Child Protection Policy

Safeguarding/Child protection policy

Mark College fully recognises its responsibilities for child protection. Michelle Whitham-Jones is the named Child Protection Officer, and Lucy Fear is second designated officer.

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

1. Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children.
2. Raising awareness of child protection issues and equipping children with the skills needed to keep them safe.
3. Developing and then implementing procedures for identifying and reporting cases, or suspected cases, of abuse.
4. Supporting pupils who have been abused in accordance with his/her agreed child protection plan.
5. 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:

1. 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

2. 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

3. 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

4. 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.

SB, LB and MWJ 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 Mark 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.

Somerset Direct 0845 3459122

LSCB Contact Details:

Somerset LSCB, B3N, County Hall, Taunton TA1 4DY

Safeguarding Co-ordinator:
Matthew Turner - MZTurner@somerset.gov.uk

01823 357868

Safeguarding Adviser for Education:
Liz Bidmead - LKBidmead@somerset.gov.uk

01823 358269

LSCB Audit Officer:
Nicky Allen – NJAllen@somerset.gov.uk

01823 358268

LSCB Multi-agency Trainers:
Anne Allen – AAllen@somerset.gov.uk

01823 357119

Kaye Elston – KElston@somerset.gov.uk

01823 357119

Child Death Overview Manager:
Kate Gates – PKGates@somerset.gov.uk

01823 358276

LSCB Administrator:
Annabelle Taylor - AETaylor@somerset.gov.uk

01823 358268

LSCB Multi-agency Training Administrator:
Sam Cahalan – SJCahalan@somerset.gov.uk

01823 355975

Child Death Overview Administrator:
Angela Aldridge – AAldridge@somerset.gov.uk

01823 357178

Child-Safe Administrator:
Mary Hallett – MHallett@somerset.gov.uk

01823 358098

Somerset Local Authority Designated Officer (LADO):
Claire Winter – CWinter@somerset.gov.uk

01278 437274

In LADO's absence, please contact the Deputy LADO:
Matthew Turner - MZTurner@somerset.gov.uk

01823 357868

4. 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
• 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:

1. Who made the allegation? When and how?
2. What action was taken and by whom?
3. When was the child seen and by whom?
4. Have parents been seen?
5. Have others involved been seen?
6. Which other authorities were consulted?
7. Did a medical exam take place? When, where and by whom?
8. Were relevant agencies notified?
9. Has all action been recorded including phone conversations?
10. 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.

5. 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.