Transcript Welcome to Child Protection Training

Welcome to Child Protection
Training
Learning Agreement
 Confidentiality
 Respect all Contributions
 Right to Challenge
 Disagree well
 Personal Responsibility for learning
Aims and Objectives
AIM:
Participants will be able to recognise signs and symptoms of
possible child abuse and know what to do in the case of
suspected or actual abuse.
OBJECTIVES:
By the end of the session the participants will be able to:• Identify signs and symptoms that may indicate a child is being
abused
• Know the basic child protection processes
• Know their own responsibilities in safeguarding children
• Use the agreed process to pass on their concerns to the
Designated Child Protection Person
Ofsted Criteria
Her Majesty’s Chief Inspector, Miriam Rosen said:
“There can be no issue of greater
importance to parents and carers, or
to schools, than the safety of their
children.”
September 2011
There will
always be
some grey
areas
Is this abusive?
Safety in Learning
NSPCC DVD
1. What are the key points you have
picked up from the film?
2. What key attitudes/ behaviours need
to be present in school adults in order
for children to feel confident to talk?
Safety in Learning DVD Key Messages
• A member of the school staff may be the only person
who can do something
• Witnessing violence/ abuse of another person or
witnessing sexual acts/material is abusive
• Abuse could be doing something (to cause harm) or
failing to do something (to prevent harm)
• Children should be aware of what abuse is and of what
to do if a child discloses to them
• Children get talked ‘at’ a lot – is there time/ opportunity
for them to be heard
• All staff in school have a role to play in safeguarding
• It is important to ‘know’ all the children
• Interagency and inter-professional communication is
vital
• If a child discloses it is usually because they want
action to be taken, they may not tell again
Key Messages
• Safeguarding and promoting the welfare of children
is everyone’s responsibility
• Child abuse happens in Warwickshire …
NOTICE THINGS!
• If you have a concern about a child …
share the concern with the Designated Person
What is Child Abuse?
Abuse and neglect are forms of maltreatment of a child.
Somebody may abuse or neglect a child by inflicting
harm, or by failing to act to prevent harm.
Children may be abused in a family or in an institutional
or community setting, by those known to them or,
more rarely, by a stranger for example, via the internet.
They may be abused by an adult or adults, or another
child or children.
Physical Abuse
Physical abuse 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.
Source: Working Together to Safeguard Children, 2010
Emotional Abuse
Emotional abuse is 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 children 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 are saying or how
they communicate.
It may feature age or developmentally inappropriate expectations being
imposed on children. These may include interactions that are beyond the
child’s developmental capability, as well as overprotection and limitation
of exploration and learning, or preventing the child in participating in
normal social interaction.
It may involve seeing or hearing the ill treatment of another.
It may involve serious bullying (including cyberbullying), 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 ill-treatment of a
child, though it may occur alone.
Source: Working Together to Safeguard Children, 2010
Neglect
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. 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
– provide adequate food and clothing, shelter (including exclusion from
home or abandonment);
– protect a child from physical and emotional harm or danger;
– ensure adequate supervision (including the use of inadequate caregivers); or
– ensure access to appropriate medical care or treatment.
It may also include neglect of, or unresponsiveness to, a child’s
basic emotional needs.
Source: Working Together to Safeguard Children, 2010
Sexual Abuse
Sexual abuse involves forcing or enticing a child or young
person 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 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 (including via the internet).
Sexual abuse is not solely perpetrated by adult males. Women
can also commit acts of sexual abuse, as can other children.
Source: Working Together to Safeguard Children, 2010
Signs and symptoms activity
SIGNS
SYMPTOMS
What may you
notice about the
child’s
appearance?
What behaviours
may concern
you?
Signs and Symptoms
• Write on the flip chart all the signs and
symptoms you think may be present if a
child was subjected to this type of abuse.
(What physical symptoms may you see and
what behaviours may be present?)
Signs and Symptoms
• No list can be exhaustive
• Observations need to be considered in the
contexts of severity, frequency, age, culture
and any protective factors
Activity - How are children affected
by abuse & neglect?
IMMEDIATE
IMPACTS
LONG TERM
IMPACTS
How may child
How may the
feel / behave just child be affected
after the abusive in the long term?
behaviour?
IMMEDIATE IMPACTS
LONG TERM IMPACTS
On a full double-decker bus seating 70 secondary school
children
14 (20%) would have been physically attacked by an adult, sexually abused, or
severely neglected at home
NSPCC study 2011 (findings from 11-17 year olds)
On a full double-decker bus seating 70 secondary school
children
4 or 5 children would have been physically attacked by an adult, leading to black
eyes, broken bones or other injuries.
Parents were responsible for more than half the violence.
NSPCC study 2011 (findings from 11-17 year olds)
On a full double-decker bus seating 70 secondary school
children
3 or 4 would have been sexually assaulted – either by an adult or another child
or young person
(3% of children had been raped or forced into sex by another child and
2% had been sexually abused by an adult.)
NSPCC study 2011 (findings from 11-17 year olds)
On a full double-decker bus seating 70 secondary school
children
6 or 7 will have suffered severe parental neglect at some point in their childhood.
Lack of care or supervision which placed a child at risk, and neglect of emotional needs
was the most common form of child maltreatment.
Severely abused and neglected children are almost nine times more likely to be suicidal
and almost five times more likely to self-harm
NSPCC study 2011 (findings from 11-17 year olds)
Child protection activity in
Warwickshire
At 31st April 2012, 537 children
were subject to a Child Protection
Plan.
This is an increase in comparison
with the figure of 478 as at March
31st 2011.
Once again this year, the largest group of
children to become subject to a Child
Protection Plan were those aged 1-4 years.
Out of the five Child Protection Plan
categories, emotional abuse and neglect are
the two most frequent categories.
Safeguarding
Trafficked
children
Child Sexual
Exploitation
Child Protection
Staff Conduct incl.
intimate care
Curriculum
Gangs &
extremism
Forced
marriage
Looked
after
children
Safeguarding
Building Design
(school security)
e-safety
Anti Bullying
Policies
Attendance
(missing children)
Managing
Allegations
Against
Staff
Whistleblowing
Behaviour
Management &
physical
intervention
Health and
Safety
Safer Recruitment
& Selection
Lauren Wright
1994 - 2000
• when she died, she had lost four stone and
weighed only two stone
• often appeared with bruises, which were explained
away
• Lauren was killed by her step-mother
Hansard text for 24 April 2002 (220424-09)
Lauren Wright
1994-2000
"lots of times, often she was covered with lots of small
bruises and with major bruises about once a month.
These included black eyes, bruising on her face and
scratches across her back."
Class Teacher
“her physical deterioration had been apparent for at
least five months before she died.”
Head teacher
House of Commons Hansard Debates for 16 July 2003:Column 379
What went wrong?
• Lauren’s stepmother was a member of staff in
the school.
• The designated teacher for child protection
had left the school
• A Governor offered to take on the
responsibility for child protection
IRSC Norfolk/Suffolk
What went wrong?
• Lauren’s Classroom teacher had received no
child protection training
• the stepmother told the Paediatrician that the
bruises were as a result of bullying in school
• no referral was made by either of the teachers
to Social Services
IRSC Norfolk/Suffolk
Why children can’t tell
Why adults don’t hear
In groups discuss reasons:
Why children can’t tell
• what barriers may prevent a child or young
person telling an adult what is happening to
them
Why adults don’t hear / fail to act
• why some adults do not hear what they are
told or fail to respond to the information given
How To Respond To Disclosure
• Do listen carefully to what the child is saying
• Do take the child’s statements seriously
• Do write down as soon as you can exactly what the
child said
• Do discuss with your designated teacher as soon as
possible
• Do tell the child that they are good to tell
• Do tell the child it is not their fault
• Do take care of yourself and work out how you are
feeling
Responding To Disclosure
• Do not panic
• Do not rush off to find someone else to listen
• Do not promise to keep things secret
• Do not lie to the child or say everything will be fine now they have told
• Do not make judgements of any kind about the abuser especially if a parent
• Do not ask leading questions or investigate yourself
• Do not press for answers a child is unwilling to give
• Do not make assumptions about how the child feels about their experiences
• Do not discuss with parents where the allegation relates to them
Sharing Information
Nothing in Data Protection Act 1998
OR
Human Rights Act 1998, to prevent:
Justifiable & lawful exchange of information for the
safeguarding & protection of children
or
the detection or prevention of serious crime
Public Interest in the safeguarding of a vulnerable
child OUTWEIGHS public & professional duty of confidentiality
Seven Golden Rules for Information
Sharing
1)
Remember! The Data Protection Act is not a barrier to sharing
information
2)
Be Open and Honest
3)
Seek advice when in doubt
4)
Share with consent where appropriate and where possible respect
the wishes of those who do not consent to share confidential
information
5)
Consider safety and well-being (forced marriage, own safety)
6)
Necessary, proportionate, relevant, accurate, timely and secure
7)
Keep a record – shared or not!
Safe working practices
Do you know what is expected of you in respect of:
•
•
•
•
•
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•
•
•
•
Mobile phone use
Social networking
Social contact
Physical contact
Pupils in distress
Behaviour management
One to one situations
Dress and appearance
Gifts
Photography, video and creative arts
copyright Warwickshire Education
Safeguarding Team
copyright Warwickshire Education
Safeguarding Team
Dress and Appearance
Adults should dress to:
• Promote a positive and professional
image.
• Avoid being viewed as offensive,
revealing or sexually provocative.
• Avoid causing embarrassment or
giving rise to any possible
misunderstanding.
• Be absent of any political or
otherwise contentious slogans.
copyright Warwickshire Education
Safeguarding Team
Mobile Phone Safety
• Staff must ensure they
adhere to safe practice if in
possession of a mobile
phone in school.
• Unsafe practice should be
challenged.
• Communication between
parents and staff should
take place within clear and
explicit professional
boundaries.
copyright Warwickshire Education
Safeguarding Team
Communication Guidelines
•
Ensure that personal social
networking sites are set at private
and parents are not listed as
approved contacts.
•
Do not use or access social
networking sites of parents.
•
Do not give personal contact
details to pupils.
•
Only use setting equipment to
communicate with parents.
•
Only make contact with parents for
professional reasons.
copyright Warwickshire Education
Safeguarding Team
Photography, video & creative arts
•
Staff should be clear about the
purpose of the activity and about
what will happen to the
photographs.
•
Staff must be able to justify images
of children in their possession.
•
Staff should avoid making images
in one to one situations.
•
Staff should not take, display or
distribute images of children
unless they have consent to do so.
copyright Warwickshire Education
Safeguarding Team
Using images of children
It is recommended that when using
photographs of children you
should:
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•
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Avoid naming the child.
Establish whether the image will
be retained for further use.
Store the images securely and only
if authorised to do so.
Images should not be displayed on
websites, in publications or in a
public place without parental
consent.
copyright Warwickshire Education
Safeguarding Team
Power & Positions of Trust
Adults should not:
• Use their position to gain
access to information for their
own advantage and/or a child’s
or family’s detriment.
• Use their power to intimidate,
threaten, coerce or undermine
children.
• Use their status and standing to
form or promote relationships
with children which are of a
sexual nature.
copyright Warwickshire Education
Safeguarding Team
Sexual Contact with Children
•
Staff must not pursue sexual
relationships with children or young
people either in or out of the setting.
•
Staff must not discuss their own
personal relationships with or in the
presence of children.
•
Staff must not make sexual remarks to,
or about, a child or young person.
•
Staff must avoid any form of
communication with a child or young
person which could be interpreted as
sexually suggestive or provocative
i.e. verbal comments, letters, notes,
texts, phone calls etc…
copyright Warwickshire Education
Safeguarding Team
Behaviour Management
•
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•
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Staff should never use force as a
form of punishment.
Staff must try to diffuse situations
before they escalate.
Staff should keep parents informed
of any sanctions.
Staff must adhere to the setting’s
behaviour management policy.
copyright Warwickshire Education
Safeguarding Team
Use of Control and Physical Intervention
•
There are circumstances in which adults
working with children displaying extreme
behaviours can legitimately intervene by
using either non-restrictive or restrictive
physical interventions.
•
Physical intervention should only be used to
manage a child or young person’s behaviour if
it is necessary to prevent personal injury to
the child, other children or an adult, to
prevent serious damage to property or in
what could be reasonably be regarded as
exceptional circumstances.
•
The scale and nature of any physical
intervention must be proportionate to both
the behaviour of the individual to be
controlled and the nature of the harm they
may cause.
copyright Warwickshire Education
Safeguarding Team
Children in Distress
• Staff must consider the way in
which they offer comfort to a
distressed child.
• Staff should inform a senior
colleague when and how they
offered comfort to a distressed
child.
• Staff must not assume that all
children seek physical comfort
if they are distressed.
• Staff should record situations
which may give rise to concern.
copyright Warwickshire Education
Safeguarding Team
First Aid
• Staff may volunteer to undertake firstaid, but it is not a contractual
requirement.
• Staff should receive appropriate training
before administering first-aid or
medication.
• Wherever possible, staff should ensure
that another adult is present, or aware
of the action being taken.
• Parents should be informed when firstaid has been administered.
copyright Warwickshire Education
Safeguarding Team
Whistleblowing
•
Whistleblowing is the mechanism by which staff can voice their concerns,
made in good faith, without fear of repercussions.
•
We recognise that children cannot be expected to raise concerns in an
environment where staff fail to do so.
•
All staff should report any behaviour by colleagues that raises concern.
copyright Warwickshire Education
Safeguarding Team
Allegations Against Staff
•
If an allegation is made against a member of staff, the member of staff
receiving the allegation should immediately inform the Head Teacher.
•
If the allegation concerns the Head Teacher, the member of staff will
immediately inform the Chair of Governors.
•
The Education Safeguarding Children Manager, Mr Adrian Over, will be
consulted.
•
The school policy should be available for staff to consult.
Key Messages
• Safeguarding and promoting the welfare of children
is everyone’s responsibility
• Child abuse happens in Warwickshire …
NOTICE THINGS!
• If you have a concern about a child …
share the concern with the Designated Person
Any questions?