01799 550300 admin@clavering.essex.sch.uk
Clavering Primary School

CHILD PROTECTION POLICY FOR CLAVERING PRIMARY SCHOOL

APPROVED BY GOVERNORS January 2017

POLICY TO BE REVIEWED January 2018

 

DESIGNATED SAFEGUARDING LEAD:

NAME: MISS ROSALIND ALLSOPCONTACT NUMBER: 01799550300
DEPUTY DESIGNATED SAFEGUARDING LEADS: NAME: MRS ANNABELLE HALL and MRS LYNN LIPSCOMBCONTACT NUMBER: 01799550300
DESIGNATED SAFEGUARDING GOVERNORS: NAME: JONATHAN HILL and JULIAN HALL (COG)

 

 Learning to be the best that we can

 

SAFEGUARDING POLICY STATEMENT

 ‘Clavering Primary School is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share in this commitment.

 

Contents

 1 Introduction

2 Statutory Framework

3 Roles and responsibilities

4 Types of abuse/specific safeguarding issues

5 Procedures 

6 Training

7 Professional confidentiality

8 Records and information sharing

9 Interagency working

10 Allegations about members of the work force

11 Whistleblowing

Appendix A Family Operations Hub Partner Access Map

 

CHILD PROTECTION POLICY FOR CLAVERING PRIMARY SCHOOL

 

1. Introduction

Schools and their staff form part of the wider safeguarding system for children. 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 – DfE, 2016)

This Child Protection Policy is for all staff, parents, governors, volunteers and the wider school community. It forms part of the safeguarding arrangements for our school. It should be read in conjunction with the Safeguarding Statement, Safer Recruitment Policy, Staff Code of Conduct Policy, Behaviour Policy, Health and Safety Policy, Educational Visit Policy and E-safety Policy.  It should also be read in conjunction with Keeping Children Safe in Education (DfE, 2016).

Safeguarding and promoting the welfare of children is defined in Keeping Children Safe in Education as:

  •  Protecting children from maltreatment
  • Preventing impairment of children’s health or development
  • Ensuring that children grow up in circumstances consistent with the provision of safe and effective care
  • Taking action to enable all children to have the best outcomes
  1. Statutory framework

Section 175 of the Education Act 2002 (Section 157 for Independent schools) places a statutory responsibility on the governing body to have policies and procedures in place that safeguard and promote the welfare of children who are pupils of the school.

The development of appropriate procedures and the monitoring of good practice in Essex are the responsibilities of the Essex Safeguarding Children Board (ESCB). In Essex, all professionals must work in accordance with the SET Procedures (ESCB, 2016).

Our school works in accordance with the following legislation and guidance:

Children Act 1989

Children Act 2004

Keeping Children Safe in Education (DfE, 2016)

Working Together (HMG, 2015)

Effective Support for Children and Families in Essex    (ESCB, 2015)

Counter-Terrorism and Security Act (HMG, 2015)

Serious Crime Act 2015 (Home Office, 2015)

Sexual Offences Act (2003)

Education (Pupil Registration) Regulations 2006

Information sharing advice for safeguarding practitioners (HMG, 2015)

Data Protection Act 1998

  1. Roles and responsibilities

All adults working with or on behalf of children have a responsibility to protect them and to provide a safe environment in which they can learn and achieve their full potential.  However, there are key people within schools and the Local Authority who have specific responsibilities under child protection procedures.  The names of those in our school with these specific responsibilities (the designated safeguarding lead and deputy designated safeguarding lead) are shown on the cover sheet of this document.

The governing body

The governing body ensures that the policies, procedures and training in our school are effective and comply with the law at all times. It ensures that all required policies relating to safeguarding are in place and that the child protection policy reflects statutory and local guidance and is reviewed at least annually.

The governing body ensures there is a named designated safeguarding lead and deputy safeguarding lead in place.

The governing body ensures the school contributes to inter-agency working, in line with statutory and local guidance. It ensures that information is shared and stored appropriately and in accordance with statutory requirements.

The governing body ensures that all staff members undergo safeguarding and child protection training at induction and that it is then regularly updated. All staff members receive regular safeguarding and child protection updates, at least annually, to provide them with the relevant skills and knowledge to keep our children safe.

The governing body ensures that children are taught about safeguarding, including online, ensuring that that appropriate filters and monitoring systems for online usage are in place.   Our children will be taught how to keep themselves safe through teaching and learning opportunities as part of a broad and balanced curriculum.

The governing body and school leadership team are responsible for ensuring the school follows recruitment procedures that help to deter, reject or identify people who might abuse children. It adheres to statutory responsibilities to check adults working with children and has recruitment and selection procedures in place (see the school’s ‘Safer Recruitment’ policy for further information).  It ensures that volunteers are appropriately supervised in school.

The Designated Safeguarding Lead (and Deputy)

The designated safeguarding lead in school takes lead responsibility for managing child protection referrals, safeguarding training and raising awareness of all child protection policies and procedures. They ensure that everyone in school (including temporary staff, volunteers and contractors) is aware of these procedures and that they are followed at all times. They act as a source of advice and support for other staff (on child protection matters) and ensure that timely referrals to Essex Children’s Social Care (Family Operations Hub) are made in accordance with current SET procedures.  They work with the local authority and other agencies as required.

If for any reason the designated safeguarding lead is unavailable, the deputy designated safeguarding lead will act in their absence.  

 The Headteacher

The Headteacher works in accordance with the requirements upon all school staff. In addition, (s)he ensures that all safeguarding policies and procedures adopted by the governing body are followed by all staff.

All school staff

Everyone is our school has a responsibility to provide a safe learning environment in which our children can learn. All staff members are prepared to identify children who may benefit from early help and understand their role within this process.  This includes identifying any emerging problems so appropriate support may be provided and liaising with the designated safeguarding lead to report any concerns.  All staff members are aware of and follow school processes (as set out in this policy) and are aware of how to make a referral to Social Care if there is a need to do so.

4. Types of abuse / specific safeguarding issues

Keeping Children Safe in Education (DfE, 2016) defines abuse as the 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”

The four main types of abuse referred to in Keeping Children Safe in Education are:

  •  Physical
  • Emotional
  • Sexual
  • Neglect

Our school is aware of the signs of abuse and neglect so we are able to identify children who may be in need of help or protection.

Peer on peer abuse

Our school may be the only stable, secure and safe element in the lives of children at risk of, or who have suffered harm.  Nevertheless, whilst at school, their behaviour may be challenging and defiant, or they may instead be withdrawn, or display abusive behaviours towards other children. Our school recognises that some children may abuse their peers and any incidents of peer on peer abuse will be managed in the same way as any other child protection concern and will follow the same procedures.

Peer on peer abuse can manifest itself in many ways. This may include bullying (including cyber bullying), on-line abuse, gender-based abuse, ‘sexting’ or sexually harmful behaviour.  We do not tolerate any harmful behaviour in school and will take swift action to intervene where this occurs.  We use lessons and assemblies to help children understand, in an age-appropriate way, what abuse is and we encourage them to tell a trusted adult if someone is behaving in a way that makes them feel uncomfortable.  Our school understands the different gender issues that can be prevalent when dealing with peer on peer abuse. Please see our Behaviour Policy for school procedures.

 Children with special educational needs and disabilities

Our school understands that children with special educational needs (SEN) and disabilities can face additional safeguarding challenges. Additional barriers can exist when recognising abuse and neglect in this group of children.  This can include:

  •  assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the        child’s disability without further exploration;
  • children with SEN and disabilities can be disproportionally impacted by things like bullying- without outwardly showing any signs;
  • communication barriers and difficulties in overcoming these barriers

Children missing from education

All children, regardless of their age, ability, aptitude and any special education needs they may have are entitled to a full-time education.   Our school recognises that a child missing education is a potential indicator of abuse or neglect and will follow the school procedures for unauthorised absence and for children missing education.  Parents should always inform us of the reason for any absence.  Where contact is not made, a referral may be made to another appropriate agency (Missing Education and Child Employment Service, Social Care or Police).

Our school must inform the local authority of any pupil who fails to attend school regularly, or has been absent without school permission for a continuous period of 10 days or more.

Child Sexual Exploitation (CSE)

CSE is a form of abuse where children are sexually exploited for money, power or status. It is understood that a significant number of children who are victims of CSE go missing from home, care and education at some point.  Our school is alert to the signs and indicators of a child becoming at risk of, or subject to, CSE and will take appropriate action to respond to any concerns.  The designated safeguarding lead is the named CSE Lead in school on these issues and will work with other agencies as appropriate.

Statutory definition of Child Sexual Exploitation

Child sexual exploitation is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact; it can also occur through the use of technology.

Female Genital Mutilation (FGM)

FGM comprises all procedures involving partial or total removal of the external female genitalia or other injury to female genital organs. It is illegal in the UK and a form of child abuse.

As of October 2015, the Serious Crime Act 2015 (Home Office, 2015)   introduced a duty on teachers (and other professionals) to notify the police of known cases of female genital mutilation where it appears to have been carried out on a girl under the age of 18.  Our school will operate in accordance with the statutory requirements relating to this issue, and in line with existing local safeguarding procedures.

Forced marriage

A forced marriage is one entered into without the full consent of one or both parties. It is where violence, threats or other forms of coercion is used and is a crime.  Our staff understand how to report concerns where this may be an issue.

Prevention of radicalisation

As of July 2015, the Counter-Terrorism and Security Act (HMG, 2015) placed a new duty on schools and other education providers.  Under section 26 of the Act, schools are required, in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty.

It requires schools to:

  • teach a broad and balanced curriculum which promotes spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities, responsibilities and experiences of life and must promote community cohesion
  • be safe spaces in which children / young people can understand and discuss sensitive topics, including terrorism and the extremist ideas that are part of terrorist ideology, and learn how to challenge these ideas
  • be mindful of their existing duties to forbid political indoctrination and secure a balanced presentation of political issues
  • CHANNEL is a national programme which focuses on providing support at an early stage to people identified as vulnerable to being drawn into terrorism. Our staff understand how to identify those who may benefit from this support and how to make a referral.

 5. Procedures

All action is taken in accordance with the following guidance;

  •  Essex Safeguarding Children Board guidelines – the SET (Southend, Essex and Thurrock) Child Protection Procedures (ESCB, 2016)
  • Keeping Children Safe in Education (DfE, 2016)
  • Working Together to Safeguard Children (DfE, 2015)
  • ‘Effective Support for Children and Families in Essex’ (ESCB, 2015)
  • PREVENT Duty – Counter-Terrorism and Security Act (HMG, 2015)

When new staff, volunteers or regular visitors join our school they are informed of the safeguarding arrangements in place and the name of the designated safeguarding lead (and deputy) and how to share concerns with them.

Any member of staff, volunteer or visitor to the school who receives a disclosure or allegation of abuse, or suspects that abuse may have occurred must report it immediately to the designated safeguarding lead (or, in their absence, the deputy designated safeguarding lead).

The designated safeguarding lead or the deputy will immediately refer cases of suspected abuse or allegations to the Family Operations Hub by telephone and in accordance with the procedures outlined in the SET procedures (ESCB, 2016) and in ‘Effective Support for Children and Families in Essex’ (ESCB, 2015).

The telephone referral to the Family Operations Hub will be confirmed in writing within 48 hours with the Family Operations Request for Support   form.  Essential information will include the pupil’s name, address, date of birth, family composition, the reason for the referral, whether the child’s parents are aware of the referral plus any other relevant information or advice given.

The school will always undertake to share an intention to refer a child to Children’s Social Care with the parents or carers, unless to do so could place the child at greater risk of harm or impede a criminal investigation. It may be necessary to seek advice from the Family Operations Hub and/ or Essex Police in making decisions about when it is appropriate to share information with parents/ carers.

If a member of staff continues to have concerns about a child and feels the situation is not being addressed or does not appear to be improving, the staff member concerned should press for re-consideration of the case with the designated safeguarding lead.

Safeguarding contact details are displayed in the school to ensure that all staff have unfettered access to safeguarding support.

6. Training

The designated safeguarding lead (and deputy) undertake Level 3 child protection training at least every two years. The Headteacher, all staff members and governors receive appropriate child protection training which is regularly updated and in line with advice from the Essex Safeguarding Children Board (ESCB).  In addition, all staff members receive safeguarding and child protection updates as required, but at least annually, to provide them with relevant skills and knowledge to safeguard children effectively. Records of any child protection training undertaken is kept for all staff and governors.

The school ensures that the designated safeguarding lead (and deputy) also undertakes training in inter-agency working and other matters as appropriate

  1. Professional confidentiality

Confidentiality is an issue which needs to be discussed and fully understood by all those working with children, particularly in the context of child protection.  A member of staff must never guarantee confidentiality to a pupil and will not agree with a pupil to keep a secret as, where there is a child protection concern, this must be reported to the designated safeguarding lead and may require further investigation by appropriate authorities.

All staff members are informed of relevant information in respect of individual cases regarding child protection on a ‘need to know basis’ only.  Any information shared with a member of staff in this way is held treated confidentially.

8. Records and information sharing

Where there are concerns about the safety of a child, the sharing of information in a timely and effective manner between organisations can reduce the risk of harm. Whilst the Data Protection Act 1998 places duties on organisations and individuals to process personal information fairly and lawfully, it is not a barrier to sharing information where the failure to do so would result in a child or vulnerable adult being placed at risk of harm. Similarly, human rights concerns, such as respecting the right to a private and family life would not prevent sharing where there are real safeguarding concerns.  Fears about sharing information cannot be allowed to stand in the way of the need to safeguard and promote the welfare of children at risk of abuse or neglect.

Well-kept records are essential to good child protection practice.  Our school is clear about the need to record any concern held about a child or children within our school, the status of such records and when these records should be shared with other agencies.

Any member of staff receiving a disclosure of abuse or noticing signs or indicators of abuse, will make an accurate record as soon as possible noting what was said or seen (if appropriate, using a body map to record), giving the date, time and location.  All records will be dated and signed and will include the action taken. This is then presented to the designated safeguarding lead (or deputy), who will decide on appropriate action and record this accordingly.

Any records related to child protection are kept in a child protection file (which is separate to the pupil file) in chronological order. All child protection records are stored securely and confidentially and will be retained for 25 years after the pupil’s date of birth.

If a pupil transfers from our school to another, their child protection records will be forwarded to the new educational setting. These will be marked ‘Confidential’ and for the attention of the receiving school’s designated safeguarding lead, with a return address on the envelope so it can be returned to us if it goes astray. Copies of this paperwork will be retained by our school, should it be required at a future date.

9. Interagency working

It is the responsibility of the designated safeguarding lead to ensure that the school is represented at, and that a report is submitted to, any child protection conference called for children on the school roll or previously known to them. Where possible and appropriate, any report will be shared in advance with the parent(s) / carer(s).  Whoever attends will be fully briefed on any issues or concerns the school has and be prepared to contribute to the discussions at the conference.

If a child is subject to a Child Protection or a Child in Need plan, the designated safeguarding lead will ensure the child is monitored regarding their school attendance, emotional well-being, academic progress, welfare and presentation. If the school is part of the core group, the designated safeguarding lead will ensure the school is represented, provides appropriate information and contributes to the plan at these meetings.  Any concerns about the Child Protection plan and / or the child’s welfare will be discussed and recorded at the core group meeting, unless to do so would place the child at further risk of significant harm. In this case the designated safeguarding lead will inform the child’s key worker immediately and then record that they have done so and the actions agreed.

10.​ Allegations about members of the workforce

All staff members are made aware of the boundaries of appropriate behaviour and conduct. These matters form part of staff induction and are outlined in the Staff Handbook / Code of Conduct.

The school works in accordance with statutory guidance and the SET procedures (ESCB, 2016) in respect of allegations against an adult working with children (in a paid or voluntary capacity). Section 7 of the current SET procedures provides detailed information on this.

The school has processes in place for reporting any concerns about a member of staff (or any adult working with children). Any concerns about the conduct of a member of staff will be referred to the Headteacher (or the Deputy Headteacher in their absence).  This role is distinct from the designated safeguarding lead as the named person should have sufficient status and authority in the school to manage employment procedures. Staffing matters are confidential and the school must operate within statutory guidance around Data Protection.

Where the concern involves the headteacher, it should be reported direct to the Chair of Governors.

SET procedures (ESCB, 2016) require that, where an allegation against a member of staff is received, the headteacher, senior named person or the Chair of Governors must inform the duty Local Authority Designated Officer (LADO) in the Children’s Workforce Allegations Management Team on 03330 139 797 within one working day. However, wherever possible, contact with the LADO should be made immediately as they will then advise on how to proceed and whether the matter requires Police involvement. This will include advice on speaking to pupils and parents and HR.  The school does not carry out any investigation before speaking to the LADO.

 11.​ Whistleblowing

Whistleblowing is ‘making a disclosure in the public interest’ and occurs when a worker (or member of the wider school community) raises a concern about danger or illegality that affects others, for example pupils in the school or members of the public.

All staff are made aware of the duty to raise concerns about the attitude or actions of staff in line with the school’s Code of Conduct / Whistleblowing policy.

We want everyone to feel able to report any child protection / safeguarding concerns. However, for members of staff who feel unable to raise these concerns internally, they can call the the NSPCC whistleblowing helpline on: 0800 028 0285 (line is available from 8:00 AM to 8:00 PM, Monday to Friday) or email: help@nspcc.org.uk.

Parents or others in the wider school community with concerns can contact the NSPCC general helpline on: 0808 800 5000 (24 hour helpline) or email: help@nspcc.org.uk.

Appendix A

Family Operations Hub Partner Access Map

 

APPENDIX ONE

DEFINITIONS AND INDICATORS OF ABUSE

1. 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 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); or
  • Ensure access to appropriate medical care or treatment.

It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs. The following may be indicators of neglect (this is not designed to be used as a checklist):

  • Constant hunger;
  • Stealing, scavenging and/or hoarding food;
  • Frequent tiredness or listlessness;
  • Frequently dirty or unkempt;
  • Often poorly or inappropriately clad for the weather;
  • Poor school/academy attendance or often late for school;
  • Poor concentration;
  • Affection or attention seeking behaviour;
  • Illnesses or injuries that are left untreated;
  • Failure to achieve developmental milestones, for example growth, weight;
  • Failure to develop intellectually or socially;
  • Responsibility for activity that is not age appropriate such as cooking, ironing, caring for siblings;
  • The child is regularly not collected or received from school; or
  • The child is left at home alone or with inappropriate carers

 2. 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. The following may be indicators of physical abuse (this is not designed to be used as a checklist):

  • Multiple bruises in clusters, or of uniform shape;
  • Bruises that carry an imprint, such as a hand or a belt;
  • Bite marks;
  • Round burn marks;
  • Multiple burn marks and burns on unusual areas of the body such as the back, shoulders or buttocks;
  • An injury that is not consistent with the account given;
  • Changing or different accounts of how an injury occurred;
  • Bald patches;
  • Symptoms of drug or alcohol intoxication or poisoning;
  • Unaccountable covering of limbs, even in hot weather;
  • Fear of going home or parents being contacted;
  • Fear of medical help;
  • Fear of changing for PE;
  • Inexplicable fear of adults or over-compliance;
  • Violence or aggression towards others including bullying; or
  • Isolation from peers.

3. 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 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 act of sexual abuse, as can other children. The following may be indicators of sexual abuse (this is not designed to be used as a checklist):

  • Sexually explicit play or behaviour or age-inappropriate knowledge;
  • Anal or vaginal discharge, soreness or scratching;
  • Reluctance to go home;
  • Inability to concentrate, tiredness;
  • Refusal to communicate;
  • Thrush, persistent complaints of stomach disorders or pains;
  • Eating disorders, for example anorexia nervosa and bulimia;
  • Attention seeking behaviour, self-mutilation, substance abuse;
  • Aggressive behaviour including sexual harassment or molestation;
  • Unusual compliance;
  • Regressive behaviour, enuresis, soiling;
  • Frequent or open masturbation, touching others inappropriately;
  • Depression, withdrawal, isolation from peer group;
  • Reluctance to undress for PE or swimming; or
  • Bruises or scratches in the genital area.

4. SEXUAL EXPLOITATION Child sexual exploitation occurs when a child or young person, or another person, receives “something” (for example food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of the child/young person performing sexual activities, or another person performing sexual activities on the child/young person. The presence of any significant indicator for sexual exploitation should trigger a referral to children’s social care. The significant indicators are:

  • Having a relationship of concern with a controlling adult or young person (this may involve physical and/or emotional abuse and/or gang activity);
  • Entering and/or leaving vehicles driven by unknown adults;
  • Possessing unexplained amounts of money, expensive clothes or other items;
  • Frequenting areas known for risky activities;
  • Being groomed or abused via the Internet and mobile technology; and
  • Having unexplained contact with hotels, taxi companies or fast food outlets.

5. 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 say 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 participating in normal social interaction. It may also involve seeing or hearing the ill-treatment of another person. 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 The following may be indicators of emotional abuse (this is not designed to be used as a checklist):

  • The child consistently describes him/herself in very negative ways – as stupid, naughty, hopeless, ugly;
  • Over-reaction to mistakes;
  • Delayed physical, mental or emotional development;
  • Sudden speech or sensory disorders;
  • Inappropriate emotional responses, fantasies;
  • Neurotic behaviour: rocking, banging head, regression, tics and twitches;
  • Self harming, drug or solvent abuse;
  • Fear of parents being contacted;
  • Running away;
  • Compulsive stealing;
  • Appetite disorders – anorexia nervosa, bulimia; or
  • Soiling, smearing faeces, enuresis.

N.B.: Some situations where children stop communication suddenly (known as “traumatic mutism”) can indicate maltreatment.

6. RESPONSES FROM PARENTS Research and experience indicates that the following responses from parents may suggest a cause for concern across all four categories:

  • Delay in seeking treatment that is obviously needed;
  • Unawareness or denial of any injury, pain or loss of function (for example, a fractured limb);
  • Incompatible explanations offered, several different explanations or the child is said to have acted in a way that is inappropriate to her/his age and development;
  • Reluctance to give information or failure to mention other known relevant injuries;
  • Frequent presentation of minor injuries;
  • A persistently negative attitude towards the child;
  • Unrealistic expectations or constant complaints about the child;
  • Alcohol misuse or other drug/substance misuse;
  • Parents request removal of the child from home; or
  • Violence between adults in the household.

7. DISABLED CHILDREN  When working with children with disabilities, practitioners need to be aware that additional possible indicators of abuse and/or neglect may also include:

  • A bruise in a site that might not be of concern on an ambulant child such as the shin, might be of concern on a non-mobile child;
  • Not getting enough help with feeding leading to malnourishment;
  • Poor toileting arrangements;
  • Lack of stimulation;
  • Unjustified and/or excessive use of restraint;
  • Rough handling, extreme behaviour modification such as deprivation of medication, food or clothing, disabling wheelchair batteries;
  • Unwillingness to try to learn a child’s means of communication;
  • Ill-fitting equipment. for example callipers, sleep boards, inappropriate splinting;
  • Misappropriation of a child’s finances; or
  • Inappropriate invasive procedures.

APPENDIX TWO

INDICATORS OF VULNERABILITY TO RADICALISATION

  1.  Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism leading to terrorism.
  1. Extremism is defined by the Government in the Prevent Strategy as:

Vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas.

  1. Extremism is defined by the Crown Prosecution Service as:

The demonstration of unacceptable behaviour by using any means or medium to express views which:

  • Encourage, justify or glorify terrorist violence in furtherance of particular beliefs;
  • Seek to provoke others to terrorist acts;
  • Encourage other serious criminal activity or seek to provoke others to serious criminal acts; or
  • Foster hatred which might lead to inter-community violence in the UK.
  1. There is no such thing as a “typical extremist”: those who become involved in extremist actions come from a range of backgrounds and experiences, and most individuals, even those who hold radical views, do not become involved in violent extremist activity.
  1. Pupils may become susceptible to radicalisation through a range of social, personal and environmental factors – it is known that violent extremists exploit vulnerabilities in individuals to drive a wedge between them and their families and communities. It is vital that school/ academy staff are able to recognise those vulnerabilities.
  1. Indicators of vulnerability include:
  • Identity Crisis – the student / pupil is distanced from their cultural / religious heritage and experiences discomfort about their place in society;
  • Personal Crisis – the student / pupil may be experiencing family tensions; a sense of isolation; and low self-esteem; they may have dissociated from their existing friendship group and become involved with a new and different group of friends; they may be searching for answers to questions about identity, faith and belonging;
  • Personal Circumstances – migration; local community tensions; and events affecting the student / pupil’s country or region of origin may contribute to a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy;
  • Unmet Aspirations – the student / pupil may have perceptions of injustice; a feeling of failure; rejection of civic life;
  • Experiences of Criminality – which may include involvement with criminal groups, imprisonment, and poor resettlement / reintegration;
  • Special Educational Need – students / pupils may experience difficulties with social interaction, empathy with others, understanding the consequences of their actions and awareness of the motivations of others.
  1. However, this list is not exhaustive, nor does it mean that all young people experiencing the above are at risk of radicalisation for the purposes of violent extremism.
  2. More critical risk factors could include:
  • Being in contact with extremist recruiters;
  • Accessing violent extremist websites, especially those with a social networking element;
  • Possessing or accessing violent extremist literature;
  • Using extremist narratives and a global ideology to explain personal disadvantage;
  • Justifying the use of violence to solve societal issues;
  • Joining or seeking to join extremist organisations; and
  • Significant changes to appearance and / or behaviour;
  • Experiencing a high level of social isolation resulting in issues of identity crisis and / or personal crisis.

Please also see key document:

Keeping_children_safe_in_education

SET PREVENT policy and guidance January 2017