Child Protection Policy

Introduction and Aims

Pensby High School for Girls recognises its responsibilities for child protection. The overall aim of this policy is to safeguard and promote the welfare of the young people in our care. In situations were child abuse is suspected, our paramount responsibility is to the young person. Our policy applies to all staff, governors 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.

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

• Establish and maintain an environment where children feel secure, are encouraged to talk, and are listened to.
• Ensure children know that there are adults in the school whom they can approach if they are worried.
• Include opportunities in the PSHE curriculum for children to develop the skills they need to recognise and stay safe from abuse.

Principles

We will follow the procedures set out by the Local Safeguarding Children Board and take account of guidance issued by the Department for Education and Skills. The designated teacher for Child Protection is the Headteacher Mr S J Hyden and in his absence the Deputy Headteacher Mrs P Russell. Should both Mr Hyden and Mrs Russell be absent the matter should then be referred to another member of the Senior Leadership Team. We will:

• Ensure we have a designated senior person for child protection who has received appropriate training and support for this role.
• Ensure we have a nominated governor responsible for child protection.
• Ensure every member of staff (including temporary and supply staff and volunteers) and governing body knows the name of the designated senior person responsible for child protection and their role.
• 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.
• 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.
• Develop and then 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.

School Procedures

• Any member of staff with an issue or concern relating to Child Protection (it should be made clear to students that CONFIDENTIALITY CANNOT BE GUARANTEED IN RESPECT OF CHILD PROTECTION ISSUES) should immediately discuss it with a senior member of staff who will inform the Headteacher. Allegations of child abuse must always be given the highest priority and referred immediately to the Headteacher.
• The Headteacher will then decide on an appropriate course of action (based on LSCB guidelines).
• Information for parents/carers will be published in the school prospectus telling them that the staff are required to follow the procedures laid down by the Local Safeguarding Children Board (see Appendix One).
• Allegations against school staff. Teachers must protect themselves especially when meeting on a one to one basis with students and staff should bear in mind that even perfectly innocent actions can sometimes be misconstrued (please refer to the school’s Physical Restraint Policy). Teachers who hear an allegation of abuse against another member of staff should report the matter immediately to the HEADTEACHER so that LSCB and DFEE circular 10/95 procedures can be followed. If the allegation is against the Headteacher it should be taken directly to the Deputy Headteacher and through him/her to the Chair of Governors.

Dealing with Disclosures of Abuse

If a child chooses to tell a member of staff about possible abuse there are a number of things that should be done to support the child:

• Stay calm and be available to listen.
• Listen with the utmost care to what the child is saying.
• Question normally, without pressurising.
• Don’t put words into the child’s mouth but note the main points carefully.
• Keep a full record – date, time, what the child did, said in their own words.
• Reassure the child and let them know they were right to inform us.
• Inform the child that this information will now have to be passed on.
• Immediately inform the Headteacher, or when absent the Deputy Headteacher.

For types of Child Abuse and their symptoms please refer to Appendix Two.

Monitoring and Record Keeping

It is essential that accurate records be kept where there are concerns about the welfare of a child. These records should then be kept in secure, confidential files, which are separate from the child’s school records. It is important to recognise that regulations published in 1989 do not authorise or require the disclosure to parents of any written information relating to Child Protection. Although the preferred practice is for parents to be informed of and agree to any referral being made (unless it relates to sexual abuse).

Staff must keep the Headteacher informed of:

• Poor attendance & punctuality
• Concerns about appearance and dress
• Changed or unusual behaviour
• Concerns about health and emotional well being
• Deterioration in educational progress
• Discussions with parents about concerns relating to their child
• Concerns about home conditions or situations
• Concerns about pupil or pupil abuse (including serious bullying)

When there is suspicion of significant harm to a child and a referral is made as much information as possible should be given about the nature of the suspicions, the child and the family. Use of previous records (if available) may prove to be particularly useful in this respect.

NB Any referral to Social Services by telephone must be confirmed with the specified written form and a copy kept on the confidential school file. A note must be made of the Duty Social Worker and the time at which the call is made. If parents have not been informed about (or if they have agreed to) the referral being made this must be reported to Social Services.

Reports may be needed for Child Protection Case conferences or the criminal/civil courts. Consequently records and reports should be:

• Factual (no opinions)
• Non-judgemental (no assumptions)
• Clear
• Accurate
• Relevant
• Signed and dated

The Role of the Designated Teacher

• To ensure that all staff know the Headteacher is responsible (and in his/her absence the Deputy Headteacher) for Child Protection issues.
• To refer promptly all cases of suspected child abuse to the local social services department or the police child protection team. If a parent arrives to collect the child before the social worker has arrived then it must be remembered that we have no right to prevent the removal of the child. However, if there are clear signs of physical risk or threat, the Police should be called.
• To maintain and update as necessary the Child Protection List.
• To organise regular training on Child Protection within the School.
• To ensure that all staff know about and have access to LSCB guidelines.
• To co-ordinate action where child abuse is suspected.
• To facilitate and support the development of a whole school policy on Child Protection.
• To attend case conferences or nominate an appropriate member of staff to attend on his/her behalf.
• Maintain records of case conferences and other sensitive information in a secure confidential file and to disseminate information about the child only on a “need to know basis”.
• To pass on records and inform the key worker when a child who is on the Child Protection register leaves the school. The custodian of the register must also be informed.
• To raise staff awareness and confidence on child protection procedures and to ensure new staff are aware of these procedures.
• To keep up to date with current practice by participating in training opportunities wherever possible.

Recruitment of Staff and Volunteers

Paedophiles are attracted to organisations which provide services for children

• Pensby High School for Girls will ensure that criminal record statements are obtained and acted upon, prior to their engagement, from paid/unpaid staff and volunteers new to the organisation; and with these statements make ‘disclosure applications’ to the Criminal Records Bureau.

• Those people on whom we will make such applications are those in any position giving regular contact with access to children and young people up to age 18, including those in ‘positions of trust’ and supervisors as well as people in frontline roles.

• Two references will be sought for new staff and volunteers and followed up as necessary. A medical reference may also be required.

• A rigorous and probing approach to the application process (e.g. using application forms designed to elicit the full, relevant history of applicants) and interviews will be adhered to. Proof of identity will be sought.

Suitability and Nature of the Physical Environment

The work of Pensby High School is planned in ways which minimise the risks to children and young people e.g. physical layout and surroundings, clear roles for everyone, security of the building and the management of visitors to the school. Concerns about children’s welfare will always be taken seriously.

Appendix 1

Information for parents/carers published in the school prospectus:

“The School is committed to promoting the health and welfare of all pupils and if staff see signs that suggest that one of the pupils may have been the victim of abuse (or is at risk of abuse) staff will follow the procedures laid down by the LSCB. N.B. Such action in no way infers that any parent/carer or other individual is being accused of wrongdoing. A full version of the School’s Child Protection policy is available on request.”

Appendix 2

Types of Child Abuse and Their Symptoms

Child abuse can be categorised into four distinct types, i.e.

1. Physical Abuse 2. Sexual Abuse 3. Emotional Abuse 4. Physical Neglect 5. Grave Concern/at risk — this is not a distinct category but is dealt with separately. A child can be at risk from any combination of the four categories.

These different types of abuse require different approaches. A child suffering from physical abuse may be in immediate and serious danger. Action should, therefore, be taken immediately. With other formsof abuse there is a need to ensure that adequate information is gathered. There is also a need to make sure that grounds for suspicion have been adequately investigated and recorded. The need to collate information must be balanced against the need for urgent action. If there are reasonable grounds for suspicion then a decision to monitor the situation should only be taken after consultation. A situation that should cause particular concern is that of a child who fails to thrive without any obvious reason. In such a situation a medical investigation will be required to consider the causes. Each of the five categories will now be explored in more detail.

1. Physical Abuse

This involves physical injury to a child, including deliberate poisoning, where there is definite knowledge or a reasonable suspicion, that the injury was inflicted or knowingly not prevented.

Typical signs of physical abuse are:

• Bruises and abrasions - especially about the face, head, genitals or other parts of the body where they would not be expected to occur given the age of the child. Some types of bruising are particularly characteristic of non-accidental injury especially when the child’s explanation does not match the nature of injury or when it appears frequently.
• Slap marks — these may be visible on cheeks or buttocks.
• Twin bruises on either side of the mouth or cheeks - can be caused by pinching or grabbing, sometimes to make a child eat or to stop a child from speaking.
• Bruising on both sides of the ear — this is often caused by grabbing a child that is attempting to run away. It is very painful to be held by the ear, as well as humiliating and this is a common injury.
• Grip marks on arms or trunk - gripping bruises on arm or trunk can be associated with shaking a child. Shaking can cause one of the most serious injuries to a child; i.e. a brain haemorrhage as the brain hits the inside of the skull. X-rays and other tests are required to fully diagnose the effects of shaking. Grip marks can also be indicative of sexual abuse.
• Black eyes – are most commonly caused by an object such as a fist coming into contact with the eye socket. NB. A heavy bang on the nose, however, can cause bruising to spread around the eye but a doctor will be able to tell if this has occurred.
• Damage to the mouth – e.g. bruised/cut lips or torn skin where the upper lip joins the mouth.
• Bite marks
• Fractures
• Poisoning or other misuse of drugs – e.g. overuse of sedatives.
• Burns and/or scalds – a round, red burn on tender, non-protruding parts like the mouth, inside arms and on the genitals will almost certainly have been deliberately inflicted. Any burns that appear to be cigarette burns should be cause for concern. Some types of scalds known as ‘dipping scalds’ are always cause for concern. An experienced person will notice skin splashes caused when a child accidentally knocks over a hot cup of tea. In contrast a child who has been deliberately ‘dipped’ in a hot bath will not have splash marks.

• Sexual Abuse

The involvement of dependent, developmentally immature children and adolescents in sexual activities they do not truly comprehend, to which they are unable to give informed consent or that violate the social taboos of family roles. Typical signs of sexual abuse are:

• A detailed sexual knowledge inappropriate to the age of the child.
• Behaviour that is excessively affectionate or sexual towards other children or adults.
• Attempts to inform by making a disclosure about the sexual abuse often begin by the initial sharing of limited information with an adult. It is also very characteristic of such children that they have an excessive pre-occupation with secrecy and try to bind the adults to secrecy or confidentiality.
• A fear of medical examinations.
• A fear of being alone.
• A sudden loss of appetite, compulsive eating, anorexia nervosa or bulimia nervosa.
• Excessive masturbation is especially worrying when it takes place in public.
• Promiscuity
• Sexual approaches or assaults - on other children or adults.
• Urinary tract infections (UTI), sexually transmitted disease (STD) are all cause for immediate concern in young children, or in adolescents if his/her partner cannot be identified.
• Bruising to the buttocks, lower abdomen, thighs and genital/rectal areas. Bruises may be confined to grip marks where a child has been held so that sexual abuse can take place.
• Discomfort or pain particularly in the genital or anal areas.
• The drawing of pornographic or sexually explicit images.

• Emotional Abuse

The severe adverse effect on the behaviour and emotional development of a child caused by persistent or severe emotional ill treatment or rejection. All abuse involves some emotional ill treatment - this category should be used where it is the main or sole form of abuse.

• Physical Neglect

The persistent or severe neglect of a child (for example, by exposure to any kind of danger, including cold and starvation) which results in serious impairment of the child’s health or development, including non-organic failure to thrive. Persistent stomach aches, feeling unwell and apparent anorexia can be associated with physical neglect. However, typical signs of physical neglect are:

• Underweight — a child may be frequently hungry or pre-occupied with food or in the habit of stealing food or with the intention of procuring food. There is particular cause for concern where a persistently underweight child gains weight when away from home, for example, when in hospital or on a school trip. Some children also lose weight or fail to gain weight during school holidays when school lunches are not available and this is a cause for concern.

• Inadequately clad - a distinction needs to be made between situations where children are inadequately clad, dirty or smelly because they come from homes where neatness and cleanliness are unimportant and those where the lack of care is preventing the child from thriving.

Physical neglect is a difficult category because it involves the making of a judgement about the seriousness of the degree of neglect. Much parenting falls short of the ideal but it may be appropriate to invoke child protection procedures in the case of neglect where the child’s development is being adversely affected.

• Grave Concern/At risk

This is not a separate category of child abuse as such but covers a number of situations where a child may be at risk. Children whose situations do not currently fit the above categories but where social and medical assessments indicate that they are at significant risk of abuse. Grave concern may be felt where a child shows symptoms of stress and distress (see below) and any of the following circumstances apply:

• There is a known child abuser in the family;
• Another child in the family is known to have been abused;
• The parents are involved with pornographic material to an unusual degree;
• There is an adult in the family with a history of violent behaviour;
• The child is exposed to potential risk or exploitation via the Internet e.g. pornographic material or chat rooms.

The Symptoms of Stress and Distress

When a child is suffering from any one or more of the previous four ‘categories of abuse’, or if the child is ‘at risk’, he/she will nearly always suffer from/display signs of stress and distress.

An abused child is likely to show signs of stress and distress as listed below:

• A lack of concentration and a fall-off in school performance;
• Aggressive or hostile behaviour;
• Moodiness, depression, irritability, listlessness, fearfulness, tiredness, temper tantrums, short concentration span, acting withdrawn or crying at minor occurrences;
• Difficulties in relationships with peers;
• Regression to more immature forms of behaviour, e.g. thumb sucking;
• Self harming or suicidal behaviour;
• Low self esteem;
• Wariness, insecurity, running away or truancy - children who persistently run away from home may be escaping from sexual physical abuse;
• Disturbed sleep;
• General personality changes such as unacceptable behaviour or severe attention seeking behaviour;
• A sudden change in school performance.

Parental Signs of Child Abuse

Particular forms of parental behaviour that could raise or reinforce concerns are:

• Implausible explanations of injuries;
• Unwillingness to seek appropriate medical treatment for injuries;
• Injured child kept away from school until injuries have healed without adequate reason;
• A high level of expressed hostility to the child;
• Grossly unrealistic assumptions about child development;
• General dislike of child-like behaviour;
• Inappropriate labelling of child’s behaviour as bad or naughty;
• Leaving children unsupervised when they are too young to be left unattended.

P Russell 07/05/2008