Whole School Safeguarding
Training for Educational Settings
Revised June 2015
Option 3 (combined)
Learning Outcomes
When the training is completed you will be :
• Aware of legislation and national guidance relating to
protecting and safeguarding children and young people.
Differentiating between early help, Section 17 Children in
need and Section 47 Significant Harm.
• Understand what children and young people want and need to
feel safe
• The role and functions of the Doncaster Safeguarding
Childrens Board
• Be aware of different forms of abuse and know how to pass
on a concern to the senior designated safeguarding lead/
officer/teacher
• Understand the issues from both local and national Serious
Case Reviews
DSCB Page
Sensitivity
We each carry our own experiences of being a
child – during the training it is expected our
agreement with each other will be to
• Respect each other and our individual
experiences
• Keep any personal matter shared today private
unless by doing so will be detrimental to a child
• Be sensitive talking about our professional
experiences as the subject often raises personal
as well as professional issues for ourselves and
each other.
DSCB Page
Defining Partnership Working
• What is it? In your groups make a list of who the
key partners are in Safeguarding Children?
• How do we effectively engage with partners?
SEVEN DIMENSIONS OF EFFECTIVE PARTNERSHIP
WORKING - West and Markiewicz (2006)
Children Act 1989
• ‘Partnership with parents and other family members has been
one of the most heavily emphasized messages emanating
from the Department of Health in the post Children Act period.
The concept of partnership, though not expressly mentioned
in the Act itself, can be detected in many of its provisions and
is expressly mentioned in the Department of Health guidance
including Working Together.’ (Allen 1998)
• ‘In the Challenge of Partnership in Child Protection 1995’ sets
out the reasons why partnership is important, describes the
fundamental principles involved, and offers advice on how
partnership can and should operate in practice
• SP4 Doncaster SCB is visible and influential through
effective
engagement
with
other
multi-agency
partnerships, partner agencies frontline practitioners,
parents, carers children and young people.
Functions of the DSCB
•
•
•
•
•
•
To develop safeguarding policies/procedures.
To contribute to the planning of services.
To communicate the need to safeguard children.
To plan and deliver multi-agency training.
To undertake reviews of serious cases.
To review child deaths and coordinate responses
to unexpected child deaths.
• To monitor and evaluate how well agencies work
to safeguard and promote the welfare of children.
• http://doncasterscb.proceduresonline.com/
Resolving Professional
Differences Process
• Concerned professional speaks to person who made original
decision in attempt to resolve situation, if possible.
• If no resolution discussion manager to manager.
• At all stages action/decisions must be recorded in writing.
• Safeguarding Leads/Named Nurses/ Line Managers discuss
with relevant Service Manager.
• NB if professional difference remains in relation to calling a
Child Protection Conference any professional with due
concern for the child has the right to request Children’s Social
Care to convene a conference
• Where agreement cannot be reached at this level; the matter
will be referred to the Doncaster Safeguarding Children
Board’s Practice Review Group email copies of the record to
DSCB@doncaster.gov.uk
Current DSCB Membership
DSCB Contact Details
Name
Job Role
Contact Details
John Harris
Independent Chair
Tel: 01302 734214
Email: john.harris@doncaster.gov.uk
Rosie Faulkner
Board Manager
Tel: 01302 737774
Email: Rosie.faulkner@dcstrust.gov.uk
Ben Brown
Interim Training
Manager
Tel: 01302 762380
Email: ben.brown@dcstrust.co.uk
Kanchan Jadeja
Interim Quality
Assurance Manager
Tel: 01302 737957
Email: kanchan.jadeja@dcstrust.co.uk
Ross Kellett
Administrator
Tel: 01302 734238
Email: ross.kellett@dcstrust.co.uk
Sophie Ormshaw
Administrator
Tel: 01302 734214
Email: sophie.ormshaw@dcstrust.co.uk
Safeguarding is Everyone’s
Responsibility
• Everyone who works with children has a responsibility for
keeping them safe.
• No single person can have a full picture, everyone who comes
into contact with them has a role to play in identifying concerns,
sharing information and taking prompt action.
• It is vital that every individual working with children and families is
aware of the role they have to play and the role of other
professionals.
• Any professionals with concerns about a child’s welfare should
make a referral to children’s social care and follow up concerns if
they are not satisfied with the response.
Working together 2015, page 9
Group Discussion – 5 minutes
• In our school/academy/setting
Where does safeguarding feature?
Child Protection
Health and Diet
Anti Bullying
Policies
Complaints
Ofsted
Social Media Policy
Children
Missing
Education
Behaviour
Management
CSE
Health
and
Safety
Staff Conduct /
Code of Conduct
S175
Safeguarding
Internet CEOP
Curriculum
Whistleblowing
Safe Recruitment
PREVENT
and Selection
PSHCE
Managing
Allegations
Against
Staff
Building
Design
LGBTQ
Ofsted
• Ofsted can and will trigger early inspections on any aspects of
behaviour and safety/safeguarding concerns
• This can be triggered via parental/carers complaints which
can bypass a schools internal complaints procedures
• All staff therefore need to ensure all concerns are passed to
the designated lead, no matter how small
• Common themes surround anti-bullying – therefore are you
clear on recognising and responding to alleged incidents of
bullying and responses to injuries/access to first aid?
• Ofsted have issued an Inspecting Safeguarding Briefing
Paper April 2015 – this outlines the types of questions that
may be asked during inspection.
Education Safeguarding
Legislation/Law
Children Act 1989
• Children in Need (s17)
• Have a duty to investigate where there is
reasonable cause to suspect a child is
suffering or likely to suffer significant harm
(s47)
DSCB Page
Section 17
What does it cover?
• Impairment of health and development without the
provision of services
OR
• The child is disabled
Duties of the Local Authority
• Safeguarding and promote the welfare of the child
• Promote up bringing with own family
• Provide services appropriate to child’s need
• Assess and provide services to child whose health and
development is not as expected in partnership with
parents.
DSCB Page
Legal Definition of Section 17
Child in Need
• "A child shall be taken to be in need if: s/he is
unlikely to achieve or maintain or have the
opportunity of achieving or maintaining, a
reasonable
standard
of
health
or
development without the provision for him of
services by a local authority
• is likely to be significantly impaired, or
further impaired without the provision of such
services;
• or she/he is disabled. Children Act 1989
s17(10).
Interpretation of Section 17
• ‘Even greater variation in Section 17 child in need
thresholds, (as)… who is deemed eligible.. is even more
at the discretion of authorities.’
• ‘Thresholds operated by local authorities varied widely.’
• ‘Where a threshold was set too low we find social care
services overwhelmed with large numbers of referrals
many of which could have been dealt with more
appropriately through preventative ..services.’
• ‘Setting thresholds too high could result in some children
failing to receive the help they needed.’
• Why might thresholds be so difficult to agree? Potentially
this can lead to justice by geography
Section 47
What does it cover?
• The legislation does not talk about child abuse – it conceptualises it
in terms of the outcome of the abuse for the child
• Significant harm
Duties of the Local Authority
• To make enquiries to enable them to decide whether they should
take any action to safeguard and promote the welfare of the child.
• Have a duty to investigate where there is reasonable cause to
suspect that a chid is suffering or at risk of suffering significant harm.
Contact number here for referral and report service
Any member of staff can refer/speak to the social care professional
help line at any time
DSCB Page
Legal Definition of Section 47
CA’89
• Justifies compulsory intervention in family life
in the best interests of children.
• S47 Local authority’s duty to investigate.
• Where a local authority has reasonable
cause to suspect that a child is suffering, or
is likely to suffer, significant harm, the
authority shall make….to decide whether they
should take any action to safeguard or
promote the child’s welfare.
Conflicting Demands
• All child protection work involves taking risks.
• Responsibilities are discharged against two widely
supported principles each of which contains a substantial
risk element.
• -the state has a duty to intervene to protect children from
harm.
• -the state should promote the welfare of children by
respecting the integrity of the family.
• The concepts of significant harm and reasonable
suspicion like those of abuse are open ended and to an
extent value laden.
• They are subject to interpretation and will be driven by
the political climate at the time. (Allen 1998)
Significant Harm
• Physical Abuse, Sexual Abuse, Emotional Abuse and
Neglect are all categories of Significant Harm.
• Harm is defined as ill treatment or impairment of health
and development.
• This definition was clarified by Adoption and Children Act
2002 so that it may include, "for example, impairment
suffered from seeing or hearing the ill treatment of
another.”
• No absolute criteria when judging what constitutes
significant harm. It is a matter for professional judgment.
• Sometimes a single violent episode may constitute
significant harm but more often it is an accumulation of
significant events, both acute and longstanding, which
interrupt, damage or change the child's development.
Education Act 2002
Section 175 (2) A governing body of a maintained
school shall make arrangements for ensuring that
the functions relating to the conduct of the school
are exercised with a view to safeguarding and
promoting the welfare of children who are pupils at
the school.
DSCB Page
New Keeping Children Safe in
Education 2015
The Management of Safeguarding
Governing Bodies must ensure that all staff have
read at least part 1 of the new Keeping Children
Safe In Education 2015
All staff also need to know how to recognise,
respond , refer and review any suspected or any
disclosures in relation to safeguarding.
• In Doncaster we follow the South Yorkshire
Child Protection Procedures
• All staff to be aware of the yellow folder (top right
hand corner) available on-line
• Visit our website
www.doncastersafeguardingchildren.co.uk
• There is also a comprehensive list of training
courses on the DSCB training page.
DSCB Page
Categories and Definitions of
Abuse:
• Table Exercise:
• 10 minutes
• Can you name the 4 main categories of abuse
and note the possible signs related to that
category?
Categories for Child Protection
Plans
Neglect
Physical
Types of abuse
Emotional
Sexual
DSCB Page
Abuse
• Definition: A form of maltreatment of a child.
Somebody may abuse or neglect a child by
inflicting harm, or by failing to act to prevent
harm. They may be abused by an adult or adults
or another child or children.
• Keeping Children Safe in Education 2015, page
10
Physical Abuse
Physical abuse may involve hitting, shaking,
throwing, poisoning, burning/scalding, drowning,
suffocating, or otherwise causing physical harm to
a child. Physical harm may also be caused when a
parent fabricates the symptoms of or deliberately
induces illness in a child
KCSIE 2015
DSCB Page
Physical Abuse- NSPCC How
safe are our children? 2014
• In many ways children are safer than they were
a generation ago.
• Behaviour towards children has changed over
the past 30 years, rights are better protected,
more opportunities to speak out, social norms
determining how children are treated have
shifted, largely for the better.
• A child was two times more likely to die from
physical assault 30 years ago. Parents less
likely to physically punish their child
• However one child dies at the hands of another
person every week.
Possible Signs of Physical Abuse
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Runs away or fears going home
Aggressive behaviour
Reluctance to have parents contacted
Depression
Scalds
Injuries not treated or treated inadequately
Child flinches when approached
Injuries to parts of the body where accidental injury is unlikely
Bruising that reflects finger tops or hand marks
Reluctance to get changed for PE
Wanting arms and legs covered even in very hot weather
Broken bones
Cigarette burns
DSCB Page
Bite marks
Ear injuries
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.
It 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 clothing . It
may include non contact activities such as involving children in
looking at, or in the production of sexual images, watching
sexual activities or encouraging children to behave 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.
KCSIE 2015
DSCB Page
•
•
•
•
Sexual Abuse - NSPCC How safe are our
children? 2014
Social media age children face new threats of
online grooming.
Took on average, seven years for the young
people interviewed to disclose sexual abuse.
One child in three (34 per cent) who
experienced contact sexual abuse by an adult
does not tell anyone else about it.
Notable increase in the confidence of adult
victims of child abuse to come forward. 220 per
cent increase in calls made to their support line
following Saville.
Possible Signs of Sexual Abuse
•
•
•
•
•
•
•
•
•
•
•
•
•
Stomach pains when walking or sitting
Sudden unexpected changes in behaviour
Nightmares
Bedwetting
Running away from home
Fearful of someone
Self-harming
Recurrent genital discharge
Any sexual transmitted disease
Sexual drawings
Sexually inappropriate language
Not allowed to have friends
Pain, itching or bleeding of the genital areas.
DSCB Page
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 the child that they are worthless or unloved,
inadequate and valued in so far as they meet the needs of another person.
It may include not giving child opportunities to express their views, deliberately
silencing them, 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 a child's
developmental capability as well as over protection 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 others. 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 of a child
although it may occur alone.
KCSIE 2015 p10
DSCB Page
Emotional Abuse/Neglect – How
safe are our Children? 2014
As many as one child in six is exposed to violence
in the home.
• Perhaps most strikingly, more children than ever
before are expressing their own anguish and
distress through inflicting pain on themselves by
self-harming.
• Understanding of the impact of neglect is
continuing to improve.
Possible Signs of Emotional Abuse
•
•
•
•
•
•
•
•
•
•
Racial or other forms of harassment that regularly
undermine a child’s self esteem
Telling a child you wish they were dead or hadn’t been
born
Persistently being over protective
Constantly shouting at, threatening or demeaning a
child
With holding love and affection
Regularly humiliating a child
Failure to thrive
Inability to cope with praise
DSCB Page
Poor self esteem
Definition of 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 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
KCSIE Page 10
Focus: Neglect
• We are now moving on to a table discussion
Why Focus on Neglect?
• Neglect
cases
provide
particular
challenges for professionals working with
children & young people
• Nationally neglect cases represent the
highest proportion of children on child
protection plans. Doncaster is mirroring
this trend
• Understanding of both the impact & the
identification of neglect is severely lacking
• 10% of abuse cases in Britain are due to
neglect
DSCB Page
Factors Contributing to Neglect
•Poor parenting of care givers
•History of neglect/abused care givers
•Care givers experience of care system/prison
•Substance misuse
•Mental illness/learning disability
•Inability to nurture
•Premature babies/low birth weight
•Lack of bonding
•Poor parenting skills
DSCB Page
Factors Contributing to Neglect
• Disorganisation/mismanagement
• Domestic abuse
• Social isolation
• Frequent house moves
• Failure to engage in services – missed
appointments
DSCB Page
KCSIE – “It could happen here”
J Children – A Doncaster SCR
Serious Case Review
• Lack of information sharing
• Inappropriate response to DV
• Multiple services involved
• Poor record keeping
• Lack of understanding re Thresholds
• Lack of engagement with father
• Neglect
• All serious case reviews are available to view – see
doncastersafeguardingchildrensboard home page
link
DSCB Page
Family Dynamics
• High stress levels
• Family violence
• Unrealistic expectations of the child
• Parents needs first
• Scapegoating
• Lack of boundaries
• Financial problems
DSCB Page
Impact on the Child
• Delayed development
• Lack of Stimulation
• Behavioural problems
• Aggression
• Physical injury/abuse
• Sexual abuse/inhibited sexuality
• Poor hygiene
• Hunger/feeding problems/inadequate diet
• Failure to thrive
• Health problems/inappropriate medical
requests
DSCB Page
Brain development in the first years
of life
Babies are born with 25 per cent of their brains
developed, and there is then rapid periods of
development so that by the age of 3 their brains
are 80 per cent developed.
DSCB Page
The Effects of Extreme
Deprivation on The Brain
• If the predominant early experience is fear and
stress the neurochemical responses to those
experiences become the primary architects of
the brain.
• Trauma elevates stress hormones, such as
control. One result is significantly fewer
synapses (or connections). Specialist viewing
CAT scans show an area that looks like a black
hole.
DSCB Page
Development doesn’t stop at age 3!
However research indicates that the most
damage is done in the first 3 years of life.
DSCB Page
Parents actions are more important
than who they are:
The right kind of parenting is a bigger influence on
a child’s future than, wealth, class, education or
any other common social factor.
DSCB Page
Most of the research around what works with
adolescents who have suffered neglect, identifies
that cognitive behavioural interventions offered
the most benefits.
Also the holistic approach used within multi –
systemic therapy (MST).
This approach emphasises the importance of the
CAF and a multi disciplinary approach.
DSCB Page
The impact of abuse and neglect on the
health and mental health of children and
young people
NSPCC ,February 2010.
• Can cause enduring harm
• Depends on the child’s resilience.
• Can impair adult ability to function;
• increased likelihood of mental disorders,
• health problems,
• education failure and unemployment, substance
addiction, crime and delinquency, homelessness
• intergenerational cycle of abuse and neglect.
The impact of abuse and neglect on the health
and mental health of children and young
people
• Depression, severe anxiety, panic attacks and posttraumatic stress disorder
• May generalize to future relationships, including parentchild relationships.
• Can lead directly to neurological damage, physical
injuries, pain and disability or, in extreme cases, death.
Has been linked to aggressive behaviour, emotional and
behavioural problems, and educational difficulties.
• Sexual abuse is linked to disturbed mental health
resulting in self-harm, inappropriate sexualised
behaviour, sadness, depression and loss of self-esteem.
Social and Economic benefits of
intervening early
• Early intervention that promotes social and
emotional development can significantly improve
mental and physical health, educational
attainment and employment opportunities.
• Early intervention can also help to prevent
criminal (especially violent) behaviour, drug and
alcohol misuse and teenage pregnancy
DSCB Page
Neglect does challenge professional & personal
values leading to an avoidance of making value
judgements.
TAC meetings assist in Multi-agency decisions
DSCB Page
Group Exercise
• On your tables discuss the case scenarios on page 4
and consider where they fit on the Continuum of Need in
terms of vulnerable, complex and acute and also Early
Help, Section 17 or Section 47.
• Nominate one person to feedback.
Case Scenario 1
During a professional visit to Chantelle (age 6) yesterday she informed me that her father
had smacked her for putting felt tip over the television. She said that her father had given
her 'a hard smack' which had made her cry. She has shown us a clear red mark which
looks like it is likely to bruise. Her father, Rob admitted to smacking Chantelle. He has a
six year old step-daughter and four-year -old daughter and stated that he has never
smacked any of the children before. He showed remorse and stated that he had
regretted it as soon as he had done it. Chantelle does have significant emotional needs
and a CAMHS consultation took place regarding her needs. She soils up to 6/7 times per
day (school nurse/GP are providing support with this on-going issue). Rob is supported
by his long-term partner, Terri, who appears to provide a good level of care to the
children. Terri had not been present when he smacked Chantelle. He states that he had
become angry that all three children were denying that they had drawn on the television
and had told them that if nobody admitted to it and he later found out who it was he would
smack them. He said that he never intended to smack any of the children, as he thought
that this would make them 'own up' immediately, but it didn't and he then felt that he
needed to go through with it. At the CAMHS consultation on 28th February it was agreed
that Rob and Terri should both attend a Family Links Nurturing course. Rob in particular
feels that this will be useful for him and he would welcome any support/advice to manage
her behaviour, particularly as they have two other young children, and Chantelle is very
demanding on their time.
Case Scenario 2
• Parents a 3 year old deaf child, Peter have been missing
routine audiology appointments and are often losing their
child’s hearing aids. The parent does appear to
acknowledge the value of promoting the child to use the
aids but when they are visited the child is not
consistently wearing them. The nursery reports the child
is happy to wear them there. A Team around the Child
has not led to the outcomes expected for the child. There
is no observed or verbal evidence of parental support to
promote any communication with the child through either
speech or signed communication. The child is showing
significant developmental delay in speech production
which parents dispute.
Case Scenario 3
• A 13 year old girl, Shannon who is diabetic is regularly
failing to administer her own medication. Her mother has
mild learning difficulties. The family live in poorly
furnished high rise accommodation. They have been
awaiting re-housing for some time. The diabetes nurse is
concerned
regarding
the
potentially
serious
consequences of failing to routinely regulate her blood
sugar levels. Shannon has been out drinking with school
friends. She has become separated from them and
found slumped on the pavement by police. Initially police
thought she was intoxicated however admission to
hospital indicates that her insulin levels are dangerously
low.
Who should make a Referral
• Everyone with a child protection concern has a
responsibility.
• Good practice for the person with firsthand
information to make the referral or at least be
available to pass on their information.
• Any professional making a referral should not
expect anonymity unless in exceptional
circumstances.
• Where a member of the public may express
concern to a professional, the professional
should assume responsibility for making the
referral. Confidentiality will be respected
wherever possible.
Information Required when
making a Referral
• As much information as possible but gaps in essential
information should not result in a delay in making a
referral.
• All factual details: names, dates of birth, addresses,
languages spoken etc.
• Current location of child and any suspected abuser;
• Reason for referral, including any injuries observed,
allegations made, discussions with the child or relevant
others, details of any witnesses. Include
dates/times/locations of alleged incidents;
• Action taken and people contacted since the concern
arose;
• Any immediate or impending danger to the child;
What to Expect after a Referral
has been made
• A worker should be informed of the outcome and
the reasons for any decisions made within one
working day.
• If a professional is actively involved in Section
47 enquiries, she/he should be kept fully
informed throughout.
• A member of the public giving information to a
professional that leads to a referral being made
should only be told that appropriate action has
been taken but not further details. This is
because of the need for confidentiality.
Professional phone lines for
Referral and Response
• 737033
• 737722
• 737636
•
•
•
•
•
•
•
•
•
•
Section 47- Children at Risk of Significant
Harm
A Section 47 Enquiry will almost certainly be indicated
where the following apply:
Physical harm to a child through a deliberate act, neglect or
domestic violence
Any injury, however minor, to a non mobile baby or child
Allegation/suspicion of sexual abuse or of child being groomed for
sexual purposes
Significant developmental delay due to neglect/poor parenting
Significant emotional/psychological problems due to neglect/poor
parenting
Persistent emotional ill treatment of a child
Very poor home conditions/physical care due to lack of parental
care e.g. no food, warmth, bedding, appropriate clothing, hygiene,
stimulation
Serious neglect and standards of living for adults are markedly
better than for the child
Repeat of neglect after family support services have been given
previously.
Lack of medical/dental care endangering/impairing child’s life
Section 47- Children at Risk of
Significant Harm
•
•
•
•
•
•
•
•
•
•
•
Reported pregnancy where there have been previous child
protection concerns
Fabricated or Induced Illness
A failure to thrive not due to physical illness or disability
Serious self harm/suicide risk where parents are not working
with professionals
Parent involved in serious criminal acts that may impact on the
child e.g. child pornography, drug dealing
Children are the subject of parental delusions, or are targets
for parental aggression, rejection or neglect for pathological
reasons.
Sexual exploitation through prostitution
An adult assessed as being a risk to children is having contact
with/living with a child in the same household
Allegations of abuse against people who work with children
There is no consistent explanation/no admission of what is
clearly abuse.
This list covers the main categories of child protection
concerns but is not exhaustive.
Contact
Referral
Assessed
If Section 47
Section 47
Enquiries
ICPC
Required
DECISION
Contact Made
If a concern it is reported to Referral
and Response
Section 17 – Child in Need
Section 47 – Significant Harm
If Section 47 – A Multi-Agency meeting must be
held
If Initial Child Protection Conference (ICPC) required it must
be within 15 days of the strategy meeting
ICPC decides whether to make child subject to a Child Protection
or Child in Need Plan. Alternatively Local Authority may issue Care
Proceedings and apply for an Interim Care Order
Deliberate Neglect or Lack of
Understanding
• Using the eCAF brings services together
to meet the needs of the child/children
• eCAF to change to Early Help Assessment
• Allows for discussion about progress
“when is enough, enough”
• Detailed referral if thresholds are met
• A neglect toolkit is available from the
DSCB tri-ax procedures to
DSCB Page
support/strengthen discussions.
Common Assessment Framework
Doncaster has implemented an e-caf process.
This is designed to aid practitioners to identify needs,
arrange team around a child meetings and measure
progress against actions.
The Pre-caf checklist may help staff think about children
who may benefit from earlier intervention.
Staff training for ECAF (engagedoncaster.gov.uk)
CAF to change to early help assessment.
Note:
This does not replace S17/S47 – Professional advice lines and child
protection must be referred direct to the referral and response service.
Working Together/Early Help
• Providing Early Help is more effective in
promoting welfare of children that reacting
later. Early Help means providing support as
soon as a problem emerges, at any point in a
child’s life”
• In the past five years at least 84 reports have
been published that discuss early intervention
and recommend it as an approach. Over this
same period and despite the rhetoric,
resources available for early intervention
have arguably decreased rather than
increased
The Doncaster Children and Young
People’s Continuum of Need
The Assessment triangle from the
child’s perspective
Catalyst for Change?
• Can any
staff/governors/parents/carers
volunteers name any high profile
child protection cases of recent
years?
Lessons Learned
• Learning from Serious Case Reviews
• Daniel Pelka
• Option to provide the chronology from level 3
training and offer this as a 20 minute
reflective activity – or use the handouts/PowerPoint.
Daniel Pelka
15th July 2007 – 3rd March 2012
The circumstances of Daniel’s death
suggested he had been suffering abuse
and neglect over a prolonged period of
time.
Although Daniel weighed just over a
stone and a half when he died, the
cause of death was actually a serious
head injury.
Evidence presented at the trial showed
that there were other older head injuries
present on his body.
He had a broken arm in 2011 where
abuse was suspected but not acted
upon.
Key Findings in the Serious Case Review
A pattern of domestic abuse and violence, alongside
excessive alcohol use, continued for much of the period of
time from November 2006 onwards and, despite
interventions from the Police and Social Care, this pattern
of behaviour changed little with the child protection risks to
the children in this volatile household not fully perceived or
identified.
Excuses made by Daniel’s “controlling” mother were
accepted by agencies; she also made his 7 year old sister
lie about his injuries.
No record of any conversations held with Daniel about his
home life, his experiences outside school, or of his
relationships with his siblings (aged one and seven), his
mother and her partners.
What the school saw…
• Issues with food:
– Daniel reported to be obsessed with food.
– He takes food from other children’s lunch boxes; he
takes four or five pieces of fruit at a time from the
fruit corner in the classroom; he persuades other
children to give him food.
– He finds and eats half a large birthday cake meant
for all the children in his class
– He steals food from bins and takes it into the toilet
with him.
– He eats dry beans being planted in soil and raw jelly
taken from a sandpit.
– The class teacher observed him “eating and crying
like a baby”
What the school saw…
• Daniel was seen on occasion at school with facial injuries.
Because of a lack of appropriate recording within the
school, it is unclear what injuries were seen and when but
they include:
– Approximately four spot bruises down the neck from
the ear to the shoulder
– Fresh blue/black bruises on the eyes and a scratch
across the nose
– A bruise to the centre of the forehead; a graze to the
top/front of his forehead
– A large bump on the left hand side of his forehead
about the size of a two pence piece
– References made by some staff to him having “black
eyes”
Recommendations for schools from
the Daniel Pelka SCR
• Schools should:
– Have a robust system for recording any
injuries or welfare concerns identified or
noticed about a child by staff and of any
necessary actions to address those
concerns.
– Ensure that the role and responsibilities of
the designated professional for safeguarding
are clearly understood and utilised
effectively.
Further recommendations from the
Daniel Pelka SCR
• Headteachers should ensure school records are checked and all
information is shared appropriately and one method is used.
• Headteachers should ensure that the views and feelings of all children
are always ascertained and where English is an additional language,
particularly for very young children, using the translation service if
necessary
• Headteachers should have procedures in place to formally log all
contact with parents and external agencies and any logs should be kept
on the child’s confidential file. This includes records of any meetings
held with parents and any follow up work/contact.
Learning Lessons
• Individual/Group Exercise
• You have twenty minutes to read through the
chronology individually. Please remain quiet so
that everyone has the chance to read. In the
chronology note the practice errors.
• The group task is to convert the practice errors
in to wider lessons to be learnt. E.g. The schools
failure to keep records translates to 15.9 Even
small units of service delivery require a robust
system to record concerns and actions, rather
than rely on informal forms of communication
within a small staff group.
Learning Lessons
• Individual/Group Exercise
• You have twenty minutes to read through the
chronology individually. Please remain quiet so that
everyone has the chance to read. In the chronology
note the practice errors.
• The group task is to convert the practice errors in to
wider lessons to be learnt. E.g. The schools failure
to keep records translates to 15.9 Even small units
of service delivery require a robust system to record
concerns and actions, rather than rely on informal
forms of communication within a small staff group.
Lessons Learned
• 15.1 Concerning incidents take provide key
opportunities to intervene when parents may be
responsive to change. Not intervening will create
missed opportunities.
• 15.2 Reassurances by parents about domestic
abuse ceasing and children not being affected,
need to be robustly challenged with respectful
uncertainty.
• 15.3 Sole reliance on parent’s explanations and
associated risks to the children, must be
balanced with available objective information. To
not do so will leave children at continuing
risk.
Lessons Learned
• 15.4 Domestic abuse/violence is always a child
protection issue.
• 15.5 No assessment of risks can ever be effective
without directly speaking to and engaging with the
child.
• 15.6 To be too incident-focussed will mean developing
an understanding of patterns of behaviour and family
lifestyle will be seriously compromised.
• 15.7 Professional accountability for record keeping is
central to professional childcare practice, to fail will
significantly compromise inter agency working and
reduce the collective ability of agencies to protect
children.
Lessons Learned
• 15.8 Any injuries to a child must be viewed with concern
re possible physical abuse and clear records made
accordingly. To not have a recording system will
compromise later attempts to protect a child.
• 15.9 Even small units of service delivery require a robust
system to record concerns and actions, rather than rely
on informal forms of communication within a small staff
group.
• 15.10 Whilst a prominent injury to a child will inevitably
attract the greatest professional attention the injury must
be seen in the context of any other injuries, however
minor they may be, and for their causation to be
separately and then collectively considered.
Lessons Learned
• 15.11 For professionals to defer to medical staff to confirm or
otherwise whether an injury to a child was the result of abuse
or not, could be unhelpful, particularly when no definitive view
one way or the other can be given.
• 15.12 When faced with significant and complex concerns
about a child‘s welfare, it is essential that professionals “think
the unthinkable”.
• 15.13 Professional optimism about potential to improve
parenting must be supported by objective evidence and any
contra indicators must have been fully considered prior to any
optimistic stance being taken.
• 15.14 For any professional to make a decision about their
own interventions based on assumptions about the actions or
views of other professionals without checking these out, is
professionally dangerous practice.
Resilience/Vulnerability Matrix
Group Work Exercise
• Using the risk and resilience check list in your
groups highlight which areas you would focus
on if assessing Daniel Pelka’s family based
on the knowledge gained from the chronology
if you were intervening at the point where
mother discloses that she is pregnant;
Krezolek is violent but she hopes that things
will get better once the baby arrives, i.e. if
appropriate action had been taken then an
assessment completed.
Compulsory
Adoption
Care Order
Purpose
Allows the Local Authority to make an application to Court to terminate parental responsibility and
place a child with adoptive parents. The adoptive parents will subsequently assume parental
responsibility for the child. Referred to as “permanence”
Allows the Local Authority to share parental responsibility with the child’s parents.
Emergency
Protection Order
Police Powers
Public Law
Outline
Usually granted for 72 hours but can be for up to eight days. Allows the child to be taken to a safe
place and prohibit parental contact or any other person of concern.
Child Protection
Plans
Children are made the subject of a Child Protection Plans when they are thought to be at risk of harm.
This might be from physical abuse, sexual abuse, emotional abuse or neglect.
Child in Need
Plans
Child in Need Planning Meetings will follow either a Statutory Assessment, where the assessment has
concluded that a package of family support is required to meet the child's needs under Section 17. In
other words there are concerns identified that the child will suffer significant developmental delay
without the provision of statutory services.
Early Help
Assessment should commence as soon as a problem emerges at either the vulnerable or complex
stage of the Continuum of Need. This involvement is not Statutory and relies on parental consent. If
multi agency should be supported by CAF and TAC.
Allows police to remove a child for up to 72 hours
Minimize delay once proceedings have been issued and maximise possibility
of resolving problems without proceedings Local Authority is expected to have carried out assessment
work prior to the instigation of Proceedings; to have identified and assessed any possible alternative
placements with relatives or friends; and to have explored all possible alternatives to the instigation
proceedings. The purpose of the revised PLO is to move Care Proceedings towards a resolution
within 26 weeks.
CHILD PROTECTION
CHRONOLOGIES
• Single factors often perceived as relatively harmless; if they
multiply and compound the consequences can be serious.
• Mechanism through which information can be systematically
shared and merged.
• Enables agencies to identify the history.
• Invaluable information about a child’s life experience.
• Can reveal risks, concerns, patterns and themes, strengths
and weaknesses.
• Identify previous periods of professional involvement/support
and the effectiveness/failure of previous intervention.
• Informs the overall assessment regarding the caregivers’
ability and motivation to change.
Referral Scenarios
Scenario 1 : Levi is nine years old, and he lives with his mum and dad. Both parents drink regularly.
Recently their relationship has become conflictual, which has resulted in them physically abusing each
other. When Levi was observed walking along the street with his mother, he was in tears and she
appeared to be staggering.
Scenario 2 : Jade is an 18-month-old child who has some developmental delay. The health visitor has
noticed a bald patch on the back of her head. The health visitor is worried and feels that Jade’s
development is delayed because she is not stimulated sufficiently.
Scenario 3 :Tracey is single parent who works as a teacher. She has to leave home at 7:30am to get a
lift to school. As a result, she leaves her two boys in the house by themselves. Graham is nine and
Brian is six. They are alone for an hour before they take themselves to school.
Scenario 4 :Imran is a thirteen-year-old who presents challenging behaviour and places considerable
stress on his parents. He regularly attacks them. He arrives at school with a bruised eye, claiming that
his father punched him. When his father is interviewed, he claims that he was defending himself from
Imran.
Scenario 5: Jane, who is aged 13 and of dual heritage, lives alone with her mother. Her mother is a
solicitor who works long hours. As a result, Jane is often left to prepare her own meals and chooses to
stay out late, sometimes not returning home in the evenings.
Scenario 6: Sheila (24) and Des (38) are parents of Jodie, aged 14 months. Both parents have
moderate learning disabilities. While the parents express their deep love for their daughter, she has
sustained a number of injuries in the recent past due to inappropriate handling. Support from the
family’s health visitor has been beneficial and has resulted in significant but short-term improvements
in parenting standards. Recently, the parents have been told by their social worker that, if they do not
“buck up their ideas”, Jodie will be removed. In the course of a home visit, the health visitor observes
Jodie being force fed.
Scenario 7: Simon is 10 years old and the eldest of five children. He appears much smaller than his
peers. His clothing is often older and tattier than other children. You are told by his teacher that they
suspect Simon has been taking food from other pupils’ lunchboxes, which are stored in the hall. You
are also informed that there are rumours in the community that both parents are using and dealing in
drugs. His parents have never turned up to parents’ evening in all the years he has been at the school.
Hamzah Khan
• Link to video
Hamzah Khan
• ‘No one professional held all the information whilst
he was alive to pull together the fuller picture that
might have saved him’.
• ‘Neglect is so often not seen as serious child abuse
despite being present in 60 per cent of cases
resulting in death or serious injury. It can and does
kill’.
• ‘The system must change to one which constantly
and consistently focuses on the child with probing
questions when children are not seen or miss key
appointments. We cannot allow any child to
disappear like Hamzah did’.
• NSPCC 13 November 2013
Key themes from the review
• Troubled families who are suspicious of contact are also
the most at risk of becoming isolated and invisible;
• Using phrases such as ‘safe and well’ based on short or
superficial contact can create optimistic mind sets.
• Ensuring assessment practice can show rigour in
triangulating evidence from direct observation of
children, what they say; previous history and chronology;
and thorough enquiry with relevant third parties or
professionals;
• Developing mind-sets that are open to fresh or different
information; repeated exposure of professionals to long
term problems contributing to a normalisation in the
response.
Key themes from the review
•
Children can face psychological barriers in providing full
disclosure out of loyalty to their family;
• A teenager describing their home life as intolerable may
not be describing the tensions associated with
adolescent development but rather is describing harmful
abuse.
• Concepts such as neglect are not reflected in one off
events they are represented by a longer process of
patterns
• The interplay of alcohol dependency, depression and
domestic abuse increase the likelihood of child neglect
although this is not automatic.
Child Protection assessment Following
Serious Injuries to Infants - Fine
Judgments
• Child Abuse Research -Peter
Dale, Richard Green and Ron
Fellows
Family Structure
• Research consistently indicates that it is the first
baby, or the youngest child in a family, that is
most susceptible to serious/fatal physical abuse.
• In the first year or life, infants cannot escape
from threatening situations and are most fragile
in relation to the consequences of physical
assault.
• Fatal and serious abuse to infants occur in
families that have typical structures: Step
parents are not disproportionately implicated in
the serious/fatal physical abuse of babies.
Child Characteristics
• Poor sleeping patterns.
• Poor feeding patterns.
• Propensity for prolonged, high-pitch
screaming.
• One peak age for the amount of crying by
babies is 6 - 8weeks. This also
corresponds with the onset of post-natal
depression and is a peak age for babies to
be seriously harmed by their parents.
Psychiatric Disorder
• With regards to mental state,
high-risk factors are agitated,
hostile, or suspicious behaviour;
angry
mood;
thought
disturbances; hearing voices.
Personality Disorders
Combinations of:
• Distortions in perceptions of themselves;
• Impaired emotional expression;
• Inhibited impulse control;
• Frequent outbursts of aggression;
• Lack of empathy;
• Highly manipulative behaviour; and inability to have
successful sustained relationships.
• These disturbances are expressed in behaviours that
appear more dramatic than the social norm and often
result in significant interpersonal conflict.
.
Mental Health Problems without
Formal Psychiatric Disorder
• Challenging problems arise in assessments
when the presence of concerns about
parental mental health that do not appear to
meet criteria for formal psychiatric diagnosis.
• A well-reported assessment error in such
situations is to conclude that the absence of a
formal psychiatric disorder means that the
level of risk is not high as it otherwise might
be.
Alcohol/Substance Abuse
• Much of this behaviour and its effects can be
concealed from child protection workers. Parental
denials of the extent of their substance misuse can
be highly plausible yet contrast markedly with reality.
• Very difficult issue to assess from a child protection
standpoint. Children of many parents who use and
misuse, substances do not come to great harm.
• Substance misuse in itself is not predictive of
serious child abuse. However, when it is known to
have been a factor in previous abuse or significant
neglect, it must be considered as a potential
indicator of risk of recurrence.
Domestic Violence
• Fatal case reviews often note backgrounds of
serious domestic violence involving mutually
provocative and retaliatory behaviour by both
parents, including repeated separations and
reconciliations.
• Repeated reconciliations are often mystifying
to child protection workers when they have
invested considerable commitment and
resources in assisting mothers to separate
from violent partners.
Parents Who Were Abused as
Children
• Can contribute to parents experiencing serious
depression, substance misuse, preoccupation with
their own extensive, unmet emotional needs, and
tendency to form short-lived, impulsive, intimate
relationships.
• They may also be particularly suspicious of and
hostile towards professionals.
• Given sufficient motivation, problems in parenting
for adults who were abused as children is an area
where significant positive changes are sometimes
possible.
Parents Who Have Adverse
Experiences of Being Brought Up in
‘Care’
• Poignant cases of young parents brought up
in care following abuse and neglect by their
own parents who cause serious harm to their
own infants by maltreatment or neglect.
• While many young parents were significantly
emotionally damaged by the abuse and
neglect they experienced in their families
before being taken into care, some cases
present damning indictments of the additional
harm that can be done to children in
inadequate care systems involving multiple,
inappropriate and sometimes abusive
placements.
Parents brought up in care.
• At times you may face the wrath of vulnerable,
agitated, petrified and sometimes highly
unstable parents whose family survival is being
threatened by (in their experience) the very
people who did not provide for them properly
during their own childhood in ‘care’.
• Management support and attention to necessary
and appropriate health and safety strategies for
all professionals in such circumstances are vital.
Conclusions regarding the Child
Abuse Research
• In many assessments relating to potential
reunification they will be key issues to be explored.
However, it is important to stress that these factors
in themselves are not accurate and reliable
predictors of abuse. Nor does their presence (even
in significant combinations) prove that the cause of
a suspicious injury or death was abuse.
• It is a fundamental mistake to assume that because,
say, such factors are found in 75% of fatal abuse
cases, that in 75% of families with such factors a
child will be abused. To make this assumption
generates an extremely high level of false-positive
identifications.
The Local Authority Designated Officer
(LADO)
Jim Foy
Tel: 01302 737 748
jim.foy@doncaster.gov.uk
LADO@doncaster.gov.uk
or
LADO@doncaster.gcsx.gov.uk
LADO role was established in Working Together to
Safeguard Children (2006)
Currently Working Together to Safeguard Children
(2015)
Keeping Children Safe in Education (2015)
Doncaster Child Protection and Safeguarding Procedures
Manual
http://doncasterscb.proceduresonline.com/chapters/p_alleg_staff_vols.html
1.5 Procedure for Allegations Against Staff, Carers and Volunteers
Working together 2015
County level and unitary local authorities
should have a Local Authority Designated
Officer (LADO) to be involved in the
management and oversight of individual cases.
The LADO should provide advice and guidance
to employers and voluntary organisations,
liaising with the police and other agencies and
monitoring the progress of cases to ensure
that they are dealt with as quickly as possible,
consistent with a thorough and fair process
• Allegations against paid staff and volunteers
who work with children – may be in more than
one role.
• The term ‘employer’ includes organisations that
have a working relationship with the individual
against whom the allegation is made.
Criteria and Threshold for
Allegations Management
Procedures
A person who works with children is alleged to have:• Behaved in a way that has harmed a child, or may have
harmed a child;
• Possibly committed a criminal offence against or related
to a child;
• Behaved towards a child or children in a way that
indicates that they may pose a risk of harm to children
For schools:
• Behaved towards a child or children in a way that
indicates that he or she would pose a risk of harm if they
work regularly or closely with children
There may be up to 3 strands in considering a
concern or an allegation:
• A police investigation of a criminal offence;
• Enquiries and assessment by Children’s Social
Care about whether a child or young person is in
need of protection or is in need of services;
• Consideration by an employer of disciplinary
action in respect of the individual.
Referral
When a child makes an allegation against an
adult that is working with them. The lead
responsibility for any action under section 47
of children Act 1989 (S47 CA) lies with the
local authority / police authority for the area
where the alleged abuse occurred. However,
should any action in relation to the adult’s
employment with children be needed then the
LADO where the adult ‘provides a service’
will take the lead in coordinating and chairing
any LADO strategy meetings.
Referral to DBS and Regulatory
Registered Body
• If an organisation removes an individual (or would
have if they had not left first) because the person
poses a risk of harm to children, the organisation
must make a referral to the Disclosure and Barring
Service (DBS).
• It is an offence to fail to make a referral without
good reason.
• The organisation will also make any other referrals
necessary to any other regulatory authority or
professional body.
Outcomes
A final strategy meeting /discussion should be
held to ensure that all tasks have been
completed,
•
•
•
•
Substantiated:
Malicious:
False:
Unsubstantiated
William James Vahey - 64
•
•
Predator in the classroom: Paedophile teacher drugged and abused 60 pupils at British private
school after 40 years spent abusing children around the globe
Governor confirms boys at Southbank International School were molested
•
•
•
•
William James Vahey, 64, killed himself in a Minnesota motel last month
Flash drive had images of 90 boys apparently drugged and unconscious
Included pictures of boys from Southbank, where he worked from 2009-2013
Governor Sir Chris Woodhead says he felt 'physically sick' at the news
•
Confirms Vahey took part in several field trips during tenure at school
•
Vahey confessed he was molested as a child and preyed on boys, says FBI
•
Read more: http://www.dailymail.co.uk/news/article-2611953/FBI-looking-British-victimspaedophile-teacher-spent-40-years-working-world-including-spell-25-000-year-Londonschool.html#ixzz3WoZpxQse
Follow us: @MailOnline on Twitter | DailyMail on Facebook
•
Questions:
• Are staff aware of professional boundaries
• Are you clear on your school/academy code of
conduct and how this also applies to outside
work?
• Aware of how to safeguard self against
allegations, lone working, car transport, activity
clubs etc.
• Social media – (we will cover this later) Are you
safe on-line?
• Do you know how to protect yourself – know
safer working practice guidance?
Local Statistics
• In the last year in Doncaster 27 teachers
• 10 went on to be dismissed
• Depending when this is delivered, you can contact
Jim for the latest Doncaster statistics to put this into
a local context.
• All staff should embrace the quotation “It could
happen here” and challenge/report any concerns to
the designated lead, unless it is about them, then
follow the DSCB managing allegations against staff
procedures.
How Safe is our school?
‘How do we effectively engage
parents’
• In your groups discuss how we can more
effectively engage parents.
• Discuss the merits and constraints of
increasing parental participation.
Children Talk About Their Concerns
When…
•
•
•
•
•
•
•
School feels a safe place to be
Children’s views and contributions are respected
Adults and children are respectful of each other
There is a culture of openness, honesty and trust
Staff allow children to be heard
There is space for privacy
Self esteem is high
Safeguarding in Education and Safer Recruitment 2007 (old guidance,
but still useful)
DSCB Page
Children have said that they need:
• Vigilance : to have adults notice when things are
troubling them
• Understanding
• Stability
• Respect
• Information and Engagement
• Explanation
• Support
• Advocacy
Working Together to Safeguard Children 2015 page 11
Allowing Children to Talk
Helpful ideas
•
Take what you are being told seriously
•
Listen carefully – do not interrupt
•
Acknowledge what you have been told
•
Remain calm
•
Reassure – tell them they have done the right thing
•
Tell them you will have to pass the information on and who you will be telling and
why
•
Pass to the Designated Person on the referral form
What to avoid
• Do not investigate
• Do not look shocked or distasteful
• Do not probe
• Do not speculate
• Do not pass an opinion about the alleged perpetrator
• Do not make comments
• Do not promise to keep a secret
DSCB Page
• Do not display disbelief
• Never delay getting help
What Stops Children From Telling?
•
•
•
•
•
•
•
•
•
Being blamed
Direct threats
Fear of what will happen
No one listening
Lack of communication or vocabulary
Not recognising an abusive situation
Lack of trust
Abuse is not considered unusual
Feeling responsible
DSCB Page
Helping to keep children safe
 Educating children through PSHE about issues around
unacceptable behaviour and how they can keep themselves
safe
 Listen to children – school should be a safe environment
where children feel it is okay to talk, where they know they
will be listened to and their concerns taken seriously
 Staff need to know that they cannot promise a child complete
confidentiality in matters of child protection
 Consider producing a safeguarding information booklet for
pupils
 Parent/Carers also need to understand that schools have a
duty to safeguard and promote the welfare of children and
that this responsibility necessitates a child protection policy
and procedures
What Does the Designated
Safeguarding Lead Need to Know?
•
•
•
•
•
•
•
•
•
Who is the child – full name
Where were you in school when they disclosed to
you
Was anyone else with you
What did they say – their words and descriptions
What did you do or say
Did they show you an injury
Were is it colour, size what does it look like
Was the disclosure of a sexual nature
DSCB Page
What else do you know about the child
Confidentiality when passing
concerns to Designated Teachers
• The majority of cases we will deal with arise from
out knowledge of the children and our
observations. This enables us to build a picture
over time that might constitute a child protection
concern.
• Another aspect of our work is dealing with
disclosures when children tell us about something
What does confidentiality mean to you as an
individual and what does it mean in your role in
school?
DSCB Page
I Think I Should Act Now
What will stop me?
•
What if I’m wrong?
•
I’m not very confident
•
I don’t know the child very well
•
I’ve reported before and had a bad experience
•
I don’t know who to talk to
•
It’s not my job
•
Someone else will pass it on
•
I will do it tomorrow
•
I have not got the time
•
It doesn’t happen to families here
Why I will pass it on?
•
At this school we take safeguarding seriously
•
I know our school procedure
•
I know who to pass it to
•
I know what is expected of me
•
It is my responsibility
•
This is serious and important
•
Children spend more time in school than any other place
•
After parents, school staff are often the next adults a child will respond to
•
The indicators of abuse are present
•
Abuse investigations often highlight a failure to act
DSCB Page
Online Protection
Amy Simister
Online Protection Officer
amysimister@doncaster.gov.uk
01302 736098
Inspecting eSafety in schools
What are OFSTED looking for?
The report recommended that schools:
•
Audit the training needs of all staff and provide training to improve their knowledge of and expertise
in the safe and appropriate use of new technologies
•
Work closely with all families to help them ensure that their children use new technologies safely
and responsibly both at home and at school
•
Use pupils’ and families’ views more often to develop e-safety strategies
•
Manage the transition from locked down systems to more managed systems to help pupils
understand how to manage risk; to provide them with richer learning experiences; and to bridge
the gap between systems at school and the more open systems outside school
•
Provide an age-related, comprehensive curriculum for e-safety that enables pupils to become safe
and responsible users of new technologies
•
Work with their partners and other providers to ensure that pupils who receive part of their
education away from school are e-safe
•
Systematically review and develop their e-safety procedures, including training, to ensure that they
have a positive impact on pupils’ knowledge and understanding.
Dangers on the internet
Discrimination
Sexual exploitation
Drug references
Pornography
Online Predators
Cyberbullying
Sexting
Extreme violence on
online games
Operation Klan – CSE on line
grooming
• A local case surrounding the grooming on young men aged 12-17yrs
(although grooming could have started younger)
• On-going since 2003
• 2 Doncaster men jailed for life sentences
• All met victims on line
• All were young people unsure of sexuality, or if gay did not tell
someone. All used social media to meet. 10 cases were presented
in court from Doncaster. Although over 3000 potential victims.
• Question : Do your young people know the support available via
Doncaster Pride? Contact Andrew Roe
• Stonewall website for information for young people
• Transgender support via CAMHS – named CAMHS practitioner is
Paul Ferrell.
Safeguarding on line
• ? Do staff have access to the social media
policy and guidance
• ? Do young people know how to keep safe
on line
• ? Do you know how to signpost young
people especially vulnerable to services
• ? Do staff understand their role to
safeguard and pass on any concerns
The 3 main areas
Instant Messaging and Chat
Can be any age with parental supervision.
(Excluding snapchat recommended to be 13)
Social Networking
Recommended to be 13 years of age to access
any of these sites.
Online Gaming
Recommended to be 8 years of age to access any of these sites.
(excluding Grant Theft Auto and COD where you have to be 18).
Children Missing Education
Any child not on the school roll is classified as a
child missing education. All children have a statutory
right to access education. Therefore the DSL must
make arrangements to ensure prior to any removal
from school registers, contact has been made with
the attendance and welfare service and a provision
plan/ECAF or TAC meeting will (where applicable)
will provide additional support to ensure the child
remains in education. For more details email
childrenmissingeducation@doncaster.gov.uk
Elective Home Education
In Doncaster we do have children and young people
educated at home.
The LA oversees this responsibility. Potentially there
may be a link to vulnerable young people and
therefore before any school enters into conversations
with parents in relation to EHE, the DSL in the school
should be consulted.
Before any decision is made to consider elective
home education the DSL or appropriate member of
staff must contact ehe@doncaster.gov.uk
Child Sexual Exploitation - CSE
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What is CSE?
Who is affected by it?
What can you do about it?
Do you know the signs/indicators?
Definition
▪ A common feature of CSE is that the child or young
person does not recognise the coercive nature of the
relationship and does not see themselves as a victim of
exploitation.
• In all cases those exploiting the child or young person
have power over them, perhaps by virtue of their age or
physical strength. Exploitative relationships are
characterised in the main by the child’s limited
availability of choice, compounding their vulnerability.
• This inequality can take many forms but the most
obvious include fear, deception, coercion and violence.
Signs and Indicators For Front
Line Practitioners and Clinicians
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Self Harm Low Self Esteem
Rapid change in appearance
Sexualised behaviour
Disruptive/Challenging
behaviours
Revolving door ( Police and
E.Depts)
Bullying (Victim and
Perpetrator)
Repeated STI testing
Pelvic inflammatory disease
Repeat Pregnancy
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Repeat alcohol abuse
Drugs and Solvent abuse
Physical injuries
Late presentation (Injury or
illness)
Missing/Running away
School absence (Repeated)
Mental Health Problems
Suicide Ideation
Unexplained injuries
Say Something if you See
Something
151
Heightened Risk Factors
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LAC/CIC
Early CP Concerns
Previous sexual Abuse
Family bereavement
Family alcohol abuse
Alcohol abuse
Substance misuse
Out of school
Homelessness or absent
• History of Abuse
• Dysfunctional Family
home
• Male Dominance
• Poverty
• Learning Disability and
difficulties
• Gang association
• Social Isolation
• Peers who are being
sexually exploited
Warning Signs
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Change in behaviour & Friendship Groups
Links to unknown adults
Mood changes
Mobile phones, Sim cards, snapped Sim cards
Seen in different cars
Increased Internet activity
Change in language
Unaccounted monies or possessions
Night Time Economy
Truanting/absences from School/missing from education
Large amounts of condoms
Frequent attendance at GuMed
Impact of CSE
• Find it difficult to have healthy, lasting
relationships
• Become pregnant or suffer STI’s
• Involved in crime and find it difficult to gain
employment
• Be drug or alcohol dependent
• Have gaps in development and education
• Lack support networks
• Increased risk of further abuse..
Missing From Home or Care
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In 2011-12, 128 of the children and young people who contacted the charity
‘Missing People’ were identified as either experiencing or being at risk of
CSE.
Analysis of the cases revealed that all the victims were female and the
majority aged between 13 and 17 years.
The experiences of those young people reflected recognised methods of
coercion (i.e. exchange of sexual acts for accommodation, grooming and
use of the internet)
Exploitation was initiated by strangers, older ‘boyfriends’, relatives and
networks of perpetrators.
Barnardos (2011) identifies going missing as one of the top four risk factors
for CSE and estimates that around 50% of the sexually exploited young
people they worked with in 09/10 went missing on a regular basis.
Research identifies that looked after children are at particular risk of CSE
Child Trafficking
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Child trafficking is the recruitment and movement of children for the
purpose of exploitation. During the process of trafficking, children suffer
from neglect, emotional abuse, physical and sexual abuse.
There are documented cases of teenage girls, born in the UK, being
targeted for internal trafficking between towns and cities for sexual
exploitation
The Children Act 1989 and 2004 applies to all children in the UK who
need protection, including those who are brought to the UK.
Children are trafficked from every part of the world into the UK for:
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Sexual exploitation
Domestic servitude
Exploitative labour (e.g., nail bars, restaurants, agricultural work)
Criminal activity (e.g., cannabis cultivation, pick pocketing, moving drugs)
Benefit fraud, sometimes under the guise of unregulated private fostering
arrangements
o Forced marriage
Doncaster CSE Team
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How can I get help?• To make a referral to
children’s social care in Doncaster please
ring 01302 737777 where your call will be
taken by a Qualified Social Worker.
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You can always call 999 in an emergency, if
a crime is in progress or a life is at risk and
for other incidents please contact South
Yorkshire Police on 101.
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Alternatively, you can contact Childline on
0800 11 11 or Crimestoppers anonymously
on 0800 555 111.
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Professionals may ring Doncaster Council’s
CSE team by calling 01302 737200
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Your DSL Lead in school will have the
new CSE referral form
Priorities
• Prevention: making it more difficult to exploit
children and preventing children becoming victims
through education and awareness raising and
assuring local communities that agencies take the
issue seriously
• Protection: Identify and safeguard children who are
at risk. Disruption techniques e.g. CCTV, Police
presence, child abduction notices
• Prosecution: Pursue the perpetrators of CSE and
ensure appropriate multi-agency plans are in place
to support victims
Role of Schools
• Schools are the “eyes and ears” to identify
instances of CSE
• Topics such as PSHE should introduce the risks of CSE
and make young people aware of the dangers.
• School Nurses also provide a vital means of
identifying instances of CSE
• Every school has a Designated Safeguarding Lead,
who has a duty to liaise with children’s services.
Being Exploited is not a choice
Because the grooming process often creates what is
known as a ‘WILLING VICTIM’ it is vital to remember
that….
CHILDREN CANNOT CONSENT TO THEIR OWN
ABUSE.
CONSENT DOES NOT MAKE AN UNLAWFUL ACT
LAWFUL
Young people being exploited are victims of
serious offences.
Child sexual exploitation warning signs and
vulnerabilities checklist
Following the Children’s Commissioner Inquiry into Child Sexual Exploitation in Gangs and
Groups, the research and analysis that was conducted identified the following typical
vulnerabilities in children prior to abuse:
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Living in a chaotic or dysfunctional household (including parental substance use, domestic
violence, parental mental health issues, and parental criminality).
History of abuse (including familial child sexual abuse, risk of forced marriage, risk of honour
based violence, physical and emotional abuse and neglect).
Recent bereavement or loss.
Gang association either through relatives, peers of intimate relationships (in case of gang
associated CSE only)
Attending school with young people who are sexually exploited.
Learning disabilities.
Unsure about their sexual orientation or unable to disclose sexual orientation to their families.
Friends with young people who are sexually exploited.
Homelessness.
Lacking friends from the same AGE GROUP.
Living In a gang neighbourhood.
Living in residential care.
Living in hostel, bed and breakfast accommodation or a foyer.
Low self-esteem or self-confidence.
Young carers.
The following signs and behaviour are generally seen in children who are already being
sexually exploited:
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Missing from home.
Physical injuries.
Drug or alcohol misuse.
Offending.
Repeated sexually transmitted infections, pregnancy and terminations/
Absence from school.
Change in physical appearance.
Evidence of sexual bullying and/or vulnerability through the internet and/or social networking sites.
Estranged from their family.
Receipt of gifts from unknown sources.
Recruiting others into sexual exploitation situations.
Poor mental health.
Self-harm
Thoughts of or attempts at suicide.
Evidence shows that any child displaying several vulnerabilities from the above lists should be
considered to be at high risk of sexual exploitation. Practitioners should immediately take
preventative and protective action as required and an immediate referral should also be made to
the relevant Public Protection Unit.
However, it is important to note that children without pre-existing vulnerabilities can still be
sexually exploited.
Therefore, any child showing risk indicators in the second list, but none of the vulnerabilities in the
first, should also be considered as a potential victim, with appropriate assessment and action put
in place as required.
Private fostering
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What is Private Fostering?
Private fostering occurs when a child under the
age of 16 (or 18 if disabled) is cared for by
someone who is not their parent or close
relative for a period of 28 days or more. This is
a private arrangement between parents and
carers. Doncaster Council is not involved in
making the private fostering arrangement, but
is responsible for checking that arrangements
are suitable for the child.
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The video link below provides information
about private fostering arrangements for
children, young people, families and carers.
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To view the video 'Somebody else's child'
please visit
http://www.youtube.com/watch?v=dAgI2qrdyxE
email:
florence-jurua.joseph
@doncaster.gov.uk
Tel: 01302 737789
Address: Doncaster
Council
Civic Office
Waterdale
Domestic Violence and Abuse(DVA)
Correlation between CSE and DVA
• There is a correlation between behaviour
of the perpetrators in that:• They build up relationships and instil
confidence in order to manipulate
• Show praise and adoration and pushes for
an exclusive relationship
• Controls movements of victim
• Mood swings – happy and then aggressive
DONCASTER DOMESTIC VIOLENCE
AND ABUSE TRAINING AVAILABLE
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FREE TRAINING!
www.doncasterdomesticabuse.co.uk and
follow the links for:Domestic Abuse Awareness Training –
monthly – day course – all dates on web site
Risk Assessment and MARAC Training –
monthly – day course – all dates on web site
Planning further courses and these will be
announced on the web site when available
Doncaster Domestic Abuse Service –
Victims’ Services
• HELPLINE – First point of contact
0800 4701 505
9am – 10pm Mon - Fri
• Advice and Floating Support Service – Phone
the helpline 0800 4701 505
• Refuge and Housing – Tel: Victoria House on
01302 883599 or telephone helpline.
• Website –
www.doncasterdomesticabuse.co.uk
• Doncaster Women’s Aid – Tel: 01302 326411
Forced Marriage
• A forced marriage is a marriage in which one or both
spouses do not (or in the case of some adults with
learning or physical disabilities, cannot) consent to the
marriage and duress is involved. Duress can include
physical, psychological, financial, sexual and emotional
pressure.
o HM Government 2009
Forced Marriage and young people
Updated statistics for 2013
• In 2013 the Forced Marriage Unit provided advice and
support to 1,302 possible forced marriage cases.
• The majority of cases in 2013 were female (82%) and
18% involved male victims.
• 74 different countries were identified but the majority
were from Pakistan, India and Bangladesh.
• 15% of the cases in 2013 involved victims under 16
years old with 25% aged 16-17 years old.
• Within the UK, the main areas of concern were London
and the West Midlands but 6.8% of cases were from the
Yorkshire and Humberside region.
UK Legislation on Forced Marriage
2014
• The Anti-Social Behaviour, Crime and Policing Bill received Royal
Assent on 13 March 2014, and became an act of Parliament. It is
this Act that criminalises forcing someone to marry.
• Breaching a Forced Marriage Protection Order is also being
criminalised. The new offences take effect from 16 June 2014.
• The civil remedy of obtaining a Forced Marriage Protection Order
through the family courts will continue to exist alongside the new
criminal offence, so victims can choose how they wish to be assisted
• There will be a maximum penalty of seven years for committing a
forced marriage offence and a maximum penalty of five years for
breach of a forced marriage protection order.
• See www.gov.uk/forced-marriage
FGM
FGM
• It is estimated that 23,000 girls under the age of 15 could be
at risk and nearly 66,000 women are living with its
consequences.
• FGM is also sometimes referred to in communities as ‘Tahor’
and ‘Sunna’
• FGM is practiced in at least 28 African countries, as well as
countries in the Middle East and Asia.
• In the UK, it tends to occur in areas with large populations of
FGM practising communities although it can happen
anywhere in the UK.
• Some of the main areas of concern already identified include
London, Cardiff, Manchester, Sheffield and Birmingham
FGM – who is at risk?
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A girl who is at imminent risk of being subjected to FGM may be taken
back to the family’s country of origin at the beginning of the long
summer holiday (allowing time for her to heal before returning to school
in September).
School staff should be alert to a girl talking about a planned visit to her
family’s country of origin, talking about a special occasion when she will
‘become a woman’ or if a girl talks about an older female relative visiting
from the country of origin (who may perform FGM on children in the
family)
School staff should also be aware of girls who ask to be excused from
PE or swimming and who spend long periods of time in the bathroom.
The Secretary of State for Education wrote to every head teacher in
England in April 2014 alerting them to new safeguarding guidelines re
FGM and the NSPCC are due to launch a poster campaign aimed at
mothers of girls in those identified communities.
Legalities and Referral
• It is an offence for anyone (regardless of their nationality and
residence status) to perform FGM in the UK or to assist a girl to
perform FGM on herself in the UK. Provided that the mutilation takes
place in the UK, the nationality or residence status of the victim is
irrelevant.
• It is also an offence under the 2003 Act for a UK national or
permanent UK resident to perform FGM, or to assist a girl to perform
FGM on herself, outside the UK
• Any person found guilty of an offence under the Female Genital
Mutilation Act 2003 will be liable to a maximum penalty of a fine or
imprisonment of up to 14 years, or both.
• The usual safeguarding procedures apply with FGM, as with any
other form of child abuse. Staff should discuss with DSP and
contact should then be made via your own referral procedures
As a teacher / school staff member you
all have a duty to report any concerns
to the DSL immediately.
PREVENT
PREVENT
The original Prevent strategy was launched in 2007 in order to stop people becoming terrorists
or supporting terrorism. It is the preventative strand of the government’s counter-terrorism
strategy CONTEST and the original materials included:
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Challenging violent extremism ideology and supporting mainstream voices
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Disrupting those who promote violent extremism and supporting the institutions where they are active
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Supporting individuals who are being targeted and recruited to the cause of violent extremism
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Increasing the resilience of communities to violent extremism
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Addressing the grievance that ideologues exploit
The ‘Channel’ part of the PREVENT strategy is the process through which individuals are
identified who might be particularly vulnerable to becoming violently extreme. This is a
particularly controversial strand of the overall strategy and involves:
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Identifying individuals at risk of being drawn into violent extremism
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Assessing the nature and extent of that risk
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Developing the most appropriate support for the individuals concerned
Prevent
• Schools are identified as one of the organisations that should be
committed to working with other groups such as healthcare
providers, faith groups, charities and the wider criminal justice
system to counter extremism.
• In June 2008 the government issued guidance around the
importance of working with children and young people to build their
resilience to violent extremism ‘Learning together to be safe: a
toolkit to help schools contribute to the prevention of violent
extremism’ and ‘Teaching approaches that help to build resilience to
extremism among young people’, Bonnell et al. DfE May 2011) both
provide ideas and examples for how schools might do this.
• Recently the DfE Promoting Fundamental British Values – explores
what schools can do as part of the SMSC Curriculum
PREVENT Doncaster
• Any behaviours which could indicate
radicalisation to be reported to your Children
and Young Peoples Police Officer.
• Engage Doncaster contains lesson plans and
more information on how schools can raise
awareness of prevent (WRAP).
• For more information on Prevent and the
Channel Panel– see page 106, Working
Together 2015.
Additional information:
• Travelling to Syria – What you need to know
• All staff who observe or believe through student work
a child or young person may travel to Syria must
speak to the designated safeguarding lead / and or
your child and young peoples police officer.
• Tattoos and meanings are also important when
considering far right, far left groups.
• Sgt Steve Butler leads PREVENT in Doncaster. For
additional training contact
sarah.stokoe@doncaster.gov.uk
Finally What Constitutes Outstanding for
behaviour and safety
(subject to change September 2015)?
Ofsted safeguarding briefing paper / Ofsted
handbook outstanding behaviour and safety
criteria.
Read the latest Inspection handbook alongside the
latest Ofsted safeguarding briefing paper.
Share main `outstanding` bullet points with staff.
Did we achieve the learning
outcomes?
Confident Staff
Confident Pupils
Confident Parents / Carers =
Confident safeguarding practice
Any Questions or Concerns?
DSCB Page