Elm Tree Child Protection Policy

ELM TREE PRIMARY SCHOOL

Child Protection Policy

Updated May 2014

‘Through their day to day contact with pupils and direct work with families, education staff have a crucial role to play in noticing indicators of possible abuse or neglect, and in referring concerns to the appropriate agency, normally the social care department’. (‘Working Together to Safeguard Children 2010’)

ELM TREE COMMUNITY PRIMARY SCHOOL CHILD PROTECTION POLICY & PROCEDURES INTRODUCTION It is important to note here that it is unfeasible to attempt to produce one document which addresses all of the potential elements of safeguarding in school settings (e.g. anti-bullying, ICT, school security, safer recruitment and selection, supporting pupils with medical needs etc). However, it is imperative to acknowledge that this child protection policy is part of safeguarding, and promoting welfare and, as such, that this policy makes reference to and is consistent with those other policies and procedures which address broader safeguarding issues. (i) (ii)

A Policy document which provides an overview of the school’s position and arrangements in respect of child protection and safeguarding ; Provides staff with clear Procedures about the action they should take in the event that they are concerned about a child or young person.

Important Sources of Further Information 1.

Keeping Children Safe in Education (KCSIE ) (DFE 2014) 2.

Lancashire Safeguarding Children Board ‘Safeguarding Children Procedures’ (2011) - make explicit what action should be taken at the point of referral to Children’s Social Care (CSC, formerly Social Services) and thereafter 1 3.

Working Together To Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children (HM Government, 2013); 4.

Child Protection Information Pack (Lancashire LA Child Protection Service, 2004) – Electronic versions of these templates are contained within the CD Rom provided in the original CP pack and updated documents are available via the schools portal 5.

What To Do If You’re Worried A Child Is Being Abused (Department of Health et al, 2003)

1

The LSCB Procedures replace the Area Child Protection Committee’s ‘Multi-Agency Policy, Guidance and Procedures’ The LSCB Procedures are available electronically and can be accessed via the LSCB web site:

www.lancashire.gov.uk/safeguardingchildrenboard/

Whole-School Policy on Child Protection

ELM TREE COMMUNITY PRIMARY SCHOOL

A.

Named staff/personnel Protection

with

specific

responsibility

for

Child

DAVID LAMB

Academic Year 2014 / 2015

B.

Designated Senior Person & ‘Back-Up’ or Deputy DSP

Nominated Governor

David Lamb & Martyn Taylor

Dianne Hodgson

Training for Designated Staff in School (DSPs should refresh their training every 2 years KCSIE 2014)

Name of Staff Member / Governor David Lamb Martyn Taylor Dianne Hodgson C.

Date when last attended CP Training January 2014 June 2013 February 2013

Whole School Child Protection Training (all staff should receive induction and regular updated training 2014)

Who attended (e.g. all teaching Date and welfare / support staff, Governors, volunteers) All teaching and Non teaching October 2013 members of staff at Elm Tree School.

D.

Provided by Whom (e.g. LCC, Governor Services) LCC LCC Governor Services

Training Delivered by Joanne Lancaster

Review dates for this policy ( annual review required KCSIE 2014)

Review Date

Changes made

By whom

CHILD PROTECTION POLICY An effective whole school child protection policy is one which provides clear direction to staff and others about expected codes of behaviour in dealing with child protection issues. An effective policy also makes explicit the school’s commitment to the development of good practice and sound procedures. This ensures that child protection concerns and referrals may be handled sensitively, professionally and in ways which prioritise the needs of the child.

INTRODUCTION There are three main elements to our Child Protection Policy. (a)

Prevention:

Elm Tree Community Primary School recognises the importance of providing a positive school atmosphere underpinned by the following values:

(b)

•

That everyone can expect to live and work in a safe environment and that, it is the responsibility of adults to protect children from harm wherever they are in a position to do so

•

All the work undertaken at Elm Tree Community Primary School reflects the rights of children and acknowledges that their welfare is paramount

•

Adults and children have a right to expect that they will be treated with respect and valued as individuals.

•

Everyone should have, or be supported to have a say in decisions, that affect their life.

•

Everyone has responsibility for how they behave towards others.

Protection:

Elm Tree Community Primary School recognises its responsibilities in protecting children. To this end, we will be following both external (L.C.P.C.) and internal procedures. We will also ensure staff are trained and supported to respond appropriately and sensitively to C.P concerns. (c)

Support:

We recognise that in any situation where there are concerns about children in need, including children in need of protection, it is vital to offer support to both the child and staff involved in dealing with these concerns.

This policy will apply to teachers, teaching assistants and other support staff together with non-teaching staff and any other external personnel, including volunteers visiting Elm Tree Community Primary School.

SCHOOL COMMITMENT Elm Tree Community Primary is a special school, which provides for the special educational needs of children experiencing significant emotional/behavioural difficulties and associated learning difficulties. The school is committed to promoting the welfare of all children who attend regardless of ability, race, gender, ethnicity or religion.

At Elm Tree Community Primary School we consider that child protection is of paramount importance. To this end we have produced this policy document in order to provide direction and information for all those who work with or at the school. We recognise that high self- esteem, confidence, peer support and clear lines of communication with trusted adults helps all children, and especially those at risk of or suffering from abuse.

Our School will therefore: a) establish and maintain an ethos where children feel secure and are encouraged to talk, and are listened too.

We will do this by ensuring that staff are trained and supported in listening skills. We will also ensure that children are encouraged to speak openly and this will be facilitated by:• •

PSHCE lessons in particular circle time Assemblies relating to bullying, caring for others

b) ensure that children know that there are adults in the school whom they can approach if they are worried or are in difficulty.

This will be facilitated by informing children that all staff, including the member of staff is accessible. c) information included within the curriculum and in particular the PSHCE programme which will equip children with the skills they need to stay safe from abuse e.g. Kidscape, PRIDE, Life Education Caravan, NSPCC. Curriculum material will also help children develop realistic attitudes to the responsibilities of adult life, particularly with regard to childcare and parenting skills. Our pupils have access the Nurture Facility and Learning Mentors in particular via PSHCE and our Topic Work.

FRAMEWORK

‘Effective safeguarding systems are those where:  The child's needs are paramount, and the needs and wishes of child, be they be a baby or infant, or an older child, should be put first, so that every child receives the support they need before a problem escalates;  All professionals who come into contact with children and families are alert to their needs and any risks of harm that individual abusers, or potential abusers, may pose to those children;  All professionals share appropriate information in a timely way and can discuss concerns about an individual child with colleagues ( in school this would be the DSP/backup DSP) and local authority children's social care.

 High quality professionals are able to use their expert judgment to put the child's needs at the heart of the safeguarding system so that the right solutions can be found for each individual child;  All professionals contribute to whatever actions are needed to safeguard and promote the child's welfare and take part in regularly reviewing the outcomes for the child against specific and outcomes. (Working Together to Safeguard Children 2013) 4.1

Child protection is the responsibility of all adults and especially those working with children. The development of appropriate procedures and the monitoring of good practice are the responsibilities of the Lancashire Safeguarding Children Board (LSCB).

www.lancashire.gov.uk/safeguardingchildrenboard/ will provide you with all of the information you need about the LSCB

ROLES AND RESPONSIBILITIES All adults working with or on behalf of children have a responsibility to protect children.

There are, however, key people within schools and the LEA who have specific responsibilities under Child Protection Procedures. The names of those carrying these responsibilities for the current year are listed on the cover sheet of this document. Any concerns must be passed on to the Designated Senior Person (DSP). The role of the named governor is to ensure that there is a policy in place and that procedures are being followed correctly.

Who is available within the Local Authority to offer advice and support?

People who could give advice and support:- e.g. safeguarding in education team, LADO, Legal, Schools HR, School Advisor and the CAF officer.

See Keeping Children Safe in Education (DCFS 2014) https://www.gov.uk/government/publications/keeping-children-safe-in-education

PROCEDURES Where it is believed that a child is suffering from, or is at risk of significant harm, we will follow the procedures set out in the document produced by Lancashire Safeguarding Children Board (2011) and Document A1in the CP Information Pack - ‘Handling Concerns About the Welfare or Safety of A Child in School. This Policy will be implemented by the Headteacher and all stakeholders involved within the school. The Policy will be monitored and evaluated as and when required, with a maximum review of the Policy being 1 year. All staff are updated on relevant information as soon as that information becomes available. All staff receive training on an annual basis. This Child Protection Policy is available on the school website; www.elmtree.lancs.sch.uk or alternatively copies can be made available from the school office.

TRAINING AND SUPPORT

Our school will ensure that all persons with responsibility for child protection will attend training relevant to their role at intervals not longer than 2 years. In Elm Tree Community Primary this means that the Headteacher (the D.S.P.) and Governor responsible for C.P. All staff new to the school will be inducted in CP procedures and receive policy documents on: C.P., Care and Control, Behaviour Management and Anti-Bullying. networks are available to staff if there are concerns or queries? (e.g. LCC Employee Welfare and Counselling Service 08000 214 154 www.youreap.co.uk or use the link http://lccintranet2/corporate/web/?siteid=5193&pageid=27239 CONFIDENTIALITY Confidentiality is an issue which needs to be discussed and fully understood by all those working with children, particularly in the context of child protection. The only purpose of confidentiality in this respect is to benefit the child.

•

Staff are reminded that whenever a child asks them to keep a matter confidential, they must never agree to this unless they are aware of the nature of the ‘secret’. The correct response would be to advise the child that it is not possible to keep ‘secrets’ without the member of staff knowing what information is to be disclosed.

•

Where the information suggests a child may be at risk, the adult should re-assure the child that the matter will be taken seriously, but that it will be needed to be passed on to others whose job it is to make sure children are safe.

•

Staff should only discuss personal information about children either to designated personnel or as part of an agreed action plan. Staff are reminded that in discussing any child the dignity and respect of a child’s situation is paramount.

•

In any matters where there are concerns about either a child or a colleague, this information must be shared with the Headteacher.

•

Professionals can only work together to safeguard children if there is an exchange of relevant information between them. This has been recognised in principle by the courts. Any disclosure of personal information to others, [including the social service departments], must always however, have regard to both common and statute law.

•

Normally, personal information should only be disclosed to third parties (including other agencies) with the consent of the subject of that information (Data Protection Act 1998, European Convention on Human Rights, Article 8). Wherever possible, consent should be obtained before sharing personal information with third parties.

In some circumstances, consent may not be possible or desirable but the safety and welfare of a child dictate that the information should be shared. The law permits the disclosure of confidential information necessary to safeguard a child or children.

Disclosure should be justifiable in each case, according to the particular facts of the case, and legal advice should be sought if in doubt.

RECORDS AND MONITORING Well-kept records are essential to good child protection practice. Our school is clear about the need to record any concerns held about a child or children within our school, the status of such records and when these records should be passed over to other agencies.

Recording is needed when there is concern in school over: •

Marks on a child’s body

• • • • • •

Unusual or different behaviour Mood changes Puzzling stories from a child Information from others The welfare of the child When asked to do so by another agency

The following should be recorded where there is concern: • • • • • • • •

Patterns of attendance Changes in mood, behaviour Changes in classroom functioning Relationship with others Statements, comments, stories General appearance and demeanour Home/family changes Injuries, marks, past and present

Elm Tree Community Primary School uses the following system of keeping and maintaining records:• • •

Any changes, including any seriously inconsequential behaviour, should be recorded on the child’s contact sheet.

Where a member of staff receives information which suggests a child may be at risk, they must immediately record this information on a ‘Child Protection Message’ proforma, and pass it on to the Designated Senior Person.

The D.S.P. will discuss this information together with any other records that are available and will decide upon the appropriate course of action, which may be one of the following: a) b) c) d) e)

•

• • • •

advice from Children and Families Service referral to CFS using the CAF referring to another agency eg health visitor, CAMHS, EIT monitoring the child in school report for child’s file

The decision to open a C.P. file rests with the Headteacher who is the only person (or the deputy in the head’s absence) to have access to the files. Information from that file or information to be added to C.P. files can only be accessed by the Headteacher. Such files will be kept secured in a designated place.

C.P. Files must never be passed to parents or indeed, any other lay or professional person without permission from the Headteacher.

Any personal notes maintained in notebook or diary must be destroyed once this information is transferred to another source.

Wherever there are discussions with parents relating to concerns about a child these meetings must be recorded and placed in the child’s general school file.

Whenever a member of staff is involved in, or witnesses, or informed of any situation, such information must always be recorded, dated and signed and passed to the Headteacher.

This includes:• •

Complaints made by pupils, colleagues, parents or others Any situation where staff or pupils are made vulnerable by the circumstances of a particular situation.

•

Child Protection Records must be maintained in school for a period of not less than 7 years after the child’s eighteenth birthday. Staff are reminded that all reports should be objective and based on evidence and should distinguish between fact, observation, allegation and opinion.

ATTENDANCE AT CHILD PROTECTION CONFERENCES SUPPORTING CHILDREN AT RISK Our school recognises that children who are abused or who witness violence may find it difficult to develop a sense of self worth and to view the world in a positive way. The school may be the only stable, secure and predictable element in their lives of children at risk.

Whilst at school, their behaviour may still be challenging and defiant, and there may even be moves to consider suspension or exclusion from school.

It is also recognised that some children who have experienced abuse may in turn abuse others. This requires a considered, sensitive approach in order that the child can receive appropriate help and support.

This school will endeavour to support children through: (a) (b) (c) (d) (e) (f) (g)

the curriculum, to encourage self-esteem and self-motivation; the school ethos, which promotes a positive, supportive and secure environment and which gives all pupils and adults a sense of being respected and valued; the implementation of school behaviour management policies (required under the Code of Practice, 1993 Education Act); a consistent approach, which recognises and separates the cause of behaviour from that which the child displays. This is vital to ensure that all children are supported within the school setting; regular liaison with other professionals and agencies who support the pupils and their families; a commitment to develop productive, supportive relationships with parents, whenever it is in the child’s interests to do so; the development and support of a responsive and knowledgeable staff group trained to respond appropriately in child protection situations.

11.3 This policy should be considered alongside other related policies in school.

These are:        

Care and Control Behaviour Management and Anti-Bullying Staff Codes of Conduct Health & Safety E-Safety SEN Handling Allegations of Abuse Against Staff

We recognise that, statistically, children with behavioural difficulties and disabilities are most vulnerable to abuse. School staff who work, in any capacity, with children with emotional and behaviour problems will need to be particularly sensitive to signs of abuse.

It must also be stressed that in a home environment where is domestic violence, drug or alcohol abuse, children may also be vulnerable and in need of support or protection.

The school recognises that for some children their circumstances and behaviour are such that staff may find it difficult to accept or believe the child who makes complaints about staff and peers.

The credibility of a pupil’s concerns should not be derided by their circumstances and their behaviour.

SAFER SCHOOLS, SAFER STAFF Preventing Unsuitable People from Working with Children and Young Persons in the Education Service and Protection of Children Act 1999 Dept. of Health Guidance for all Organisations Working with Children Code of Conduct All staff in Elm Tree Community Primary School will at all times act professionally and in ways which promote the dignity and well being of the children in their care. All staff have received and signed for a copy of Guidance for Safer Working Practice for Adults with Children and Young People – Updated 2009. All staff have received and signed for a copy of “Keeping Children Safe In Education’ April 2014.

USE OF MOBILE PHONES AND CAMERA'S "The safeguarding policy and procedures must include an explanation of the action to be taken in the event of an allegation being made against a member of staff, and cover the use of mobile phones and cameras in the setting" EYFS 2012 s3.4.

Children have their photographs taken to provide evidence of their achievements for developmental records (The Early Years Foundation Stage, EYFS 2012). Staff, visitors, volunteers and students are not permitted to use their own mobile phones to take or record any images of children for their own records during session times.

Procedures Under the Data Protection Act 1998, the school must seek parental consent to take photographs and use video recorders.

The schools digital camera/s or memory cards must not leave the school setting unless on an official school trip. Photos are printed/uploaded in the setting by staff and once done images are then immediately removed from the cameras memory.

Photographs may only be used with written parent / carer permission.

Staff are not permitted to carry their mobile phones whilst in school; lockers are provided for all staff.

Cameras and mobile phones are prohibited in all toilet areas

Recruitment and Selection The Governing Body and staff will take steps to ensure that Elm Tree Community Primary School is a safe place for children. To this end every effort will be made to recruit and select safe staff. The Governing Body and the Senior Management Team will be vigilant in ensuring that staff employed at the school behave in ways in both their personal and professional lives that enhances, protects and safeguards the well being of children in our care.

THE CAF FORM This form should be used when we consider that a child has needs which cannot be met solely by those services and resources which can be accessed directly by school and where, following an assessment of the situation, we believe that co-ordinated intervention is required to promote, safeguard or protect the welfare of the child.

In these circumstances, we will have records detailing what work has been undertaken by our school to support the child and family and why we believe that a more corporate and coordinated approach is needed. This information then provides the basis for the completion of the Common Assessment Framework. The request for co-ordinated support services for a family should always be discussed with parents unless to do so would place the child or others at risk of harm.

The DSP will complete this form, but will seek relevant information from staff. A copy will be forwarded to the CAF Team.

Where, following an assessment of a situation, it is considered immediate protective action is required, a child protection referral must be made by the Designated Senior Person. This referral will be a telephone/visit to the local CFS office. The multi-agency form should then be forwarded by the nominated officer to CFS following the child protection referral. If it is a child protection referral: the DSP will refer, but will have sought relevant information from staff.

PROCEDURES TO FOLLOW IF A MEMBER OF STAFF IS CONCERNED ABOUT THE WELFARE OR SAFETY OF A CHILD

Staff member has concerns about a child’s health, development, safety or welfare Discusses with Designated Senior Person (DSP) as soon as possible (and certainly within 24 hours) Action agreed and recorded by DSP

Designated Senior Person considers • • • • •

Context & history/information available/inaccessible Explanations & contemporaneous life events Uses Framework for Assessment, CAF & Lancashire Model of Children in Need Evidence and nature of risk/need Balance of Probabilities

A Level of Need Is Identified    a) 

What level of need is identified?

What are the parent’s/child’s views?

What services might be accessed: in school; b) via the LEA; c) via direct referral to non statutory agencies Can these meet the level of need identified?

Yes

Access Input Monitor Record

Review

No S.17 Child In Need Referral CAF to SSD with parental consent

Assessment Advice Services

Child suffering or likely to suffer significant harm

Inform parents of intention to refer unless this would: • Increase risk to child • Impede investigation • Cause undue delay

No Further Action/ Ongoing Monitoring and Support

The Designated Senior Person is: Mr D Lamb…………….

The ‘Back Up’ DSP is:

S.47 Child Protection Referral Telephone call to local SSD Initial Assessment Team CAF faxed within 48 hrs

Tel:

Mr M Taylor..............................Tel:

01695 50924 01695 50924

APPENDIX 1 SCHOOL CHILD PROTECTION PROCEDURES 1.

What Should Staff/Volunteers Do If They Have Concerns About A Child or Young Person in School?

Education professionals who are concerned about a child’s welfare or who believe that a child is or may be at risk should pass any information to the Designated Senior Person (DSP) in school; this should occur within 24 hours (See Appendix 1 – attached) It is these senior colleagues who are responsible for taking action where the welfare or safety of children or young people is concerned. If staff are uncertain about whether their concerns centre on a child’s welfare or safety, then a discussion with their DSP/line manager will assist in determining the most appropriate next course of action: Staff should never: • do nothing/assume that another agency or professional will act or is acting.

• attempt to resolve the matter themselves.

The Designated Senior Person/line manager should always consider the following key questions: • Am I dealing with ‘risk’ or ‘need’? (By definition, a child at risk is also a child in need.

However, what is the priority/level of need?)

• Can the level of need identified be met in or by the school or by accessing lea or universal services/without referral to social services/by working with the child, parents and colleagues?

• What resources are available to me and what are their limitations?

• Is the level of need such that a referral needs to be made to social services which requests that an assessment of need be undertaken? (Section 17) • Is the level and/or likelihood of risk and/or need such that a child protection referral needs to be made? (Section 47) • What information is available to me: Child, Parents, Family & Environment?

• Do I need to make an Inquiry of the Lancashire CP Register? (Authorised professional can do so, including DSPs – it is their responsibility to inform parents that they are to do so • What information is inaccessible and, potentially, how significant might this be?

• Who do I/don’t I need to speak to now and what do they need to know?

• Where can I access appropriate advice and/or support?

(LA CP Officers 01772 532723) • If I am not going to refer, then what action am I going to take? (eg time-limited monitoring plan, discussion with parents or other professionals, recording etc)

2.

Feedback to Staff Who Report Concerns to the Designated Senior Person Rules of confidentiality dictate that it may not always be possible or appropriate for the Designated Senior Person to feedback to staff who report concerns to them. Such information will be shared on a ‘need to know’ basis only and the Designated Senior Person will decide which information needs to be shared, when and with whom. The primary purpose of confidentiality in this context is to safeguard and promote the child’s welfare.

3.

Thresholds for Referral to Social Care Where a Designated Senior Person or line manager considers that a referral to Child and Family Services may be required, there are two thresholds for (and their criteria) and types of referral that need to be carefully considered: (i)

Is this a Child In Need?

Under section 17 (s.17(10)) of the Children Act 1989, a child is in need if: (a) (b) (c)

(ii)

He is unlikely to achieve or maintain, or to have the opportunity to achieve or maintain, a reasonable standard of health or development, without the provision of services by a local authority; His health or development is likely to be impaired, or further impaired, without the provision of such services; He is disabled.

Is this a Child Protection Matter?

Under section 47(1) of the Children Act 1989, a local authority has a duty to make enquiries where they are informed that a child who lives or is found in their area: (a) (b) (c)

is the subject of an Emergency Protection Order; is in Police Protection; or where they have reasonable cause to suspect that a child is suffering or is likely to suffer significant harm.

Therefore, it is the ‘significant harm’ threshold’ that justifies statutory intervention into family life. A professional making a child protection referral under s.47 must therefore provide information which clearly outlines that a child is suffering or is likely to suffer significant harm. (The Designated Senior Person will make judgements around ‘significant harm’, levels of ‘need’ and when to refer)

4.

Making Referrals to CSC (Guidance for the Designated Senior Person)

As of 31st October 2013, the thresholds and documentation for referrals to CSC changed The Lancashire CoN provides 4 levels to described family circumstances    

LEVEL 1 Universal – thriving LEVEL 2 Additional Support Needs – Just coping LEVEL 3 Complex Support Needs – Struggling to Cope LEVEL 4 Intensive Needs – Not Copin

The link below enables you to access the documents to enable a referral to CSC and also the CAF/TAF forms as well as relevant guidance documents http://www.lancashirechildrenstrust.org.uk/resources/? siteid=6274&pageid=40180 5.

CSC Responses to Referrals and Timescales In response to a referral, Children's Social Care may decide to: • Provide advice to the referrer and/or child/family; • Refer on to another agency who can provide services; • Convene a Strategy Meeting (within five working days);

• Provide support services under Section 17; • Undertake a Statutory Assessment (completed within 45 working days); • Convene an Initial Child Protection Conference (within 15 working days of a Strategy Meeting) (see www.lancashire.gov.uk/safeguardingchildrenboard - click on contents and go to Chapter 3; Managing Individual Cases where there are Concerns about a Child's Safety and Welfare - Procedures • Accommodate the child under Section 20 (with parental consent); • Make an application to court for an Order; • Take no further action.

6.

Feedback from Children's Social Care Upon receiving referral, Children's Social Care will decide on a course of action.

They should acknowledge receipt of a written referral within ONE working day. If the referrer has not received an acknowledgement within THREE working days they should make contact with the relevant manager in the Children's Social Care Team.

The Children's Social Care manager is responsible for ensuring that the referrer and the family (provided this does not increase any risk to the child) are informed of the outcome of the referral and reasons for supporting the decision. This will be done as soon as possible and, in all cases, within a maximum of 7 working days.

7.

Risk Assessment ‘Checklist’                          

Does/could the suspected harm meet the ACPC definitions of abuse?

Are there cultural, linguistic or disability issues?

I am wrongly attributing something to impairment?

Does the chronology indicate any possible patterns which could/do impact upon the level of risk?

Are any injuries or incidents acute, cumulative, episodic?

Did any injuries result from spontaneous action, neglect, or intent?

Explanations consistent with injuries/behaviour?

Severity and duration of any harm?

Effects upon the child’s health/development?

Immediate/longer term effects?

Likelihood of recurrence?

Child’s reaction?

Child’s perception of the harm?

Child’s needs, wishes and feelings?

Parent’s/carer’s attitudes/response to concerns?

How willing are they to cooperate?

What does the child mean to the family?

What role does the child play?

Possible effects of intervention?

Protective factors and strengths of/for child (ie resilience/vulnerability) Familial strengths and weaknesses?

Possibilities?

Probabilities?

When and how is the child at risk?

How imminent is any likely risk?

How grave are the possible consequences?

   

How safe is this child?

What are the risk assessment options?

What are the risk management options?

What is the interim plan?

APPENDIX 1: TAKING CONCERNS IN SCHOOL

ACTION

ON

CHILD

WELFARE/PROTECTION

Staff member has concerns about a child’s health, development, safety or welfare Discusses with Designated Senior Person (DSP) as soon as possible (and certainly within 24 hours) Action agreed and recorded by DSP

Designated Senior Person considers • • • • •

Context & history/information available/inaccessible Explanations & contemporaneous life events Uses Framework for Assessment & CAF Evidence and nature of risk/need Balance of Probabilities

A Level of Need Is Identified    b) 

What level of need is identified?

What are the parent’s/child’s views?

What services might be accessed: in school; b) via the LA; c) via direct referral to non statutory agencies Can these meet the level of need identified?

Yes

Access Input Monitor Record

Review

No S.17 Child In Need CSC Referral to CSC – best practice to obtain consent but not needed

Assessment Advice Services

No Further Action/ Ongoing Monitoring and Support

Child suffering or likely to suffer significant harm

Inform parents of intention to refer unless this would: • Increase risk to child • Impede investigation • Cause undue delay

S.47 Child Protection Referral Telephone call to The Customer Service Centre 0300 1236720/ EDT 03001236721/2 (out of hours) CSC referral from emailed within 48 hrs cypreferrals@lancashire.gov.uk

The Designated Senior Person in School is Mr D Lamb 01695 50924 The ‘Back Up’ is Mr M Taylor 01695 50924

APPENDIX 2: POSSIBLE SIGNS AND SYMPTOMS OF ABUSE When making difficult judgements around possible signs and symptoms of abuse and neglect it is crucial that we consider the available information and presenting injuries or behaviours in context. (We should also consider sources of other information which may be important but to which we do not have immediate access). It will be Designated Senior Persons who make judgements about referrals, speaking to parents and what, if any, action is to be taken in respect of concerns.

What follows must not be considered to be a comprehensive or definitive ‘checklist’; children may behave strangely or appear unhappy or distressed for a number of reasons as they move through the stages of development, and as their family circumstances and experiences change. Neither does the presence of one or more of the following ‘prove’ that a child has been or is being abused. We need to be absolutely clear that our role is not to investigate or prove abuse but to observe, gather and share information where we have concerns. Professionals should remember that all children, regardless of age, sex, ethnicity, disability, race or culture, are entitled to the same level of protection. (Working Together to Safeguard Children, 1999, paras. 7.24-7.26) 1.

PHYSICAL ABUSE … may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning or suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer feigns the symptoms of or deliberately causes ill health to a child whom they are looking after. (Formerly known as Munchausen’s Syndrome

by Proxy and, more recently (Dept. of Health, 2003) Fabricated or Induced Illness).

Possible signs of physical abuse include: • • • • • • • • • • • •

Unexplained injuries, bites, burns, bruises, particularly if recurrent; Parental refusal to discuss or inconsistent explanations offered; Untreated illnesses or lingering injuries; Admission of punishment which is excessive; Shrinking from physical contact; Fear of returning home or of parents being contacted; Fear of undressing; Fear of medical help; Aggression or bullying; Unexplained patterns of absences which may serve to hide injuries; Overly-compliant behaviour or watchfulness; Significant behavioural change without apparent explanation.

2.

EMOTIONAL ABUSE … is the persistent emotional ill-treatment 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 feature age or developmentally inappropriate expectations being imposed upon children. It may involve 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 illtreatment of a child, though it may occur alone.

Possible signs and symptoms of emotional abuse include: • • • • • • • • • • • •

3.

Continual self-deprecation; Fear of new situations/persons; Inappropriate emotional responses to ‘painful’ situations; Self-harm or mutilation; Compulsive stealing or scrounging; Drug or solvent abuse; ‘Neurotic’ behaviour – obsessive rocking, thumb-sucking etc; Air of detachment and ‘don’t care’ attitude; Social isolation – few friends, doesn’t join-in; Desperate attention-seeking behaviour; Eating problems (inc lack of appetite); Depression, withdrawal.

NEGLECT

… is 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. It may involve a parent or carer failing to provide adequate food, shelter and clothing, and failing to protect a child from physical harm or danger, or the failure to ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

Possible signs and symptoms of neglect include: • • • • • • •

Constant hunger/tiredness Poor personal hygiene or inappropriate clothing Frequent lateness or non attendance at school Untreated medical problems Low self-esteem & poor social relationships/skills Compulsive stealing/scrounging Non-organic failure to thrive

4.

CHILD SEXUAL ABUSE … involves forcing or enticing a child or young person to take past in sexual activities, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative or non-penetrative acts. They may include non-contact activities, such as involving children in looking at, or in the production of, pornographic material, watching sexual activities or encouraging children to behave in sexually inappropriate ways.

Possible physical signs of child sexual abuse include: • Any physical injury may be indicative of physical and another form of abuse eg grab marks may indicate restraint during sexual abuse; • Scratches abrasions; • Genital/anal infection; • Pregnancy; • Bleeding from anus/vagina; • Difficulty/pain in passing urine/faeces.

APPENDIX 3: TALKING AND LISTENING TO CHILDREN If a child wants to confide in you, you SHOULD • • • • • • •

Be accessible and receptive; Listen carefully and uncritically, at the child’s pace; Take what is said seriously; Reassure children that they are right to tell; Tell the child that you must pass this information on; Make sure that the child is ok ; Make a careful record of what was said (see Recording).

You should NEVER • • • • • • • • • •

Investigate or seek to prove or disprove possible abuse; Make promises about confidentiality or keeping ‘secrets’ to children; Assume that someone else will take the necessary action; Jump to conclusions, be dismissive or react with shock, anger, horror etc; Speculate or accuse anybody; Investigate, suggest or probe for information; Confront another person (adult or child) allegedly involved; Offer opinions about what is being said or the persons allegedly involved; Forget to record what you have been told; Fail to pass this information on to the correct person (the Designated Senior Person).

Children with communication difficulties, or who use alternative/augmentative communication systems • •

While extra care may be needed to ensure that signs of abuse and neglect are interpreted correctly, any suspicions should be reported in exactly the same manner as for other children; opinion and interpretation will be crucial (be prepared to be asked about the basis for it and to possibly have its validity questioned if the matter goes to court).

The LA’s Child Protection Information Pack (2004) provides guidance on these issues insofar as children with disabilities/complex needs are concerned – See Document C4.

Recordings should • • • • • •

State who was present, time, date and place; Be written in ink and be signed by the recorder; Be passed to the DSP or Head Teacher immediately (certainly within 24 hours); Use the child’s words wherever possible; Be factual/state exactly what was said; Differentiate clearly between fact, opinion, interpretation, observation and/or allegation.

What information do you need to obtain?

• • • • •

Schools have no investigative role in child protection (Police and child and family services will investigate possible abuse very thoroughly and in great detail, they will gather evidence and test hypotheses – leave this to them!); Never prompt or probe for information, your job is to listen, record and pass on; Ideally, you should be clear about what is being said in terms of who, what, where and when; The question which you should be able to answer at the end of the listening process is ‘might this be a child protection matter?’; If the answer is yes, or if you’re not sure, record and pass on immediately to the Designated Senior Person /Head Teacher/line manager.

If you do need to ask questions, what is and isn't OK? • • • •

Never asked closed questions ie ones which children can answer yes or no to eg Did he touch you?

Never make suggestions about who, how or where someone is alleged to have touched, hit etc e.g Top or bottom, front or back?

If we must, use only ‘minimal prompts’ such as ‘go on … tell me more about that … tell me everything that you remember about that … … ‘ Timescales are very important: ‘When was the last time this happened?’ is an important question.

What else should we think abut in relation to disclosure?

• • • • • •

Is there a place in school which is particularly suitable for listening to children eg not too isolated, easily supervised, quiet etc; We need to think carefully about our own body language – how we present will dictate how comfortable a child feels in telling us about something which may be extremely frightening, difficult and personal; Be prepared to answer the ‘what happens next’ question; We should never make face-value judgements or assumptions about individual children.

For example, we ‘know that [child…………] tells lies’; Think about how you might react if a child DID approach you in school. We need to be prepared to offer a child in this position exactly what they need in terms of protection, reassurance, calmness and objectivity; Think about what support you could access if faced with this kind of situation in school.

APPENDIX 3: Children’s Social Care Integrated Assessment and Support Teams The Customer Service Centre email address for referrals Emergency Duty Team (Out of Hours) Updated April 2014

0300 1236720 cypreferrals@lancashire.gov.uk 0300 1236721/2