Transcript Slide 1

Safeguarding Children – Back to
Basics
Specific training for Designated Senior
Persons with a responsibility for
safeguarding children within schools
Rose Clark- Education Safeguarding Officer
What we will cover:
•
Basic principles
• Main role of DSP -Identifying /Supporting vulnerable pupils
• Other key roles- Policies and procedures/ safe recruitment
• Available support
• What happens when things go wrong
• Case Studies (if we have time !)
Basic principles
PHYSICAL ABUSE
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Hitting
Shaking
Throwing
Poisoning
Burning & scalding
Drowning
Suffocating
Fabricating or Inducing symptoms
Any other way of causing physical harm
Common Sites For Non-accidental Injury
CHEEK/SIDE OF
FACE: Bruising,
finger marks.
EYES: Bruising black
(particularly both eyes).
SKULL: Fracture, bruising
or bleeding under skull
(from shaking).
EARS: Pinch or slap
marks, bruising.
CHEST:
Bruising, grasp
marks.
NECK: Bruising, grasp
marks.
UPPER AND
INNER ARMS:
Bruising, grasp
marks.
MOUTH: Torn
frenulum.
SHOULDERS:
Bruising, grasp
marks.
KNEES:
Grasp marks.
BACK, BUTTOCKS AND THIGHS:
Linear bruising outline of
belt/buckles/scalds/burns.
GENITALS:
Bruising.
Common Sites For Accidental Injury
NOSE
FOREHEAD
CHIN
ELBOWS
FOREARM
SPINE
HIPS
KNEES
SHINS
Emotional Abuse
Persistent emotional maltreatment of a child such as to cause severe
and persistent adverse effects on their emotional development.
It may involve:• Conveying they are worthless, unloved, inadequate or only valued
insofar as they meet the needs of another person
• Not giving child opportunity to express views, ‘making fun’ of what say
or how communicate
• Inappropriate expectations for their age or development – including
overprotection
• Seeing or hearing the ill treatment of others
• Serious bullying & causing child to feel frightened or in danger
• Exploitation or corruption of children
• All types of ill-treatment of a child
Neglect
Persistent failure to meet a child’s basic physical &/or
psychological needs, likely to result in the serious impairment of a
child’s health or development. May occur during pregnancy as a
result of parental substance misuse
Parent or carer fails to provide:• Adequate food, clothing or shelter (including exclusion from home
& abandonment)
• Protection from physical & emotional harm or danger
• Ensure adequate supervision
• Access to appropriate medical care or treatment
• For child’s basic emotional needs
Remember me ….
What is safeguarding?
Safeguarding is defined as:
• protecting children from maltreatment
• preventing impairment of children’s health or
development
• ensuring that children are growing up in safe
and effective care
Child Protection
Anti Bullying
Policies
Attendance
Staff Conduct
Safeguarding
Curriculum
Managing
Allegations
Against
Staff
Behaviour
Management
Health
and
Safety
Whistleblowing
Safe Recruitment
and Selection
Building
Design
Working Together to Safeguard
Children 2013
• Schools and further education institutions have a
duty to safeguard and promote the welfare of
pupils under the Education Act 2002.
• They should create and maintain a safe
learning environment for children and young
people, and
• identify where there are child welfare concerns
and take action to address them, in partnership
with other organisations where appropriate.
DSP Role – Identifying and
referring
The role of the Designated Senior Person
• Lead responsibility for dealing with safeguarding and
child protection in school.
• Act as source of support, advice and expertise within
school when deciding whether to make a referral by
liaising with relevant agencies.
• Develop the Vulnerability Risk Register- know who your
vulnerable children are. Review this at safeguarding
team meetings.
• To recognise how to identify signs of abuse and when it
is appropriate to make a referral to Social Care.
Processes for Safeguarding Children
Concern about a child
Discuss with manager (DSP)
DSP contact EST or Duty and
Assessment Team
Sign post to
another agency
Child in need of intensive
support/risk of harm
Accepted as a
referral - combined
assessment
undertaken
no specific services
required
Warrington’s Family Support Model
Thresholds/referral process
• Previously Children’s Social Care worked with young
people at Levels 3 and 4 in the Family Support Model
• Now, will only become involved at Level 4 (Acute Need) of
FSM i.e. - immediate or imminent safeguarding concerns
and the child is suffering or likely to suffer significant harm.
• If unsure what action to take, contact the Education
Safeguarding Team for advice. (If clearly a case where a
child is at risk of significant harm, make contact with
Social Care via the Duty and Assessment Team 01925
443400)
The 4 ‘Rs’ when a child makes a disclosure
•Receive
•Reassure
•Respond
•Record
Key functions of the Safeguarding Team
• Safeguarding Champions within school.
• Identifying signs and symptoms of abuse.
• Recording incidents, issues and concerns and taking
action where appropriate.
• Liaise with other agencies.
• Attend CP Conferences, CIC Review, FSM, SAM’s and
other appropriate meetings.
Other key roles
The role of the Designated Senior Person
• Provide whole school staff safeguarding training, recommended on
a yearly basis.
• Implement Safe Recruitment Practice in School.
• Be aware of the Warrington Safeguarding Children’s Board and how
it operates.
• Understand your role in a child protection case conference and how
you contribute – combined assessment.
• Ensure all staff have access to and understand the schools child
protection policy.
Safer recruitment procedures
• Good safeguarding practice should be built into routine
practice and procedures.
• A single central record (SCR)
• Detail and evidence the range of checks carried out on
all staff.
• Identity checks
• Right to work in UK
• CRB
Qualifications
List 99
Overseas records checks
Safer recruitment procedures
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Recruitment policy and procedures in school
Record of training undertaken by Governors &
head teacher.
Safer Recruitment Training
WSCB (1 day course)
Childrens Workforce Development Council
(online course)
At least one member of a recruitment panel
must have had this training
You are not on your own !
Education Safeguarding Team
• Your Critical Friend (Safeguarding Hotline) Advice and
support when you need it most
• Training in line with Statutory requirements for DSP’s.
• DSP Termly Network Meetings
• Support when requested around managing allegations (LADO)
• Representation at MARAC
• Exclusions Advice,
Education Safeguarding Team
Contact details
• Education Safeguarding Team
Emma Coupe
Rose Clark
Steven Panter
http://www.warrington.gov.uk/educationsafeguarding
• Duty and Assessment Team (to make a referral)
01925 443400
Daniel Pelka
• Daniel was murdered by his mother and
stepfather in March 2012. For a period of at least
six months prior to this, he had been starved,
assaulted, neglected and abused
• Daniel's mother had relationships with 3 different
partners whilst living in the UK. All of these
relationships involved high consumption of
alcohol and domestic abuse
• Daniel's arm was broken at the beginning of
2011 and abuse was suspected but the medical
evidence was inconclusive. A social worker
carried out an assessment but no continuing
need for intervention was identified
• Daniel also came to school with bruises and
unexplained marks on him. Whilst these injuries
were seen by different school staff members,
these were not recorded nor were they linked to
Daniel’s concerning behaviours regarding food.
No onward referrals were made in respect of
these injuries. At times, Daniel’s school
attendance was poor and an education welfare
officer was involved.
• Daniel's arm was broken at the beginning of
2011 and abuse was suspected but the medical
evidence was inconclusive. A social worker
carried out an assessment but no continuing
need for intervention was identified
Serious Case Review
• Excuses made by Daniel's "controlling" mother
were accepted by agencies
• Professionals needed to "think the unthinkable"
and act upon what they saw, rather than accept
"parental versions" … PROFESSIONAL CURIOSITY
• Daniel's "voice was not heard" because English
was not his first language and he lacked
confidence
• No record of "any conversation" held with Daniel
• There were no robust systems in respect of
recording and sharing information regarding
domestic abuse; injuries or welfare concerns by
school staff
Case Studies
• Tunde is 14. He is a cheeky, outgoing young
man who is popular with staff and students. He
comes into school one day with a cut under his
right eye along his cheek- bone. You make a
point of finding him during the day and ask him
what has happened to his face. He tells you that
he has had a fight with his father because he
has been stealing food out of the ‘fridge. He tells
you that his father came off much worse.
• Eithne is 9. She has started to want to spend her break
times and lunch times with you rather than be with her
friends. One day she tells you that something is
happening and that she doesn’t know what to do about
it. Eithne explains that her mother has a Saturday job
and that she used to enjoy lying in bed and not getting
up. Eithne said that her dad used to come in and check
on her and one Saturday she woke up and found him in
bed with her. She said she realised she was being
touched and she tried to pull away. Eithne said her dad
was touching her ‘down there’ and that when she was
asleep she enjoyed it and that no one would believe that
she didn’t enjoy it when she was awake. She said she
had just got used to it and it was her dad’s only way of
showing her he loved her.
• Martin is 13. He has been in your tutor group
since year 7. Recently he has been arriving for
school late. He appears to be tired and some of
his subject teachers have mentioned to you that
he looks tired and lacks concentration in class.
On a couple of occasions he hasn’t brought any
lunch and has had to borrow money from the
school office. His clothes are noticeably dirtier
and other students have begun to comment.
• Hamide is 4 and her brother Dilip is 6. They live
at home with their mother and until recently their
father. You understand that their father has
returned to his country but that the family expect
him to return. Dilip tells you that his uncle
Ravinder has come to live with them. Dilip has
become withdrawn and tearful. Hamide’s
nursery teacher asks you how Dilip is in class as
Hamide has started to soil herself. This is
unusual for her.