with national or local guidance.
3.8.
Layton Education must ensure that relevant staff have due regard to the relevant data protection principles set out in the Data Protection Act 2018 and the GDPR, which allow them to share or withhold personal information when it is necessary to safeguard any child.
3.9.
We have a Designated Safeguarding Lead (DSL) who is responsible for:
3.9.1. Creating a culture of safeguarding within the company where
children are protected from harm. Ensuring all staff receive an
effective induction and ongoing training to support them to recognise
and report any concerns.
3.9.2. Ensuring children receive the right help at the right time using the
Buckinghamshire Continuum of Need document.
3.9.3. Ensuring referrals to partner agencies, are followed up in writing,
including referrals to First Response and Early Help (FSS).
3.9.4. Establishing and maintaining a safe and secure system for recording
safeguarding and child protection records. These
records must be audited regularly to ensure all actions are completed.
3.9.5. Ensuring all child protection files are held separately from pupils’
educational records.
3.9.6. Maintaining the record for staff safeguarding training.
3.9.7. Being the designated point of contact for staff to be able to
discuss and share their concerns.
3.9.8. Being available to staff for consultation on safeguarding concerns.
3.9.9. Contributing effectively to multiagency working, for the safeguarding
and promotion of the welfare of children, as set out in Working Together.
3.9.10
Meeting the statutory requirement to keep up to date with knowledge,
enabling them to fulfil their role, including attending mandatory and
any other additional relevant training.
3.9.11 Referring immediately to the Police, using the guidance, When to call the police 2491596 C&YP schools guides.indd (npcc.police.uk) for any cases where a criminal offence may have been committed or risk of harm is imminent.
4. Procedures
4.1. Our company procedures for all staff safeguarding and protecting children from harm are in line with Buckinghamshire Council and Buckinghamshire Safeguarding Children Partnership safeguarding procedures, “Working Together to Safeguard Children 2018” Working Together to Safeguard Children 2018, “Keeping Children Safe in Education 2022” Keeping children safe in education 2022 (publishing.service.gov.uk)and statutory guidance issued under section 29 of the Counter-Terrorism and Security Act 2015 Revised Prevent duty guidance: for England and Wales - GOV.UK (www.gov.uk).
We will ensure:
4.2. All members of staff must complete regular safeguarding training, attend regular refresher training and partake in any training opportunities arranged or delivered by the DSL. Updates must be cascaded to all staff throughout the year, at a minimum of once a year. All new staff will receive safeguarding and child protection training on induction including online safety.
4.3. All parents/carers must be made aware of the company’s responsibilities in regard to child protection procedures through this policy.
All staff must follow the reporting procedures as follows when reporting any child protection concerns:
•
Staff must ensure the child is in a safe place and in receipt of support
•
Staff must initially make a verbal report to the DSL to alert them to the safeguarding/child protection concern
•
Staff must make a written report
•
Staff must ensure the time and date of the incident is recorded
•
A factual account of the incident must be recorded, including who was involved, what was said/seen/heard, where the incident took place and any actual words or phrases used by the child
•
Use a body map to record any injuries seen or reported by the child
•
Staff must sign and date the report giving details of their role within the tutoring environment
•
The DSL must record when the report was passed to them and what action was taken alongside any outcomes achieved
•
The DSL must ensure the child’s wishes and feelings are taken into consideration when deciding on next steps.
4.5. The company operates Safer Recruitment practices. Layton Education ensure that staff who are involved in the recruitment process have received safer
recruitment training. Robust procedures are in place in order to prevent and deter people who are unsuitable to work with children, from applying or being employed by the company.
4.6. Allegations against members of staff are referred to the Local Authority Designated Officer (LADO).
4.7. Our procedures are reviewed and updated annually as a minimum, or as there are changes to legislation.
4.8. Children are encouraged to share any concerns or worries with staff.
5. Record-Keeping and Retention of Records
5.1. When a disclosure of abuse or an allegation against a member of staff has been made, no matter how low level, our company must have a record of this. These records are maintained in a way that is confidential and secure, in accordance with our Data Protection Policy.
5.2. Records should include:
•
a clear and comprehensive summary of the concern
•
a clear, detailed and robust chronology must be maintained
•
details of how the concern was followed up and resolved
•
a note of any action taken, decisions reached and the outcome.
5.3. We have a robust system for reviewing our archived information held. Our files are stored and disposed of in line with GDPR protocols, local and national retention policies..
5.
Confidentiality
6.1
We recognise that all matters relating to child protection are confidential.
6.2. The Owner or Designated Safeguarding Lead must only disclose personal information about a pupil to other members of staff on a need to know basis.
6.3.
Staff must not keep duplicate or personal records of child protection concerns. All information must be reported to the Designated Safeguarding Lead and securely stored in the designated location within the company, separate from the pupil records.
6.4.
All staff are aware they cannot promise a child to keep secrets which might compromise the child’s safety or well-being or that of another as they have a duty to share. Staff must, however, reassure the child that information will only be shared with those people who will be able to help them and therefore need to know.
6.5.
We will always undertake to share our intention to refer a child to Social Care (First Response) with their parent/carer’s consent, unless to do so could put the child at greater risk of harm or impede a criminal investigation. If in doubt, we will consult with First Response on this point. We recognise that GDPR data Protection Act 2018 must not be a barrier for sharing information regarding safeguarding concerns in line with ‘Working Together’.
Gov guidance link:
https://www.gov.uk/government/publications/safeguarding-practitioners-information-sharing-advice
7.
Recognising abuse
In the event of a child disclosing abuse staff must:
7.1. Refer to the following guidance:
“What to do if You’re Worried a Child is Being Abused” Stat guidance template (publishing.service.gov.uk)
7.2. Listen to the child, allowing the child to tell what has happened in their own
way and at their own pace. Staff must not interrupt a child who is freely recalling
significant events. Remain calm. Be reassuring and supportive, endeavouring not to
respond emotionally.
7.3. Not ask leading questions. Staff are reminded to ask questions only when
seeking clarification about something the child may have said or to gain
sufficient information to know that this is a safeguarding concern.
7.4
. Make an accurate record of what they have seen/heard using the company’s
record keeping processes, recording; times, dates or locations mentioned, using as many words and expressions used by the child, as possible. Staff must not substitute anatomically correct names for body part names used by the child.
7.5
. Reassure the child that they did the right thing in telling someone.
7.6. Staff must explain to the child what will happen next and the need for the
information to be shared with the DSL.
7.7. In the unlikely event the DSL and the deputy DSL are not available, staff are
aware they must share their concerns with the most senior member of staff.
7.8. If there is immediate risk of harm to a child, staff will NOT DELAY and will ring 999.
7.9. The child will be monitored/accompanied at all times following a disclosure, until
a plan is agreed as to how best they can be safeguarded.
7.10 Following a report of concerns the DSL must:
7.10.1
Decide whether there are sufficient grounds for suspecting significant harm, in which case a referral must be made to First Response and the police if it is appropriate, referring to the guidance, When to call the police, 2491596 C&YP schools guides.indd (npcc.police.uk)The rationale for this decision should be recorded by the DSL.
7.10.2
Layton Education should try to discuss any concerns about a child’s welfare with:
parents/carers and, where possible, obtain consent before making a
referral to First Response. However, in accordance with DfE
guidance, this should only be done when it will not place the child at
increased risk or could impact a police investigation. Where there
are doubts or reservations about involving the child’s family, the DSL
should clarify with First Response or the police whether the
parents/carers should be told about the referral and, if so, when and
by whom. This is important in cases where the police may need to
conduct a criminal investigation. The child’s views should also be
taken into account.
7.10.3 If there are grounds to suspect a child is suffering or is likely to suffer
significant harm, the DSL (or Deputy) must contact First Response by telephone immediately, in first instance and then complete the Multi Agency Referral Form (MARF).
7.10.4 If the child is in immediate danger and urgent protective action is
required, the police must be called. The DSL must then notify First
Response of the occurrence and what action has been taken.
7.10.5
If a child needs urgent medical attention, the DSL (or Deputy) should call an ambulance via 999. DSL to contact First Response; advice to be sought from First Response about informing parents/carers.
8
Multi-agency working
8.10
Layton Education know what the role of the company is, as a relevant agency, within the three safeguarding partner arrangements and as required, will contribute to multi-agency working, in line with the statutory guidance ‘Working Together to Safeguard Children’.
8.11
When named as a relevant agency and involved in safeguarding arrangements, Layton Education will co-operate alongside other agencies with the published arrangements.
8.12
Layton Education will contribute to inter-agency plans to offer children support of early help and those children supported through child protection plans.
8.13
Layton Education will allow access for and work with children’s social care to conduct or consider whether to conduct as section17 or section 47 assessment.
8.14
If, following a referral, the situation is not improving for the child, the DSL will follow the escalation process.
9
Supporting Staff
9.10
We recognise that staff becoming involved with a child who has suffered harm, or appears to be likely to suffer harm, could find the situation stressful and upsetting. We will support such staff by providing an opportunity to talk through their anxieties with the DSL and to seek further support if necessary.
10
Allegations against staff.
10.1. At Layton Education, we have our own procedures for managing concerns and/or allegations against those working at the company.
10.2. KCSIE 2022- Part four contains comprehensive guidance covering the two levels of allegations/concern:
1. allegations that may meet the harms threshold
2. Allegations/concerns that do not meet the harms threshold - referred to for the purpose of this guidance as ‘low level concerns’.
10.3
All staff must take care not to place themselves in a vulnerable position with a child. It is always advisable for interviews or work with individual children or parents/carers to be conducted in view of other adults
10.4
We understand that a pupil may make an allegation against a member of staff. If such an allegation is made, the member of staff notified of the allegation will immediately inform the DSL. If the allegation is made against the DSL, the local authorities should be informed.
10.5
At Layton Education, we recognise that an allegation may be made if a member of staff has:
•
Behaved in a way that has harmed a child, or may have harmed a child
•
Possibly committed a criminal offence against or related to a child
•
Behaved towards a child or children in a way that indicates he or she may pose a risk of harm to children
•
Behaved or may have behaved in a way that indicates they may not be suitable to work with children. This includes behaviours both inside and outside of the tutoring environment.
10.6.
The Owner on all such occasions must immediately discuss the content of the allegation with the Local Authority Designated Officer (LADO).
10.7.
The DSL must:
10.7.1.
Follow all advice given by the LADO throughout the investigation process, including how to manage the staff member against whom the allegation is made, as well as supporting other staff.
10.7.2.
Follow all advice given by the LADO relating to supporting the child making the allegation, as well as other children connected to the organisation.
10.7.3.
Ensure feedback is provided to the LADO about the outcome of any internal investigations.
10.8.
The company will follow the local safeguarding procedures for managing allegations against staff.
10.9.
If the allegation is made against a member of staff supplied by an external agency, the agency will be kept fully informed and involved in any enquiries from the LADO.
10.10.
Suspension of the member of staff against whom an allegation has been made needs careful consideration and, if necessary, we will consult with the LADO in making this decision.
10.11.
Should an individual staff member be involved in child protection, other safeguarding procedures or Police investigations in relation to abuse or neglect, they must immediately inform the DSL. In these circumstances, the company will need to assess whether there is any potential for risk of transfer to the workplace and the individual’s own work with children.
11.
Discriminatory Incidents
In line with the Equalities Act 2010, our Equalities Policy addresses all forms of discriminatory incidents
12.
Prevent Duty
12.1.
We are aware of the Prevent Duty under Section 26 of the Counter Terrorism and Security Act 2015 to protect young people from being drawn into terrorism.
12.2.
All staff have completed Prevent training and we have training logs to evidence this.
12.3.
The DSLs are familiar with their duties under The Prevent Duty Guidance: Revised Prevent duty guidance: for England and Wales - GOV.UK (www.gov.uk)
13.Online Safety
All staff are aware of online safety, in which our expectations are relating to:
➢
Creating a safer online learning environment,
➢
Giving everyone the skills, knowledge and understanding to help children stay safe on-line, question the information they are accessing and support the development of critical thinking,
➢
Inspiring safe and responsible use of mobile technologies, to combat behaviours on-line which may make pupils vulnerable, including the sending of nude or semi-nude images.
➢
Use of camera equipment, including smart phones.
➢
What steps to take if there are concerns and where to go for help.
➢
Staff use of social media as set out in the Staff Code of Conduct.
13.1
Cyber-bullying by children, via texts, social media and emails, will be treated as seriously as any other type of bullying.
13.2
The company is aware of the risks posed by children in the online world; in particular non-age appropriate content linked to self-harm, suicide, grooming and radicalisation.
13.3
Pupils, staff and parents/carers are supported to understand the risks posed by:
•
the CONTENT accessed by pupils
•
their CONDUCT on-line
•
who they have CONTACT within the digital world
•
COMMERCE - risks such as online gambling, inappropriate advertising, phishing and or financial scams.
13.4 Layton Education will follow the advice as given by the government, to advise and support children with any online learning taking place at home to ensure this is done so safely.
13.5 Staff use of mobile technology whilst on site is set out in the Staff Code of Conduct.
14
Sending nude or semi-nude images
Sending nude images or semi-nude images, is one of a number of ‘risk-taking’ behaviours associated with the use of digital technologies, social media or the internet. It is accepted that children experiment and challenge boundaries and therefore the risks associated with ‘online’ activity can never be completely eliminated.
Further advice and guidance can be found using the link below:
Sharing nudes and semi-nudes
14.1
Staff, pupils and parents/carers are supported, via training, to understand the creation and sharing of sexual imagery, such as photos or videos, of under 18s is illegal. This includes images of pupils themselves if they are under the age of 18.
14.2
Any disclosures/incidents that occur will follow the normal safeguarding practices and protocols for our company. We will also use the guidelines for responding to incidents, as set out in:
Sharing nudes and semi-nudes: advice for education settings working with children and young people - GOV.UK (www.gov.uk) produced by the UK Council for Internet Safety. The DSL will inform parents/carers of any incidents.
15
Child on Child Abuse
15.1
Layton Education believes that all children have a right to attend tutoring and learn in a safe environment free from harm by both adults and other pupils. We recognise that some safeguarding concerns can occur via child-on-child abuse.
15.2
All staff operate a zero-tolerance policy to child-on-child abuse and will not pass off incidents as ‘banter’ or ‘just growing up’.
15.3
All staff recognise that child on child issues may include, but may not be limited to:
➢
Bullying (including cyber bullying)
➢
Racial abuse
➢
Physical abuse, such as hitting, hair-pulling, shaking, biting or other forms of physical harm
➢
Sexual violence and sexual harassment
➢
Causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party (Harmful sexual behaviour HSB)
➢
Abuse related to sexual orientation or identity
➢
Sending nude or semi-nude images (consensual & non-consensual)
➢
Upskirting and initiation/hazing type violence and rituals
➢
Emotional abuse
➢
Abuse within intimate partner relationships
15.4
All staff should be able to reassure victims that they are being taken seriously
and that they will be supported and kept safe. Incidents of child-on-child abuse must be reported to the DSL, who will refer to the appropriate agencies as required.
15.5
The following will be considered when dealing with incidents:
•
Whether there is a large difference in power between the victim and perpetrator i.e. size, age, ability, perceived social status or vulnerabilities, including SEND, CP/CIN or CLA
•
Whether the perpetrator has previously tried to harm or intimidate pupils
•
Any concerns about the intentions of the alleged perpetrator
•
How to best support and protect the victim and alleged perpetrator as well as any other children who may have been involved or impacted.
•
Risk assessments and safety planning will be created in conjunction with external professionals.
15.6
In order to minimise the risk of child-on-child abuse taking place, as a company we must:
•
Ensure that pupils know that all members of staff will listen to them if they have concerns and will act upon them
•
Have systems in place for any pupil to be able to voice concerns
•
Develop robust risk assessments if appropriate
15.7
We recognise that ‘Upskirting’ involves taking a photograph under an individual’s clothing without their knowledge. We understand that it causes the victim distress and humiliation and that any gender can be a victim. Staff recognise that ‘Upskirting’ is a criminal offence and must promptly report any such incidents to the DSL.
15.8
Reference will be made to the following government guidance and part 5 of the Keeping Children Safe in Education 2022 to ensure that all staff have an understanding of the serious nature of sexual violence and sexual harassment between children. The company ensure that they keep up with current legislation and practice referring to trusted advisors such as BSCP, NSPCC and Ofsted guidance.
16
Sexual Violence & Sexual Harassment
16.1. Sexual violence and sexual harassment can occur between two children of any
age and sex. It can occur through a group of children sexually assaulting or sexually harassing a single child or group of children. This can occur online, face to face (both physically and verbally) and can take place inside or outside of tutoring. As set out in Part five of the KCSIE 2022, all staff maintain an attitude of ‘it could happen here’ and it is never acceptable.
16.2. All staff have a responsibility to address inappropriate behaviour in a timely
manner, however seemingly insignificant it may appear.
16.3. All victims will be reassured that they are being taken seriously and that they will
be supported and kept safe. No child will ever be made to feel ashamed for making a report or that they are creating a problem.
17
Cultural Issues
17.1
As a company we are aware of the cultural diversity of the community around us and work sensitively to address the unique culture of our pupils and their families as they relate to safeguarding and child protection. This includes children at risk of harm from abuse arising from culture, ethnicity, faith and belief on the part of their parent, carer or wider community.
17.2
Staff must report concerns about abuse linked to culture, faith and beliefs in the same way as other child protection concerns.
18
So-Called ‘Honour’ Based Abuse
18.1
Staff at our company understand there is a legal duty to report known cases of Female Genital Mutilation (FGM) and So Called ‘Honour’ Based Abuse to the police and they will do this with the support of the DSL. Mandatory reporting of female genital mutilation: procedural information - GOV.UK
18.2
Our company is aware of the need to respond to concerns relating to forced marriage and understand that it is illegal, a form of child abuse and a breach of children’s rights. We recognise some pupils, due to capacity or additional learning needs, may not be able to give an informed consent and this will be dealt with under our child protection processes. Layton Education staff can contact the Forced Marriage Unit if they need advice or information. Contact 020 7008 0151 fmu@fco.gov.uk
18.3
We are aware of the signs of FGM Female genital mutilation (FGM) | NSPCC
18.4
We recognise both male and female pupils may be subject to honour-based abuse.
18.5
We promote awareness through training and access to resources, ensuring that the signs and indicators are known and recognised by staff.
18.6
Any suspicions or concerns for forced marriage are reported to the DSL who will refer to First Response or the police if emergency action is required.
19
Contextual Safeguarding and extra-familial harms
19.1
Contextual Safeguarding is an approach to understanding and responding to children’s experiences of significant harm beyond their families. Extra-familial
harm is
linked to contextual safeguarding; these concepts refer to harms that occur outside of the family system often during the adolescent years.
19.2
At Layton Education, staff recognise that pupils may encounter safeguarding incidents that happen outside of tutoring and can occur between children outside of this environment. We will respond to such concerns, reporting to the appropriate agencies in order to support and protect the pupil.
19.3
All staff and especially the DSLs, will consider the context of incidents that occur outside of tutoring to establish if situations outside of their families may be putting the pupil’s welfare and safety at risk of abuse or exploitation, including (but not limited to) sexual exploitation, criminal exploitation and serious youth violence.
19.4
Children who may be alleged perpetrators will also be supported to understand the impact of contextual issues on their safety and welfare.
19.5
In such cases the individual needs and vulnerabilities of each child will be considered.
Further guidance can be found at: https://contextualsafeguarding.org.uk/
20
Serious Violence
20.1
All staff are aware of signs and indicators which may signal that children are at risk from, or are involved with, serious violent crime. These may include increased absence, a change in friendships or relationships with older individuals or groups, a significant decline in performance, signs of self-harm or significant change in well-being or signs of assault or unexplained injuries. Staff are aware that unexplained gifts or new possessions could also indicate that children have been approached by, or are involved with, individuals associated with criminal networks or gangs.
20.2
At Layton Education are aware of the range risk factors which increase the likelihood of involvement in serious violence such as being male, having been frequently absent or permanently excluded from school, having experienced child maltreatment and having been involved in offending such as theft or robbery. Layton Education will take appropriate measures to manage any situations arising. Preventing youth violence and gang involvement - Practical advice for schools and colleges (publishing.service.gov.uk)
21
Domestic Abuse
All staff recognise that children who experience domestic abuse, including intimate partner abuse, referred to as ‘teenage relationship abuse’ KCSIE 2022 p.144, can suffer long lasting emotional and psychological effects. Staff must report any concerns using safeguarding procedures.
22. Mental Health
22.1
At Layton Education, we are aware that mental health problems can be an indicator that a child has suffered or may be at risk of suffering abuse, neglect, or exploitation.
22.2
Staff recognise that traumatic adverse childhood experiences can have lasting impact throughout a child’s life and this can impact on mental health, behaviour and education.
22.3
Staff will report any mental health concern that is linked to a safeguarding concern to the DSL.
22.4
Where there are concerns for a child’s mental health Layton Education will seek advice from a trained professional, who would be able to make a diagnosis of a mental health problem.
Mental health and behaviour in schools (publishing.service.gov.uk)
Appendix
Everyone who works with children has a duty to safeguard and promote their welfare. They should be aware of the signs and indicators of abuse and know what to do and to whom to speak if they become concerned about a child or if a child discloses to them.
The following is intended as a reference for staff and parents/carers if they become concerned that a child is suffering or likely to suffer significant harm.
The Children Act 1989 defines abuse as when a child is suffering or is likely to suffer 'significant harm'. Harm means ill treatment or the impairment of health or development. Four categories of abuse are identified:
Categories of Abuse
Child abuse is a form of maltreatment. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children people may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. Children may be abused by an adult or adults, or another child or children.
Physical Abuse
A form of abuse which may involve, hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.
Emotional Abuse
The persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone.
Sexual Abuse
Involves forcing or enticing a child to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities 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 of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse. Sexual abuse can take place online and technology can be used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
Neglect
The persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to:
a)
provide adequate food, clothing and shelter (including exclusion from home or abandonment)
b)
protect a child from physical and emotional harm or danger
c)
ensure adequate supervision (including the use of inadequate caregivers)
d)
ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
Exploitation
Exploitation is a form of child abuse and may take a number of forms:
Child Sexual Exploitation (CSE) and child Criminal Exploitation (CCE)
Both CSE and CCE are forms of abuse that occur where an individual or group takes advantage of an imbalance in power to coerce, manipulate or deceive a child into taking part in sexual or criminal activity, in exchange for something the victim needs or wants, and/or for the financial advantage or increased status of the perpetrator or facilitator and/or through violence or the threat of violence. CSE and CCE can affect children, both male and female and can include children who have been moved (commonly referred to as trafficking) for the purpose of exploitation.
Taken from – “Keeping Children Safe in Education 2022”.
Home Office – Serious Violence Strategy, April 2018 (publishing.service.gov.uk)
County Lines
County lines is a term used to describe gangs and organised criminal networks involved in exporting illegal drugs using dedicated mobile phone lines or other form of “deal line”. This activity can happen locally as well as across the UK - no specified distance of travel is required. Children and vulnerable adults are exploited to move, store and sell drugs and money. Offenders will often use coercion, intimidation, violence (including sexual violence) and weapons to ensure compliance of victims. Taken from “Keeping Children Safe in Education 2022”
Extremism
Extremism is the vocal or active opposition to our fundamental values, including democracy, the rule of law, individual liberty and the mutual respect and tolerance of different faiths and beliefs. This also includes calling for the death of members of the armed forces. Radicalisation refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.
Harmful sexual behaviour (HSB)
Children’s sexual behaviour ranges, from normal and developmental expected to inappropriate, problematic, abusive and violent. The inappropriate, problematic, abusive and violent behaviour can cause developmental damage and is referred to as “Harmful Sexual Behaviour” (HSB).