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North Yorkshire LA

Brooklands School Child Protection Policy

September 2016 (Updated March 2017)

Named personnel with designated responsibility for Child Protection

Academic year

Designated Senior Person

Deputy Designated Senior Person

Nominated Governor

Chair of Governors

2016- 2017

Denise Sansom

Fran Cracknell from 3/1/2017

Liz Starkey

from 3/1/2017

Gill Quinn

Wendy Clark

2015- 16

Denise Sansom

 

Gill Quinn

Wendy Clarke

2014 -15

Denise Sansom

 

Gill Quinn

Wendy Clarke

2013 -14

Denise Sansom

Rachel Parsons

Linda Twiss

Wendy Clarke

Policy Review dates

Review Date

Changes made

By whom

Date Shared with staff

Jan 17

Reviewed – new DSL in post

F.  Cracknell

 

Dec 16

Adopted new NY Child protection Policy with changes added

    D.Sansom

With Govs team Dec 2016

With staff Oct/ Nov 2016

Nov 15

Adopted new NY Child protection Policy with changes added

    D.Sansom

With Govs team Nov 2015

With staff January 2016

Nov 14

Adopted new NY Child protection Policy

    D.Sansom

With Govs- Nov 2014

With staff December 14

 

Dates of Staff Training and details of course title and training provider

Whole School + Governors

Designated Safeguarding Lead

Deputy Designated Safeguarding Lead

Child Protection Training including PREVENT- Sept/ Oct 2016 led by DSL

3 Day Designated Lead – 16/26 June 2015 and 2 July 2015

Supervision Skills – 12 May 2015

Vulnerability and Risk – 21 jan 2016

Understanding and responding to CSE – 11 Feb 2016

CaPE Conference – 10 Mar 2016

Prevent – 10 May 2016

L2  - Working together to safeguard children – 21 Mar 2016

AIM – Understanding and managing problematic and harmful sexual behaviours in Education Settings – 30 Jan 2017

CAPE Conference – Dark Web – 9th March 2017

On line Training completed and

Specific Training for Deputy Designated person completed 13.1.15

AIM – Understanding and managing problematic and harmful sexual behaviours in Education Settings – 30 Jan 2017

CAPE Conference – Dark Web – 9th March 2017

 

 

 

 

20.3. 15 Conference on Protecting children – Grooming, FGM& Honour Based Violence

 

 

Governor Roland Wohlrapp attended SIN Prevent training too


 

 

CONTENTS

 Introduction

School Commitment      

 

1.         Roles and Responsibilities:

            Governing Body/Proprietor

            Headteacher

            Designated Safeguarding Lead

            All Staff and Volunteers

 

2.         Identifying Children who are suffering or likely to suffer Significant Harm

 

3.         Taking Action to Ensure that Children are Safe at School and at Home

 

Safeguarding Appendices:

 

  1. Allegations regarding person(s) working in or on behalf of school provision (including volunteers)
  2. Confidentiality
  3. Contacts
    1. Curriculum
    2. Curriculum resources
      1. Early Years
      2. Partnership with Parents
      3. Partnerships with other agencies
      4. PREVENT
      5. Pupil Information
      6. Related School Safeguarding Policies
      7. Safer Recruitment and Selection
      8. Safer Working Practice
      9. School Training and Staff Induction
      10. Supervision, Support and Advice for Staff
      11. Vulnerable children
      12. Cause for Concern Reporting Form at Brooklands

 

INTRODUCTION

 

This policy was written by the North Yorkshire Safeguarding Officers with acknowledgement that they have included information from NYCC Education and Skills and the CAPE sample school policy.

The policy updates the LA Sample policy issued 2015 and is in response to:

Sections 175 of the Education Act 2002 and Education (Independent School Standards) Regulations 2014.

and:

 

This policy applies to all adults, including volunteers, working in or on behalf of the school.

Safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone who comes into contact with children and their families and carers has a role to play in safeguarding children. In order to fulfil this responsibility effectively, all professionals should make sure their approach is child-centred. This means that they should consider, at all times, what is in the best interests of the child.

Keeping Children Safe in Education (KCSiE) DfE 2016

 

Safeguarding includes the establishment and implementation of procedures to protect children from deliberate harm, however, safeguarding also encompasses all aspects of pupils' health, safety and well-being (see Appendix K Related school safeguarding policies)

 

Brooklands School Statement

Brooklands School is committed to ensuring the welfare and safety of all children in school. All North Yorkshire schools, including Brooklands School, follow the North Yorkshire Safeguarding Children Board procedures. The school will, in most circumstances, endeavour to discuss all concerns with parents about their child/ren. However, there may be exceptional circumstances when the school will discuss concerns with Social Care and/or the Police without parental knowledge (in accordance with Child Protection procedures). The school will, of course, always aim to maintain a positive relationship with all parents. The school’s child protection policy is available publicly.

 

SCHOOL COMMITMENT

 

The Designated Safeguarding Lead is

Fran Cracknell and the person who deputises in her absence is

Liz Starkey

 

School is committed to Safeguarding and Promoting the Welfare of all of its pupils. Each pupil’s welfare is of paramount importance. We recognise that some children may be especially vulnerable to abuse e.g. those with Special Educational Needs and Disabilities (ref. KCSiE para 85), those living in adverse circumstances. We recognise that children who are abused or neglected may find it difficult to develop a sense of self-worth and to view the world in a positive way. Whilst at school, their behaviour may be challenging. We recognise that some children who have experienced abuse may harm others. We will always take a considered and sensitive approach in order that we can support all of our pupils.

 

Roles and Responsibilities

 

The Governing Body/proprietor should ensure that:

 

  • the school complies with the Local Authority’s arrangements to promote co-operation between itself, the school and  relevant partners and organisations who are engaged in activities relating to children
  • the school contributes to inter-agency working in line with statutory guidance Working Together to Safeguard Children
  • there is a clear accountability for the commissioning and / or provision of services designed to safeguard and promote the welfare of children.
  • there is a senior board level lead to take leadership responsibility for the school’s safeguarding arrangements ( e.g. nominated governor)
  • the school has a child protection policy and procedures in place which are provided to and read by all staff – including temporary staff and volunteers – on induction. These are in accordance with government guidance and refer to locally agreed inter-agency procedures put in place by the NYSCB, are updated annually, and available publicly either via the school or college website or by other means
  • all staff read at least part one and Annex A of KCSiE 2016
  • mechanisms are in place to assist staff to understand and discharge their role and responsibilities as set out in Part one of KCSiE 2016.
  • all staff undertake appropriate child protection training
  • a senior member of the school’s leadership team is designated to take lead responsibility for safeguarding and child protection (Designated Safeguarding Lead). This is explicit in the DSL’s job description (Annex B KCSiE) and the need for a deputy DSL is reviewed
  • the DSL has the appropriate authority and the time, funding, training, resources and support to provide advice and support to other staff on child welfare and child protection matters, to take part in strategy discussions and inter-agency meetings – and/or to support other staff to do so – and to contribute to the assessment of children
  • information regarding the role of the DSL is provided to all staff and volunteers on induction –a designated teacher is appointed to promote the educational achievement of children who are looked after and that this person has appropriate training
  • staff have the skills, knowledge and understanding necessary to keep looked after children safe
  • appropriate staff have the information they need in relation to a child’s looked after legal status
  • the school prevents people who pose a risk of harm from working with children by adhering to statutory responsibilities to check staff who work with children, taking proportion and ensuring volunteers are appropriately supervised
  • the school has a staff behaviour policy (code of conduct) which should amongst other things include acceptable use of technologies, staff/pupil relationships and communications including the use of social media.
  • the school has written recruitment and selection policies and procedures in place –at least one person on any appointment panel has undertaken safer recruitment training

This is provided to all staff – including temporary staff and volunteers – on induction

  • the school has procedures for dealing with allegations of abuse against staff and volunteers that comply with guidance from the local authority and locally agreed inter-agency procedures (Appendix A)
  • the proprietor/chair of governors liaises with the LADO and/or partner agencies in the event of allegations of abuse being made against the head teacher
  • In the event of allegations of abuse being made against the headteacher, where the headteacher is also the sole proprietor of an independent school, allegations are reported directly to the LADO.
  • there are procedures in place to make a referral to the Disclosure and Barring Service (DBS) if a person in regulated activity has been dismissed or removed due to safeguarding concerns, or would have been had they not resigned
  • children are taught about safeguarding, including online, through teaching and learning opportunities, as part of providing a broad and balanced curriculum. This may include covering relevant issues through personal, social health and economic education (PSHE), and/or through sex and relationship education (SRE)
  • the school has due regard to the duties to prevent people from being drawn into terrorism and to report known cases of female genital mutilation
  • children are safeguarded from potentially harmful and inappropriate online material. Ref KCSiE  AnnexC.
  • appropriate filters and appropriate monitoring systems are in place so children are safeguarded from potentially harmful and inappropriate online material being careful that “over blocking” does not lead to unreasonable restrictions as to what children can be taught with regards to online teaching and safeguarding  (Ref KCSiE  para 67, 69).
  • a policy and procedures are in place with regards to peer on peer abuse and followed by all staff (ref KCSiE paras 76-78)
  • appropriate safeguarding responses are in place to children who go missing from education ref KCSiE para 51 including the statutory duty to notify the LA, as appropriate, when a pupil’s name is about to be deleted from the school admission register.
  • where services or activities are provided on the school premises by another body, the body concerned has appropriate policies and procedures in place in regard to safeguarding children and child protection and liaises with the school on these matters where appropriate.
  • there is an annual review of policies and procedures  and the NYSCB Schools’ Safeguarding Audit is completed
  • without delay, any deficiencies or weaknesses regarding child protection arrangements are remedied.

 

 

The Headteacher should ensure that:

  • the policies and procedures adopted by the Governing Body or Proprietor, particularly concerning referrals of cases of suspected abuse and neglect, are fully implemented and followed by all staff;
  • s/he liaises with the LADO and/or partner agencies in the event of allegations of abuse being made against a member of staff or volunteer
  • s/he receives appropriate safeguarding and child protection training which is regularly updated

 

 

The Designated Safeguarding Lead, DSL, (formerly referred to as DSP)

and Deputy (if appropriate) will:

 

Manage referrals

  • Refer cases of suspected abuse to the local authority

children’s social care as required;

  • Support staff who make referrals to local authority children’s social care;
  • If after a referral the child’s situation does not appear to be improving the DSL (or the person that made the referral)should press for re- consideration of their concerns have been addressed and, most importantly, that the child’s situation improves;
  • Refer cases to the Channel programme where there is a radicalisation concern as required;
  • Support staff who make referrals to the Channel programme;
    • Refer cases where a person is dismissed or left due to risk/harm to a child to the Disclosure and Barring Service as required; and
    • Refer cases where a crime may have been committed to the Police as required.

 

Work with others

  • Liaise with the headteacher or principal to inform him or her of issues especially ongoing enquiries undersection47 of the Children Act1989 and police investigations;
  • For Looked-After children have available the details of the child’s social worker and the name of the virtual school head in the authority that looks after the child
  • As required, liaise with the “case manager”(as per KCSiE  Part four)and the LADO for child protection concerns (all cases which concern a staff member);and
  • Liaise with staff on matters of safety and safeguarding and when deciding whether to make a referral by liaising with relevant agencies. Act as a source of support, advice and expertise for staff.

 

Undertake training

  • undergo training to provide them with the knowledge and skills required to carry out the role. This training should be updated at least every two years.
  • Undertake Prevent awareness training.

 

  • Refresh their knowledge and skills (this might be via e-bulletins, meeting other DSLs, or simply taking time to read and digest safeguarding developments)at regular intervals, as required, but at least annually, to allow them to understand and  keep up with any developments relevant to their role so they:Understand and support the school or college with regards to the requirements of the Prevent duty, including online safety and are able to provide advice and support to staff on protecting children from the risk of radicalisation;         
    • understand the assessment process for providing early help and intervention, for example through locally agreed common and shared assessment processes such as early help assessments;
    • Have a working knowledge of how local authorities conduct a child protection case conference and a child protection review conference and be able to attend and contribute to these effectively when required to do so;
    • Ensure each member of staff has access to and understands the school’s or college’s child protection policy and procedures, especially new and part time staff;
    • Are alert to the specific needs of children in need, those with special educational needs and young carers;
  • Are able to keep detailed, accurate, secure written records of concerns and referrals;
  • Obtain access to resources and attend any relevant or refresher training courses;
  • Encourage a culture of listening to children and taking account of their wishes and feelings, among all staff, in any measures the school or college may put in place to protect them.

Raise Awareness

  • Ensure the school’s child protection policies are known, understood and used appropriately;

 

  • Ensure the school child protection policy is reviewed annually (as a minimum) and the procedures and implementation are updated and reviewed regularly, and work with governing bodies or proprietors regarding this;
  • Ensure the child protection policy is available publicly and parents are aware of the fact that referrals about suspected abuse or neglect may be made and the role of the school or college in this; and
  • Link with the NYSCB to make sure staff are aware of training opportunities and the latest local policies on safeguarding.

Child protection file

  • Where children leave the school or college ensure their child protection file is transferred to the new school or college as soon as possible. This should be transferred separately from the main pupil file, ensuring secure transit and confirmation of receipt should be obtained

 

  • Ensure that CP records are retained until the young person’s 25th birthday if the school is the final school

School must have regard to any other requirement requiring longer retention period:

The current requirement under IICSA (Independent Inquiry into Child Sex Abuse) is that records of child sex abuse should be retained for the period of the inquiry.

Please see detailshttps://www.iicsa.org.uk/letter-to-local-authority-ceos

 

  • Ensure that, if a child goes missing or leaves to be educated at home, the child protection file is forwarded to the Safeguarding Unit Manager, County Hall, Northallerton, DL7 8AE ensuring secure transit and obtaining confirmation of receipt.

 

  • Ensure that the key worker in Prevention Service or Children’s Social Care is informed where the child leaves the school.

 

Availability

•   During term time always be available (during school hours) for staff in the school or college to discuss any safeguarding concerns. Whilst generally speaking the DSL (or deputy) would be expected to be available in person, it is a matter for individual schools, working with the DSL, to define what “available” means and whether in exceptional circumstances availability via phone and or Skype or other such mediums is acceptable.

  • It is a matter for individual schools and colleges and the DSL to arrange adequate and appropriate cover arrangements for any out of hours/out of term activities
  • It is a matter for individual schools and colleges as to whether they choose to have one or more deputy DSL(s).Any deputies should be trained to the same standard as the DSL.
  • Whilst the activities of the DSL can be delegated to appropriately trained deputies, the ultimate lead responsibility for safeguarding and child protection, as set out above, remains with the DSL. This responsibility should not be delegated.

 

All staff and volunteers should:

 

  • read at least part one and Annex A of KCSiE 2016and, in particular, will:
  1. have due regard to the duty to prevent people from being drawn into terrorism; report known cases of female genital mutilation and follow procedures when a child goes missing from education.
  2. where there are concerns about another staff member, refer these concerns to the Headteacher/principal
  3. where there are concerns about the Headteacher or principal, refer these concerns to the chair of governors or LADO where the Headteacher is also the sole proprietor
  4. raise concerns about poor or unsafe practices and potential failures in the school’s safeguarding regime

 

  • be aware of systems within their school or college which support safeguarding and these should be explained to them as part of staff induction. This includes: the school’s child protection policy; the school’s staff behaviour policy (sometimes called a code of conduct); and the identity and role of the DSL

 

  • receive appropriate child protection training which is regularly updated

 

  • receive safeguarding and child protection updates (for example, via email, e-bulletins and staff meetings),as required, but at least annually, to provide them with relevant skills and knowledge to safeguard children effectively.

 

  • be aware of the signs of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection

 

maintain an attitude of ‘it could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, staff members should always act in the best interests of the child –

  • where there are concerns about a child, raise these with the DSL –

 

  • understand that, whilst anyone can make a referral to Children and Families’ Service, the correct school procedure is to report their concerns to the DSL in the first instance. If after a referral the child’s situation does not appear to be improving the DSL (or the person that made the referral)should press for re- consideration to ensure their concerns have been addressed and, most importantly, that the child’s situation improves.

Ref school escalation procedure and NYSCB procedure

http://www.safeguardingchildren.co.uk/section-15-procedures.html

 

  • in exceptional circumstances, such as in an emergency or a genuine concern that action has not been taken, speak directly to Children and Families’ Service. Where referrals are not made by the DSL inform the DSL as soon as possible, that a referral has been made.

 

 

Concerns should always lead to help for the child at some point.

 

 

 

IDENTIFYING CHILDREN AND YOUNG PEOPLE WHO ARE SUFFERING OR LIKELY TO SUFFER SIGNIFICANT HARM

 

Teachers and other adults in school are well placed to observe any physical, emotional or behavioural signs which indicate that a child may be suffering significant harm. The relationships between staff, pupils, parents and the public which foster respect, confidence and trust can lead to disclosures of abuse, and/or school staff being alerted to concerns.

 

Definitions

 

As in the Children Acts 1989 and 2004, a child is anyone who has not yet reached his/her 18th birthday (for Brooklands, any child or young person who attends our school).

 

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 others (e.g. via the internet).  They may be abused by an adult or adults, or another child or children

 

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.

 

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 say and 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 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 or a child, though it may occur alone.

 

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 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 (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.

 

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, clothing and 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 care-givers)
  • ensure access to appropriate medical care or treatment

 

It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

 

 

TAKING ACTION TO ENSURE THAT CHILDREN ARE

SAFE AT SCHOOL AND AT HOME

 

All staff and volunteers follow the NYSCB Child Protection Procedures and Guidance www.safeguardingchildren.co.uk which are consistent with Keeping Children Safe in Education July 2016; Working Together to Safeguard Children2015 and What To Do If You Are Worried A Child is Being Abused 2015

 

It is not the responsibility of the school staff to investigate or determine the truth of any disclosure or allegation of abuse or neglect. All staff, however, have a duty to recognise concerns and maintain an open mind. They must not assume that indicators of possible abuse such as behaviour, mood and injury relate to a child’s disability without further exploration. They must remain alert to the fact that children with SEN and disabilities can be disproportionally impacted by things like bullying-without outwardly showing any signs.

Accordingly all concerns indicating possible abuse or neglect will be recorded and discussed with the DSL (or in his/her  absence with the person who deputises) prior to any discussion with parents.

 

 

a)   Staff must immediately report:

 

  • any suspicion that a child is injured, marked, or bruised in a way which is not readily attributable to the normal knocks or scrapes received in play

 

  • any explanation given which appears inconsistent or suspicious

 

  • any behaviours which give rise to suspicions that a child may have suffered harm (e.g. significant changes in behaviour, worrying drawings or play)

 

  • any concerns that a child may be suffering from inadequate care, ill treatment, or emotional maltreatment

 

  • any concerns that a child is presenting signs or symptoms of abuse or neglect

 

  • any significant changes in a child’s presentation, including non-attendance

 

  • any hint or disclosure of abuse or neglect received from the child, or from any  other person, including disclosures of abuse or neglect perpetrated by adults outside of the family or by other children or young people

 

  • any concerns regarding person(s) who may pose a risk to children (e.g. staff in school or person living in a household with children present) including inappropriate behaviour e.g. inappropriate sexual comments; excessive one-to-one attention beyond the requirements of their usual role and responsibilities; or inappropriate sharing of images.

 

 

b)    Responding to Disclosure

 

Disclosures or information may be received from pupils, parents or other members of the public. School recognises that those who disclose such information may do so with difficulty, having chosen carefully to whom they will speak. Accordingly all staff will handle disclosures with sensitivity. Pupils with communication difficulties will be supported with the relevant multi modal forms of communication they use and be allowed to disclose to someone who is best able to understand their form of communication.

 

 

Such information cannot remain confidential and staff will immediately communicate what they have been told to the DSL and make a contemporaneous record. If in doubt about recording requirements staff should discuss with the DSL

 

 

c)   Principles

 

Staff will not investigate but will, wherever possible, elicit enough information to pass on to the DSL in order that s/he can make an informed decision of what to do next.

 

Staff will:

  • listen to and take seriously any disclosure or information that a child may be at risk of harm

 

  • try to ensure that the person disclosing does not have to speak to another member of school staff

 

  • clarify the information

 

  • try to keep questions to a minimum and of an ‘open’ nature e.g. ‘Can you tell me what happened ?’ rather than ‘Did x hit you?’

 

  • not ask leading questions

 

  • try not to show signs of shock, horror or surprise

 

  • not express feelings or judgements regarding any person alleged to have harmed the child

 

  • explain sensitively to the person that they have a responsibility to refer the information to the senior designated person

 

  • reassure and support the person as far as possible

 

  • explain that only those who ‘need to know’ will be told

 

  • explain what will happen next and that the person  will be involved as appropriate and  be informed of what  action is to be taken

 

d)  Action by the DSL (or Deputy DSL in their absence)

 

The following actions will be taken where there are concerns about significant harm to any child, including where there is already an open case to Children’s Social Care, (e.g. Looked After Child)

 

Following any information raising concern, the DSL will consider:

 

  • any urgent medical needs of the child

 

  • whether to make an enquiry to the Customer Service Centre  01609 780780 to establish if the child is or has been subject of a Child Protection Plan.
  • discussing the matter with other agencies involved with the family
  • consulting with appropriate persons e.g. Prevention Service, Children’s Social Care ref. Appendix C
  • the child‘s wishes and any fears  or concerns s/he may have

 

Then decide:

 

  • wherever possible, to talk to parents, unless to do so may place a child at risk of significant harm, impede any police investigation and/or place the member of staff or others at risk
  • whether to make a child protection referral to Children and Families’ Service because a child is suffering or is likely  to suffer significant harm and if this needs to be undertaken immediately

OR

  • not to make a referral at this stage
  • if further monitoring is necessary
  • if it would be appropriate to undertake an assessment (e.g. CAF) and/or make a referral for other services

 

All information and actions taken, including the reasons for any decisions made, will be fully documented. All referrals to Children and Families’ Service will be accompanied by a standard referral formhttp://www.safeguardingchildren.co.uk/professionals/forms-for-professionals

 

e)   Action following a child protection referral

 

It is the responsibility of all staff to safeguard children. It is the role of the DSL (or appropriately trained Deputy DSL.) to attend multi-agency meetings and provide reports for these. Other staff in school, however, may be asked to contribute.

 

The DSL will:

  • make regular contact with Children’s Social Care
  • provide a report for, attend and contribute to any subsequent Child Protection Conference
  • if the child has a Child Protection Plan, contribute to the Child Protection Plan and attend Core Group Meetings and Review Child Protection Conferences
  • where possible, share all reports with parents prior to meetings
  • contribute to the Strategy Discussion and all assessments

 

  • where there is significant information in respect of a child subject to a Child Protection Plan, immediately inform the key worker or his/her manager in Children’s Social Care e.g. any significant changes or concerns, departures from the CP plan, child moves/goes missing,/is removed from school or fails to attend school

 

f) Recording and monitoring

 

School will record:

  • Information about the child : name (aka) address, d.o.b., those with parental responsibility, primary carers, emergency contacts, names of persons authorised to collect from school, any court orders, if a child is or has been subject to a CP Plan
  • Key contacts in other agencies including GP details
  • Any disclosures/accounts from child or others, including parents (and keep original notes)
  • Significant contacts with carers/other agencies/professionals
  • All concerns, discussions, decisions, agreements made and actions taken and the reasons for these (dated, timed and signed, to include the name and agency/title of the person responsible/ spoken to), the plan to protect the child and arrangements for monitoring/review

 

All records should be objective and include:

  • Statements, facts and observable things (what was seen/heard)
  • Diagram indicating position, size and colour of any injuries (not photograph)
  • Words child uses, (not translated into ‘proper’ words)
  • Non-verbal behaviours

 

All C.P. documents will be retained in a ‘Child Protection’ file, separate from the child’s main file. This will be locked away and only accessible to the headteacher and DSL. The file will be transferred as soon as possible to any school or setting the child moves to, clearly marked ‘Child Protection, Confidential, for attention of DSL.  ‘The file will be transferred separately from the main pupil file, ensuring secure transit and obtaining confirmation of receipt. The final school will retain the C.P. file until the child’s 25th birthday.

 

If the child goes missing from education or is removed from roll to be educated at home then any Child Protection file should be copied and the copy sent to the Safeguarding Unit Manager, County Hall, Northallerton, DL7 8AE. 

 

When sharing confidential information about a member of staff or pupil, the school has regard to its responsibilities under the Data Protection Act (DPA) 1998 and where relevant, the Education (Pupil Information)(England) Regulations 2005 and the Freedom of Information Act 2000.

https://www.gov.uk/government/publications/safeguarding-practitioners-information-sharing-advice

 

 

School will monitor:

Any cause for concern including where there could be serious child welfare concerns:

 

  • Injuries/marks
  • Attendance                                                        
  • Changes e.g. mood/ academic functioning                       
  • Relationships
  • Language                                                           
  • Behaviour
  • Demeanour and appearance   

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