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Safeguarding/Child protection policy

Farleigh College fully recognises its responsibilities for child protection. Alun Maddocks is the named Child Protection Officer and Kate Sims is second designated officer. The college also has a child protection panel which discusses any such issues of concern. This panel comprises Alun Maddocks (Principal), Kate Sims (Head of Care) and Greg Evans (Headteacher).

All staff at Farleigh have a responsibility and duty of care to ensure that they are clear on all procedures relating to Child protection. Failure to act upon a disclosure from a child by the correct procedures could be a disciplinary offence.

Our policy applies to all staff, and volunteers working in the school. There are five main elements to our policy:

Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children.
Raising awareness of child protection issues and equipping children with the skills needed to keep them safe.
Developing and then implementing procedures for identifying and reporting cases, or suspected cases, of abuse.
Supporting pupils who have been abused in accordance with his/her agreed child protection plan.
Establishing a safe environment in which children can learn and develop.

1. Safe recruitment

All current full and part time staff undertake enhanced CRB checks and copies of these are kept on file.

All new staff will have a new CRB check when starting at the school. If new staff have a recent CRB certificate from previous employment this will be sufficient for them to start in post whilst the new application is being processed. Documentation as proof of identity will be kept on file. References from the last two employers will be taken up and any gaps in employment will be investigated. Certificates of qualifications will be checked and kept on file.

Confirmation will be required from outside agencies to whom we entrust the care of our pupils, such as taxi drivers, outdoor activity groups, drama clubs etc, that people coming into contact with our students will have the relevant CRB checks. Copies of these letters will be kept on file.

2. Helping pupils to be safe

The ethos of the school is such that pupils should feel free to talk to whomever they are comfortable with. Houseparents, care staff, tutors and teachers are all in a position to be available for pupils at different times of the day.

Therefore we will:

Establish and maintain an environment where children feel secure, are encouraged to talk, and are listened to. This will be encouraged on an individual basis with tutors etc and on a group basis through weekly tutor group meetings, house meetings, school council meetings, student questionnaires etc
Ensure children know that there are adults in the school whom they can approach if they are worried by the allocation of an individual tutor and house parent
Include opportunities in the PSHE, English and Science curriculum for children to develop the skills they need to recognise and stay safe from abuse.

3. Identifying and reporting abuse

We recognise that because of the day-to-day contact with children, school staff are well placed to observe the outward signs of abuse:

Child abuse is when children are harmed by: a parent, relative, sibling, carer, acquaintance or stranger.

Abuse can fall into the following categories:

Physical abuse: may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to the child.

Possible signs are:

Unexplained injuries, fractures or burns
Bruises or bites
Refusal to discuss injuries
Improbable explanations for injuries
Untreated injuries or lingering illness not attended to
Admission of punishment that appears excessive
Shrinking from physical contact
Fear of returning home or parents being contacted
Fear of undressing
Fear of medical help
Aggression/bullying
Over compliant behaviour or a ‘watchful’ attitude
Running away
Significant changes in behaviour without explanation
Detioration in work
Unexplained pattern of absences which may serve to hide bruises or other physical injuries

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 making children feel they are worthless, unloved, inadequate or inferior. It may involve making children feel frightened or in danger.

Possible signs are:

Continual self-deprecation, low self-esteem
Fear of new situations
Inappropriate emotional responses
Self-harm or mutilation
Compulsive stealing/ scrounging
Drug/solvent abuse
Neurotic behaviour – obsessive rocking etc
Don’t care attitude
Social isolation, unable to ‘give’ in a relationship
Attention-seeking behaviour
Eating problems
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 lack of food, shelter, clothing, protection from harm, or failure to ensure access to medical care. It may also include neglect of the child’s basic emotional needs.

Possible signs are:

Constant hunger
Poor personal hygiene
Inappropriate clothing
Frequent lateness or non-attendance at school
Untreated medical problems
Low self-esteem
Poor social relationships, unresponsiveness
Compulsive stealing or scrounging
Constant tiredness
Developmental delay, short or underweight for age
Poor skin condition, dry, sparse hair

Sexual abuse: involves forcing a child to take part in sexual activities. This may involve physical contacts, including penetrative and non-penetrative acts. It may include involving children in looking at, or in the production of, pornographic material, or watching sexual activities.

Possible signs are:

Bruises, scratches, burns or bite marks to the body
Sexual awareness inappropriate to the child’s age or promiscuity
Public masturbation
Aggressiveness, anger, anxiety and tearfulness
Self-injury or tiredness/ lethargy, depression
Eating disorders
Withdrawal from friends
Unexplained gifts of money
Changes in behaviour

The latest advice can be found by visiting the website: www.swcpp.org.uk

If you suspect that a pupil is being abused you must report it at once to SB. Failure to do so may result in disciplinary action. AM, KS and GE will meet to decide on the course of action. Advice will be sought within 24 hours and a written referral made within 48 hours. The social care team will feedback to Farleigh College on their decision regarding the course of action. There may be no further action required or a decision may be made to refer to other agencies.

4. Procedure

Any member of staff who has good cause to suspect abuse of any kind, or who is party to a specific disclosure should seek advise from a more experienced member of staff to ensure that they follow the correct procedure. They should complete a child protection concern form and place it in a sealed envelope with the initial ‘P’ in the top right hand corner. The report should be handed personally to the Child Protection Officer (or their delegated other) or who is responsible for assessing the situation. Or placed in the folder designated for the Child Protection Officer situated in the front office. This may involve conducting an internal investigation and or seeking additional advise and support on the matter.

Depending on the outcome of these procedures it may prove necessary to contact the placing authority, social services departments, parents and potentially OFSTED (please see notifications section of National Minimum Standards).

In the event any of this proves necessary staff should be guided by the Somerset Area Child Protection Committee – the current up to date information is available on http://www.swcpp.org.uk

Staff should also be guided by Priory Child Protection Guidelines, Working Together to SafeGuard Children (HM Government), Every Child Matters and the Child Protection Guidance in the National Minimum Standards.

An abused child is likely to be under severe emotional stress and the staff member may be the only adult whom the child is prepared to trust. When information is offered in confidence, the member of staff will need tact and sensitivity in responding to the disclosure. The member of staff will need to reassure the child and retain his or her trust, while explaining the need for action, which will necessarily involve other adults being informed. Staff need to know that whilst it is every child's right to share "dark secrets" they must not be allowed/encouraged to give details of abuse unless they are aware that those of us they confide in have a responsibility to pass on any such information to a statutory agency.

Confidentiality can only be kept up to the point where an allegation of an offence is made. Once an allegation is made, then the disclosure must be referred to the Child Protection Officer. As difficult as it is, the child must be told before they disclose, that what they are about to say may not remain confidential.

Handling a disclosure will call for an understanding, not only of the child’s own ambivalent feelings, but also of the staff member’s own responses to child abuse.

This policy applies to suspicions or disclosures that are home-based and those that may involve a member of staff, a student or any adult/person associated with the college. If the Head teacher is implicated, the report should be shared immediately with the Managing Director of Priory Education Services Helen Sharpe at Munstead Heath, Godalming, Surrey, GU7 1UW. Further decisions in relation to contacting the statutory authorities and managing the situation internally will be made directly the Managing Director.

5. Supporting abused pupils

If a pupil wishes to confide in you about alleged abuse you should:

Tell the pupil that you may have to share the information with someone else if you are going to be able to help him
Never promise to keep secrets
Listen to the pupil rather than directly question him
Remain calm and try not to show shock
Never stop a pupil who is freely recalling significant events
Keep an open mind and try not to ask leading questions
Demonstrate sympathy and reassure that it is not their fault
Make a careful written record as soon as possible after the disclosure
Inform SB immediately
Recording: State the date, time and setting for the disclosure and state anyone else present
Use black ink
Use the child’s own words wherever possible
Give accurate information
Remember to date and sign

Where there is clear evidence of abuse:

Medical attention will be sought for the pupil
SB/LB will respond within 24 hours of receiving confirmation of suspicion of abuse or noting of actual harm to the child, to the local Social Services Department.
SB/LB and Social Services will agree how and when to inform any person who is subject of the allegation and the parents.
SB/LB will notify placing authority and Ofsted of the outcome of enquiries and written records will be kept in Incident Book
Police will be informed in the event of unauthorised persons contacting pupils.
If a member of staff is involved in alleged abuse they will be suspended until the investigation is complete. In the event of proven abuse the DfCSF will be informed as a matter of routine.

Where there are suspicions of abuse:

LB will observe and record symptoms
Concerns will be raised with SB and MWJ
GP or school counsellor will be consulted if relevant
Parents will be informed unless it would be unsafe or inappropriate to do so
Concerns will be recorded in the individual pupil file and a watching brief kept
Suspicions will be re-evaluated and social services may be consulted

Check list for correct recording of alleged abuse:

Who made the allegation? When and how?
What action was taken and by whom?
When was the child seen and by whom?
Have parents been seen?
Have others involved been seen?
Which other authorities were consulted?
Did a medical exam take place? When, where and by whom?
Were relevant agencies notified?
Has all action been recorded including phone conversations?
What is the date of the case conference?

Conclusion: Child abuse is too serious a matter to be left to chance. The safety of the child is paramount and any action taken should be in the interest of the child.

6. Establishing a safe environment

We will follow the procedures set out by The South West Child Protection Procedures and take account of guidance issued by the Department for Children Schools and Families to:

Ensure we have a designated senior person for child protection who has received appropriate training and support for this role. SB and LB have both received training
Ensure every member of staff knows the name of the designated senior person responsible for child protection and their role by circulating this policy
Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated senior person responsible for child protection through distribution of this policy
Ensure that parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school prospectus.
Notify social services if there is an unexplained absence of more than two days of a pupil who is on the child protection register.
Develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance at case conferences.
Keep written records of concerns about children, even where there is no need to refer the matter immediately.
Ensure all records are kept securely, separate from the main pupil file, and in locked locations.
Follow procedures where an allegation is made against a member of staff or volunteer.
Ensure safe recruitment practices are always followed.

We recognise that children who are abused or witness violence may find it difficult to develop a sense of self worth. They may feel helplessness, humiliation and some sense of blame. The school may be the only stable, secure and predictable element in the lives of children at risk. When at school their behaviour may be challenging and defiant or they may be withdrawn. The school will endeavour to support the pupil through:

The content of the curriculum.
The school ethos, which promotes a positive, supportive and secure environment and gives pupils a sense of being valued.
The school behaviour policy, which is aimed at supporting vulnerable pupils in the school. The school will ensure that the pupil knows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred.
Liaison with other agencies that support the pupil such as social services, Child and Adult Mental Health Service, education welfare service and educational psychology service.
Ensuring that, where a pupil on the child protection register leaves, their information is transferred to the new school immediately and that the child’s social worker is informed.