Transcript Child Protection - University of Exeter

Professional Studies
Pastoral Systems
Key Legislation
• 1989 – UN convention on the Rights of The Child
• 1989 – The Children Act
• 1999 – Working together to Safeguard Children
• 1999 – Framework for the Assessment of Children
• 2002 – The Education Act
• 2003 – Laming Report
• 2004 - Every Child Matters
• 2005 – Safeguarding Children
SOUTH WEST INITIAL TEACHER EDUCATION
PROFESSIONAL STUDIES PROGRAMME FOR SCHOOLS
The people involved in the production of this presentation were:
Claire Browne, Topsham School
Sam Bone, Oldway Primary
Charlotte Faulkner, Eggbuckland Primary
Sally Eales, College of St Mark & St John
Gini Wells, Littletown Primary
Lynda King, University of Exeter
Teachers’ Duty of Care
•Statutory duty to do all that is reasonable
to protect health, safety & welfare of
pupils
•‘in loco parentis’
‘all that is reasonable’
• Reasonably forseeable
• Balance between ‘meticulous supervision of
children’ & ‘encouraging sturdy independence’
Safeguarding Children
Section 175 : Education Act 2002
‘ ……shall make arrangements for ensuring
that their functions relating to the conduct
of the school are exercised with a view to
safeguarding and promoting the welfare of
children who are pupils at the school’
Safeguarding Children in Education
i) specifies responsibilities of LAs / schools to promote
welfare of children
ii) embraces other areas & cross refers to other
legislation eg DDA/ policies eg attendance / pupil
health & safety / school security / risk assessment /
specific medical needs / substance misuse / restraint /
intimate care /domestic violence / behaviour &
bullying / PHSCE curriculum & SEAL
Safeguarding Children
What does that mean for me and
other education staff ?
Duty of Care
•Duty to protect a child from harm
•‘ …… in all circumstances for the
purpose of safeguarding & promoting the
child’s welfare’
Teacher’s role
‘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’
Attendance – the LA
• LA target figures for each school
• Educating at Home
• Attendance Improvement Officer – termly
visits and action plan
• Fixed penalty notices
• Support
Attendance – the school
• The ‘LAW’ !
• School procedures
• First day contact
• Punctuality
• Holidays in term time
• Annual reporting
Racial Harassment
•What constitutes racial harassment?
•Statutory position
•Procedures in schools
New Technology
•Internet safety – personal details, reliable
portals, safe use
•Cyber bullying
•Mobiles, texting, Bluetooth
•Facebook / My Space
•Personal emails
PASTORAL SYSTEMS
• SEAL
• ENABLE
• Pastoral Assistants
Anti-Bullying Alliance
- National Anti-Bullying Campaign
- Anti Bullying Week
- promote good practice
- establish regional coordinators
- Bullying : A Charter for Action
- National Anti-Bullying Poetry Competition
Child Protection
Definition
Child abuse – ‘
‘significant harm’
The court can legally intervene in order to
protect a child only if the child is suffering
from or likely to suffer significant harm.
What should be in place in school?
• Designated teacher & governor with responsibility for CP
issues
• Copy of the local ACPC & LA guidelines
• Up-to-date CP policy
• Well know procedures for handling suspected cases of abuse
of pupils – including abuse of pupils by staff
• Support for staff dealing with disclosures of suspected abuse
• Regular training for staff on CP issues
• A listening & supportive environment
Is abuse a significant problem?
• 150,000 – severe physical punishment
• 100,000 - potentially harmful sexual
experience
• 350,000 – 400,000 – atmosphere low in
warmth high in criticism
• 450,000 – bullied at school once a week
Who Abuses ?
• Known to the child / unknown to the child
/ another child
• Any age / gender / ‘nice’ people / any social
class
• Working in ‘helping professions’
• Damaged – but convincing liars
• Pillars of the community
Indicators of [poss] Abuse
•Marks / bruises
•Changed eating habits
•Fearful /changed / unusual / difficult /
withdrawn
•Poor hygiene
•Inappropriate touching
•Developmental delay
•Self-injury
•Relationship changes
•Tiredness
Abuse
Physical
Emotional
Sexual
Neglect
Why ‘vulnerable’?
• Disability
• Special needs
• ‘difficult’ child
• Previous trauma / abuse
• Dependent child
• Lack of opportunities to develop resilience
Children Disclosing
•Talk
•Play
•Drawings
•Writing
•Behaviour
Some factors – carer’s ability
• Social exclusion
• Mental ill-health
• Drug & alcohol misuse
• Domestic violence
• Power / control issues
• Attachment difficulties
What builds resilience ?
• Supportive relations with at least one parent
• Supportive relationship with siblings /
grandparents
• Other committed adult – role model / mentor
• Positive schooling
• Positive friendships
• Capacity to think ahead and plan their lives
Identifying and Monitoring Vulnerable
Pupils: Every Child Matters Register
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Name
Date Of Birth
Ethnicity
English as an Additional Language
Children Looked After
Attendance
Punctuality
SEN Status
Pastoral Support / Value-added pupils
Gifted and Talented
Medical
Every Child Matters
Name
DOB
Ethnicity
13
English as
addi
tion
al
lang
uge
Caring
auth
ority
%
Pre
sent
% Late
(bot
h)
SEN
Stat
us
White Britis
h
No
83.95
0
04 June
1998
White Britis
h
No
100.00
1.23
20 October
1997
White Britis
h
No
98.77
0
No Special
Educ
ation
al
Nee
d
12 August
1998
White Britis
h
No
100.00
0
Statement
16 April
1998
White Britis
h
No
98.77
0.62
School/Ear
ly
Year
s
Actio
n.
28
White Britis
h
No
95.06
1.23
School/Ear
ly
Year
s
Febr
uary
1998
Dece
mber
1997
Quick
note
Notes
note
GT
VA-W
PASTORA
L
Ritalin ADH
D
Tetanus Glas
ses
PASTORA
L
Good Classroom Practice
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Monitors
Incident Book
Bully Box / Notes To Teacher
Checklists to promote
independence
SEAL
PSHCE
Safety articulated and given
high profile in day-to-day
teaching
Praise and reward independence,
kindness, friendship, hard work
etc.
Regular, informal
communication with family
• Become familiar with
School Nurse, SENCo,
Child Protection Officer
and other outside agencies
• Get to know your pupils
and spend time with
vulnerable pupils
Encourage TAs to be
vigilant and welcome
feedback from them
• Homework Club, Lunch
Club, playtime equipment
• Support pastoral needs
through SEN intervention