Child Protection and
Safeguarding
policy
#Pavetheway
Document No.
Version
Status
Last Reviewed
:
:
:
:
019-Pol/BSJ-MoPP-P/VI/2021
7
Approved by BoG on 30 June 2021
June 2021
MISSION STATEMENT*
To Inspire, Challenge and Nurture for Excellence
Our Guiding Principles:
•
To sustain our reputation for academic excellence by providing a rigorous
and balanced international curriculum.
•
To enable our students to become active, compassionate and lifelong
also be right.
•
To foster leadership abilities in our students within a friendly and caring
•
To enable our students to develop a strong sense of belonging, respect
and social responsibility in order to create a better more peaceful world.
•
To be internationally recognized for our commitment to education for
international understanding and partnerships.
*(currently under review)
2
| SOP Whistleblowing Policy
CHILD PROTECTION AND SAFEGUARDING
POLICY
Document Change Control
Version
2.0
Date
3.0
5.0
Sept
‘15
May
‘17
Feb ‘19
6.0
Oct ‘20
4.0
Name
Rachael Hodgson
Chapter
Jane Smith, Rachel Edwards
Summary of Changes
Updated after CP
training (level3)
In line with ITFCP’s
“essential questions”
Full review against CIS
criteria
Jane Smith, Rachel Edwards
Iain Hope, Karl Prudhoe, Dee
Spackman, Tiara Evalian
Lisa Reid, Deborah Duncan, Iain Hope
Reviewed by
DCPO team/ Child Protection Committee
Governors Staff
Approved by
Name
Principal
Title
Signature
Date
Acknowledged by
Name
Head of Primary
Title
Head of Secondary
Health and Safety Advisor (Doctor/HSE Nominated Person)
Chair of Board of Governors And Child Protection
Representative to Board of Governors
Signature
Date
IMPORTANT: Reporting Procedures
Reporting about a Child: Any member of the school community (including parents and carers)
receiving a disclosure of abuse or noticing signs or indicators of abuse, must report their concerns as
soon as practically possible to a Designated Child Protection Officer. (DCPO)
Reporting about an Adult or member of staff: Any member of the school community (including
parents and carers) noticing signs or indicators that may be a child protection concern, must report
their concerns as soon as practically possible. If the adult is a member of staff please report to the
Principal (principal@bsj.sch.id). If the adult is the Principal, please report to the Chair of Governors
(chairofgovernor@bsj.sch.id).
In all of the above circumstances, the person reporting will then be asked to make an accurate
confidential record as soon as possible and within 24 hours, noting what was said or seen, putting the
event in context, and giving the full date (dd/mm/yyyy), time and location.
If in doubt, report. All records will be signed and will include the action taken (see Appendix 3:
What To Do When a Child Discloses, Appendix 4: Record of Concern and Appendix 8: Procedures to
follow in Suspected Case).
CHILD PROTECTION AND SAFEGUARDING
POLICY
I.
Aims and Purpose of Policy
An effective whole-school child protection policy is one which provides clear direction to staff
and others about expected behaviour when dealing with child protection issues. An effective
policy also makes explicit the school’s commitment to the development of good practice and
sound procedures. This ensures that child protection concerns, referrals and monitoring may
be handled sensitively, professionally, in a timely manner and in ways which support the needs
of the student.
“Because of their day to day contact with individual children during the school terms,
teachers and other school staff are particularly well placed to observe the outward signs of
abuse, changes in behaviour or failure to develop.” (Working Together - DHSS 1988 - paras
4.35- 4.40)
“Education staff have a crucial role to play in helping identify welfare concerns and
indicators of possible abuse and neglect, at an early stage”. (Working Together to
Safeguard Children, WTSC, 2010 para. 2.157)
There are three main aims and objectives to our child protection policy:
a.
b.
c.
Prevention through the creation of a positive school atmosphere, through
the teaching and pastoral support offered to students.
Protection by following agreed procedures, ensuring all staff are trained
and supported to respond appropriately and sensitively to child protection
concerns.
Support to students who may have been abused.
Please note this policy should be read and used in conjunction with the British School Jakarta’s
Code of Conduct, Safer Recruitment Policy for Expat Hires, Bully Proofing, Home-School
Agreement, Healthy Peer Relationships Policy, Safer Recruitment Policy for Host National Hires,
Acceptable Use Policy and Guidance for Safe Working Practices.
II.
What is Safeguarding? What is Child Protection?
Safeguarding is the action that is taken to promote the welfare of children and protect them
from harm. Safeguarding means:
protecting children from abuse and maltreatment
● preventing harm to children’s health or development
● ensuring children grow up with the provision of safe and effective care
● taking action to enable all children and young people to have the best outcomes.
●
Child protection is part of the safeguarding process. It focuses on protecting individual children
identified as suffering or likely to suffer significant harm. This includes child protection
procedures which detail how to respond to concerns about a child. (NSPCC, 2020)
The definitions given here are drawn from and supported by the following:
UN Rights of The Child: “Article 19 (Protection from all forms of violence): Children have the
right to be protected from being hurt and mistreated, physically or mentally.” September
1989 (signed by Indonesia in January 1990).
“Safeguarding and promoting the welfare of children is defined...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; and taking action to
enable all children to have the best outcomes” (Working Together to Safeguard Children, 2018
p5-6/p102).
"Abuse: 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. Children may be abused in a family or in an
institutional or community setting by those known to them or, more rarely, by others. Abuse can
take place wholly online, or technology may be used to facilitate offline abuse. Children may be
abused by an adult or adults, or another child or children.”. (Working Together to Safeguard
Children 2018, p102 and Keeping Children Safe in Education, DfE 2020, p8).
See Appendix 2 of this Child Protection Policy for further information.
III.
Terminology and Abbreviations
3.1.
Throughout this policy reference is made to specific and technical
terms/language. Below is listed key terminology used within this policy and
linked to other policies, procedures and practices.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
IV.
DCPO - Designated Child Protection (named person/people responsible
for CP)
CPO - Child Protection Officer
CP - Child Protection.
SCR - Single Central Record (for record of staff/stakeholder checks
completed for CP)
SRO - Safer Recruitment Officer
ELT - Extended Leadership Team (Primary and Secondary Leadership)
BoE - Senior Leadership Team (Heads of School, Business Manager,
Principal, Legal Rep.)
BoG - Board of Governors
NGO - Non-Government Organisation (e.g. Charities such as Red Cross,
etc.)
DfE - Department for Education (UK)
Disclosure/Disclose - when a person speaks about an incident involving
any form of abuse
Introduction
4.1.
The British School Jakarta (BSJ) takes seriously its responsibility to protect and
safeguard the welfare of students and young people in its care. “The welfare of
the child is paramount” (section one, Children Act 1989).
4.2.
Section 175 and 157 (for Independent school) of the UK Education Act 2002
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
students in the school.
4.3.
This policy applies to all students, staff (all persons employed by or contracted
to work on the campus), governors, trustees, volunteers, third party providers
and visitors (including parents and carers) to BSJ.
4.4.
BSJ is committed to compliance with the UK’s 1996 Education Act so far as it is
applicable within the context of the School’s Indonesian location.
4.5.
BSJ is committed to compliance with Indonesia’s law #23 (Year 2002) and the
amendments thereafter including Law #35 (Year 2014).
4.6.
BSJ fully supports the UN’s Article 19 and within our policies and procedures BSJ
aims to provide protection and support to students in our care
4.7.
The definition of a child for the purposes of this policy is someone under the age
of 18 years-old as per UN Convention on the Rights of the Child 1989 (UNCRC),
Working Together to Safeguard Children 2015 (WTSC) and Indonesia’s Law 23
(article 77) definitions; OR are still in full time education at BSJ.
V.
School Policy
We recognise that for our students: high self esteem, confidence, supportive staff and friends,
and clear lines of communication with a trusted adult, help to prevent abuse.
In support of the aims and objectives set out in section 1 of this policy, our school will
therefore:
a. Establish and maintain an environment where students feel safe and secure and are
encouraged to talk, and are listened to.
b. Ensure that students know that there are adults within the school who they can
approach if they are worried or are in difficulty.
c. Include in the curriculum, activities and opportunities for PSHE which equip students
with the skills they need to stay safe from abuse. Further information can be
obtained from the Assistant Heads in Primary and Secondary.
d. Inform students about child protection procedures, and what to expect, in age
appropriate language and format.
e. Include in the curriculum, material which will help students develop realistic attitudes
to the responsibilities of adult life particularly with regard to relationships, childcare,
parenting skills, consent, grooming, corporal punishment and self harm.
f. Ensure that, wherever possible, every effort will be made to establish effective
working relationships with parents and colleagues from any appropriate external
organisations/ agencies.
VI.
Framework
The school recognises that child protection and safeguarding is a responsibility of the whole
community at BSJ, but that a clear framework is needed to clearly define the leadership structure
for child protection.
Our school framework consists of:
a. The School’s Child Protection Steering Committee which has a strategic and operational
overview of Child Protection within the School and meets once every two weeks. Refer
to Appendix 1.
b. The School’s Child Protection Committee which has a purely strategic role focusing on
reviewing and auditing Child Protection at the school on an annual basis. Refer to
Appendix 1.
c. The School’s CPO Leadership which comprises DCPOs and CPOs who have specific roles
within the School for areas of Child Protection, i.e. Strategic lead, eSafety,
Staff/Community Training, Curriculum, Translation, Safer Recruitment, External Liaisons
and Wellbeing. These will meet as a whole group as needed and directed by the
strategic lead and will be involved as needed in day to day operations. Refer to
Appendix 1.
d. The School’s Safer Recruitment Team which has a specific role in regard to the
recruitment of staff and liaison with others schools in regard to former, current and
future members of staff. This role focuses on safeguarding and child protection checks,
records and documentation in order to ensure that staff at the school are safe to work
with children. Refer to Appendix 1.
e. The School’s Safeguarding and Child Protection Team which comprises those in school with
a leadership role who can be called upon to support and advise the CP Steering Committee
as needed. Refer to Appendix 1.
f. The Strategic Lead for Child Protection and the Designated Person Child Protection Officers
(one Primary School and one Secondary School) who lead the day-to-day management of
child protection activities on campus supported by the CP Steering Committee. Refer to
Appendix 1.
Roles and Responsibilities
6.1.
It is the role of the Strategic Lead for Child Protection and the Designated Child
Protection Officers (DCPO) to ensure that all child protection procedures are
followed within the school. If, for any reason, one is unavailable, the others will act
in their absence. At times when both are unavailable, any member of the school’s
extended leadership team (ELT) should be contacted with a priority to use one of
the CPO Leadership where possible.
6.2.
It is the role of the Strategic Lead/DCPOs to ensure that all staff employed, including
temporary staff and volunteers within the school, are aware of the school’s internal
procedures, and have prompt advice and support as needed.
6.3.
All staff will be trained to an appropriate standard (BSJ Expected Level training) with
annual refresher training. A register of training will be held by the school in the
Single Central Record. All members of the School’s ELT and CPO Leadership Team
will be trained to BSJ Advanced Level and, wherever possible, given specialised
training to suit their role (i.e. such as Deep Dive Training). Note - refresher training
may be online, but initial training will be face to face with BSJ Training CPOs.
6.4.
The School Health Officer (Doctor) and the school’s Health and Safety Officer, the
team of school nurses and the School Wellbeing Counsellors are responsible for
reporting to and supporting the Designated Person Child Protection Officers as
appropriate.
6.5.
The role of the Board of Governors is to ensure that the school has an effective
policy and to support the school in the fulfilment of this policy. This work is carried
out through the Child Protection Steering Committee. The Board of Governors must
also identify one member who will receive BSJ Advanced Level training and join the
Child Protection Committee.
6.6.
The Child Protection Committee provides an annual development plan (in Term 3)
and report for the governing body detailing any changes to the policy and
procedures (which are to be reviewed annually) and training undertaken by all staff,
governors, trustees and other adults as appropriate and other relevant issues. The
Board of Governors will audit the school on an annual basis.
6.7.
From the Child Protection Steering Committee the Safer Recruitment Officer (as an
Indonesian Staff member) has the responsibility for liaising with local children’s
social care organisations and other related local and international NGOs statutory
bodies and experts.
Refer to Appendix 1 for the breakdown of the CP leadership structure; the groups or individuals
and their responsibilities in brief.
VII.
Procedures
7.1.
All action must be taken in line with statutory guidance “Keeping Children Safe
in Education” (Department of Education, UK, September 2018) in as far as the
statutory guidance is workable and practical in South East Asia.
7.2.
Staff (academic and support) are kept informed about child protection
responsibilities and procedures through induction, regular briefings and
refresher and awareness training as appropriate. Volunteers or visitors are
informed and are provided with clear information about child protection
procedures prior to arrival on campus or at the beginning of a campus visit.
Refer to Appendix 5 for Visitor Confidentiality and Child Protection Agreement
form.
7.3.
All staff, visitors and volunteers are made aware (through annual training and
reference to display materials in every room - see Appendix 6 for displays used)
of their responsibility to report a disclosure of abuse, an allegation of abuse or,
because of concern about a student’s behaviour, suspicion of abuse at the
earliest possible time (and in any case, within 24 hours). Reports should be made
to a DCPO or, in their absence, any CPO. In the absence of the above, the matter
should be brought to the attention of the most senior member of staff available
at the time.
7.4.
On rare occasions, adults will visit the school who rarely work with children
unsupervised, more usually working alongside members of the school staff.
These visitors, like all others, will need to complete a visitor form/agree to the
CP guidance for working on campus and will never be left alone/unattended
while on site. They will be the responsibility of the staff member they are visiting
and on arrival and leaving either the staff member or security must escort the
visitor from/to the security entrance. If brought in by car and they bypass the
security desk. Procedures as above must still be followed as per the visitor
agreement and signing in with security.
VIII.
7.5.
Any member of staff, volunteer or visitor to the school who receives a disclosure
of abuse, and allegation of abuse or, because of concern about a student’s
behaviour, suspects that abuse may have occurred must report it at the earliest
possible time (and in any case, within 24 hours) to a DCPO or, in their absence,
any member of the extended leadership team (ELT) who are also trained CPOs.
In the absence of the above, the matter should be brought to the attention of
the most senior member of staff available at the time. See Appendices 2 and 3.
7.6.
In regard to a disclosure being made as in point 7.5 above, the DCPO or the
designate will immediately take action in line with BSJ policy and procedure and
as appropriate to the case. Written/email acknowledgement will be sent to the
person making the report but within the constraints of confidentiality. The email
will be kept in relation to record keeping. Where this is not possible verbal
acknowledgement will be made.
7.7.
A statement in the BSJ Information Handbook for Parents and Home School
Agreement will inform parents about the school’s duties and responsibilities
under BSJ child protection procedures. The Child Protection Policy is available on
the school website and regular (at a minimum termly) child protection
awareness training sessions are made available to parents and carers.
7.8
An annual survey of all buildings on the school campus will be undertaken by the
Child Protection
Steering Committee (or designated CPOs) and Campus
Management for compliance with child protection needs. Additional surveys
would need to be undertaken for any new builds within an academic year. The
annual survey would also include CCTV coverage, angles and recording abilities /
archiving to ensure the system supports child protection.
Training and Support
8.1.
8.2.
The Principal and all other staff who work with students will undertake
appropriate child protection awareness training to enable them to carry out
their responsibilities for child protection effectively. This will include supply and
classroom support staff (BSJ Expected Level - minimum) and actual providers for
afterschool and weekend activities (BSJ Expected Level training specific to role).
Training will be kept up to date by annual refresher courses.
The school will ensure that the Designated Person Child Protection Officers and
other ELT members also undertake training and refresher training at a minimum
of yearly intervals to keep knowledge and skills up to date (BSJ Advanced Level +
Deep Dive CIS training wherever possible). Temporary staff and volunteers
(including, in particular, all PTA members who come in to school) who work with
students in the school will be made aware of the school’s arrangements for child
protection and their responsibilities through English language or Bahasa
Indonesian training or materials as appropriate (BSJ Expected Level - tailored to
role).
IX.
X.
8.3.
Where there are concerns or queries about child protection, support will be
available for staff from the DCPOs, the School Health Advisor (Doctor), the
Principal and other members of the school’s ELT.
8.4.
All staff should have access to advice and guidance on the boundaries of
appropriate professional behaviour and conduct. These matters form part of
staff induction, are referred to in the Safe Working Practices Policy, Personnel
Manuals for all staff (overseas and locally hired) and in staff Core Competencies
and Job Profiles.
Confidentiality
9.1.
A member of staff must never guarantee confidentiality to a student nor should
they agree with a student to keep a secret. Where there is a child protection
concern, this must be reported to the Designated Child Protection Officer
(DCPO) and may require further investigation in line with school procedure.
9.2.
Staff will be 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 must remain fully confidential at the time and
into the future.
Records – Recording – Monitoring
10.1.
Well-kept records are essential to good child protection practices. Our school is
clear about the need to record any concern about a student/students or adult
within our school, the status of such records and confidentiality. An index of
individuals about whom concerns have been raised will be kept (with no details)
for quick reference and will relate to confidential, detailed written or printed
(not electronic) records of concerns. The latter will be kept in a secure location
by DCPOs/Strategic Lead.
10.2.
Duty of Care: Any member of the school community (including parents and
carers) receiving a disclosure of abuse or noticing signs or indicators of abuse,
must report their concerns as soon as practically possible. They will be asked to
make an accurate record as soon as possible and within 24 hours, noting what
was said or seen, putting the event in context, and giving the full date
(dd/mm/yyyy), time and location. If in doubt, report. All records will be signed
and will include the action taken (see Appendix 3: What To Do When a Child
Discloses, Appendix 4: Record of Concern and Appendix 8: Procedure to follow in
suspected case).
10.3.
These notes are kept, in hard copy only, in a confidential file, which is separate
to other files, and stored in a secure place within the relevant Designated Child
Protection Officer’s office. In the same way, notes must be kept of any student
who is being monitored for child protection reasons (this includes ongoing case
work, case reviews and external supervision).
XI.
10.4.
Alongside the notes in 10.3, an index of individuals about whom concerns have
been raised will be kept (with no details) for quick reference, and will relate to
the confidential, detailed written or printed (not electronic) records of concerns.
10.5.
When children leave the school, we will send the Child Protection record on to
the DCPO of the student’s new school only when we receive a request from the
new school for any Child Protection History on this student. This should be
transferred separately from the main student file, ensuring secure transit and
confirmation of receipt should be obtained.
Safeguarding Case Reviews
11.1.
It is the responsibility of the relevant DCPO to ensure that when a Child
Protection Case Conference takes place, all adults with knowledge appropriate
to the case attend. Whoever attends should be fully briefed on any issues or
concerns in preparation for decisions to be made at the end of the conference.
11.2.
When a student is placed on the School’s Child Protection Register/Index and a
plan is put in place, it is the responsibility of the DCPO to ensure that the student
is monitored regarding their school attendance, welfare and presentation. All
concerns about the student’s welfare and any specific child protection plan
should be discussed and recorded at future case conference meetings as
appropriate.
A record of those in attendance and issues discussed should
be made.
11.3.
When appropriate, and in agreement with the CPO Steering Committee, there is
the option to approach or seek support from external agencies and/or
organisations within Indonesia and/or elsewhere (i.e. NGOs with child protection
related activities and Embassy Community Liaison Officers, CIS Child Protection
Team, Independent CP Advisor (C. Gould), British Council in Indonesia,
International Child Protection regional office in Bangkok, Therapeutic Specialists
or Psychologists - a list of contact details is held with the Strategic Lead for Child
Protection).
11.4.
Serious Case Reviews will be held after any significant child protection incidents
or events involving students and other members of the school community.
Lessons learned will shape future planning and provision.
XII.
Supporting Students Identified As Being At Risk
Our school recognises that students who are abused or who witness abuse may find it difficult
to develop a sense of self-worth or view the world as a positive place. The school may be the
only stable, secure and predictable element in the lives of some students at risk.
As a result, whilst at school their behaviour may be challenging and defiant or they may be
withdrawn (see Appendix 2).
The school will endeavor to support all students through:
a. The school ethos, supported by all staff which promotes a positive, supportive and
secure environment and which gives all students and adults a sense of being respected
and valued.
b. A rigorous Wellbeing program which promotes the rights and responsibilities of the
child.
c. Easy access to the School Health Officer (Doctor), School Wellbeing Counsellors,
Assistant Heads of Primary and Secondary (Student Well-being) and other adults as
appropriate to support the students and their families.
d. Providing parents and guardians with information and advice on child protection and
safeguarding through regular parent workshops, home-school communication and
training for volunteers.
e. The development and support of a responsive and knowledgeable staff group trained to
respond appropriately in child protection situations (ELT and the Child Protection
Committee and CPO Leadership group).
f. Recognition that statistically students with behavioural difficulties and disabilities are
more vulnerable to abuse therefore staff need to be particularly sensitive to signs of
abuse for students in these categories.
g. Special Educational Needs and Disabilities: Staff are also reminded that children with
Special Educational Needs and Disabilities can face additional safeguarding challenges.
There are additional barriers that can exist when recognising abuse in this group of
children, which can include:
1. assumptions that indicators of possible abuse such as behaviour,
mood and injury relate to the child’s disability without further
exploration,
2. being more prone to peer group isolation than other children,
3. children with SEND can be disproportionately impacted by things
like bullying without outwardly showing any signs,
4. communication barriers and difficulties in overcoming these
barriers.
To address these difficulties, The Junior and Senior School will consider further
pastoral support for students with SEND needs in line with the School’s system of
care.
This policy should be considered alongside other related policies in school. These are the
policies for the Wellbeing curriculum , Wellbeing, Behaviour Management, Physical
Intervention, Bully Proofing, Healthy Peer Relationships, Education Visits and Sex and
Relationships Education as well as for the reference of staff such as Safer Recruitment (for
Expats and HNS), Whistleblowing, Code of Conduct, Guidance for Safe Working Practices,
Accepted Use Policy, Personnel Manual, Corporal Punishment Statement and our Health and
Safety Policy.
XIII.
Allegations Against Staff
This section refers to all cases in which it is alleged that an existing teacher or member of staff
(including current volunteers) in our school has 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; or
● behaved towards a child or children in a way that indicates he or she would pose a risk of
harm to children.
13.1.
The school has a clear Safer Recruitment Policy which is followed for all
appointments (inc. contractors, supply and other part-time or temporary staff)
and is led by the Safer Recruitment Officer and Head of Human Resources.
13.2.
It is essential that the high standards of concern and professional responsibility
adopted with regard to alleged child abuse by parents and adults outside school
are similarly displayed if members of staff are accused of abuse.
13.3.
The Principal and DCPOs will carry out the initial investigation with appropriate
disclosure to the Board of Governors. The member of staff to whom the
disclosure is made may ask the student, during the disclosure, simple, nonleading questions to ascertain the facts but should not be involved in formally
interviewing the child/staff member.
13.4.
Where the allegation is against the Principal, the Chair of the Board will take
action with support as requested from the Board of Governor’s representative
for Child Protection and the school DCPOs.
13.5.
All matters will be addressed in accordance with the school’s disciplinary
procedures and / or HR policies and local law.
13.6.
Historic allegations against staff member/s or other community members
currently at the school or no longer linked to the school will be investigated and
referred to law enforcement in the country of passport of that person/staff
member.
XIV.
XV.
XVI.
Use of the School Premises by Other Organisations
14.1.
Where services and activities are provided separately by another organisation
using the school premises, those organising the events will ensure that the
external group has copies of the appropriate policies and procedures in regard
to safeguarding students and child protection, and will follow up appropriately in
regard to any concerns on site (liaising / linking with school DCPOs).
14.2.
School staff on duty at such events will have oversight of child protection and
will act accordingly.
Whistleblowing: Doing Nothing is Not an Option
15.1.
We recognise that students cannot be expected to raise concerns in an
environment where staff fail to do so.
15.2.
All staff should be aware of their duty to raise concerns about the attitude or
actions of colleagues and/or another adult on campus. If necessary, they should
report their concerns to the Principal or the Board of Governors or a DCPO as
soon as is practically possible.
15.3.
The School’s Whistleblowing Policy outlines the procedure for appropriate
action in the above situation.
Policy Review
16.1
The Governing Body is responsible for ensuring that this policy is reviewed on an
annual basis (or as appropriate) by the Child Protection Committee if required in
less than a 12 months period.
16.2.
The Governing Body is responsible for ensuring that the Designated Child
Protection Officers, Strategic Lead and Senior Leadership Team keep the list of
key contacts in relation to this policy up to date.
16.3.
The Governing Body is responsible for a full audit of safeguarding and child
protection policies, procedures and practices on an annual basis.
Note : This policy will be reviewed on an annual basis
APPENDIX 1 :
Framework for Child Protection and Safeguarding
Child Protection Steering
Committee
Strategic Lead for CP
DCPO Secondary
DCPO Primary
Senior CPO Primary
Senior CPO Secondary
Safer Recruitment Officer:
Child Protection Committee
Child Protection Steering Committee members
+
Board of Governor’s CP Representative
Chair of Governors
Principal
School Wellbeing Counsellors
Secondary Pastoral Lead
Primary Pastoral Lead
HR Representatives
Legal Department Representative
Operational / Strategic Lead
(meets once every 2 weeks)
CPO Leadership
Strategic Lead for CP and DPCPOs
eCPOs
Training CPO
Curriculum CPOs
Translation CPOs
Safer Recruitment CPOs
External Liaison / legal CPOs
Wellbeing CPOs
Operational for key aspects of support to Steering Committee and
to support CP in all areas of the school
(Meets 3-5 times a year)
Key Sub-Groups for Child Protection and Safeguarding
Safer Recruitment Team:
BoE, HR Team
Safeguarding Team:
BoE, PLT, SSLT, Secretaries to BoE
Visitors
Anyone who is coming on to the school site and not part of the school
community - Read and sign the Visitors Agreement
BSJ Community
Parents, Carers/Nannies / Drivers,
Gardeners, Security, Campus workers,
External Providers, Academic Staff,
Admin. Staff and all adults who work
on the school site
APPENDIX 2 :
Definitions of Child Abuse
There are four main types of child abuse. Children can suffer from one or a combination of these;
they cross cultures and society and affect children of all ages. Abuse can occur at home, school or
anywhere where children spend their time. Any one or all of these types of abuse may be carried
out, not only by adults, but by other children.
Type of abuse and neglect
Abuse: 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. Children can be abused by an adult or adults or
another child or children.
Physical abuse: a form of abuse which 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. (See also FGM below)
Signs or symptoms which may indicate physical abuse:
●
Bruising and inconsistent accounts of how this or other injuries occurred
●
Burns or scalds; bald patches; frequent fractures; bite marks
●
Wears concealing clothing; refuses to undress for P.E., swimming
●
Fear of going home or parents being contacted by the school
●
Fear of medical help
●
Inexplicable fear of adults or over-compliance
●
Violence or aggression towards other children or animals including bullying others.
Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and
adverse effects on the child’s emotional development. It may involve conveying to a child 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 a 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 involve seeing or hearing the ill-treatment of another (including
seeing domestic violence). 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
also occur alone.
Signs or symptoms which may indicate psychological abuse:
● Low self-esteem, lack of confidence, fear of failure, great need for attention and/or approval
● Withdrawal; shy, passive, compliant; difficulty in sensing praise/encouragement
● Compulsive nervous behaviour; sudden speech disorders; twitches or ticks
● Emotional outbursts; rocking and other repetitive behaviours
● Inappropriately aggressive; destructive/cruel to others, belongings and animals
● Self-harming; eating disorders; loss of weight; severe weight gains
● Fear of parents being contacted
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 inside/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 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.
Signs or symptoms which may indicate sexual abuse:
● Sexually explicit play/behaviour or age inappropriate behaviour
● Reluctance to undress for P.E./swimming
● Anal or vaginal discharge, soreness or scratching, bruises/scratches in genital area
● Persistent complaints of stomach disorders or pains
● Eating disorders; self-harm
● Attention seeking behaviour including sexual harassment or molestation
● Regressive behaviour
● Lack of trust of a familiar or particular adult; flinching from any adult contact
● Unusually compliant.
Neglect: 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); or ensure
access to appropriate medical care or treatment. It may also include neglect of, or
unresponsiveness to a child’s basic needs.
Signs or symptoms which may indicate possible neglect:
● Demanding affection or attention seeking behaviour
● Poor school attendance or often late to school
● Sees self as failure, refuses to try, does not complete homework
● Hunger, no lunch money, tiredness or listlessness, falls asleep in class
● Few friends, cries easily and frequently
● Lies, steals food, money etc.
It should be recognised that all signs identified may also be a symptom of another problem.
Other Safeguarding Risks:
In addition, concerns or incidents of the following should be reported as part of this safeguarding
procedure and policy:
• Children missing in education: A child going missing from education is a potential
indicator of abuse or neglect. Staff and the School community (including parents and
carers) should report any poor student attendance or absences which cause concern to
the DCPOs, particularly on repeat occasions, to help identify the risk of abuse and neglect,
including sexual exploitation, and to help prevent the risks of the child going missing in
future.
• Peer on peer abuse: safeguarding issues can manifest themselves via peer on peer abuse.
This is most likely to include, but may not be limited to:
• bullying (including cyberbullying) (See Bully Proofing Policy);
• physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing
physical harm;
• sexual violence and sexual harassment;
• sexting (also known as youth produced sexual imagery); and
• initiation/hazing type violence and rituals.
Please also refer to our Healthy Peer Relationships Policy
●
Child sexual exploitation: CSE involves exploitative situations, contexts and relationships
where young people receive something (for example food, accommodation, drugs, alcohol,
gifts, money or simply affection) as a result of engaging in sexual activities. Sexual
exploitation can take many forms ranging from the seemingly ‘consensual’ relationship to
serious organised crime by gangs and groups. The person exploiting the child always holds
some kind of power over the child being abused which increases as the exploitative
relationship develops. Sexual exploitation involves varying degrees of coercion, intimidation
or enticement, including unwanted pressure from peers to have sex, sextortion, sexual
bullying, including cyberbullying and grooming. However, it is also important to recognise
that some young people who are being sexually exploited do not exhibit any external signs
of this abuse.
●
FGM or Cutting: Female Genital Mutilation: (FGM) comprises all procedures involving
partial or total removal of the external female genitalia or other injury to the female genital
organs. It is illegal in Indonesia and the UK and is a form of child abuse with long-lasting
harmful consequences. The school community needs to be alert to the possibility of a girl
being at risk of FGM, or already having suffered FGM.
●
Preventing radicalisation: Radicalisation refers to the process by which a person comes to
support terrorism and forms of extremism. There is no single way of identifying an individual
who is likely to be susceptible to an extremist ideology. Specific background factors may
contribute to vulnerability are often combined with specific influences such as family, friends
or online, and with specific needs for which an extremist or terrorist group may appear to
provide an answer. As with managing other safeguarding risks, staff should be alert to
changes in children’s behaviour which could indicate that they may be in need of help or
protection.
●
Honour-Based Violence: So-called ‘honour-based’ violence (HBV) encompasses crimes which
have been committed to protect or defend the honour of the family and/or the community,
including FGM, forced marriage and practices such as breast ironing. All forms of HBV are
abused, regardless of the motivation, and should be handled and escalated as such.
●
Voyeurism/Upskirting: ‘Upskirting’ typically involves taking a picture under a person’s
clothing without them knowing, with the intention of viewing their genitals or buttocks to
obtain sexual gratification, or cause the child being abused humiliation, distress or alarm. It
is a criminal offence.
●
Forced Marriage: A forced marriage is a marriage in which one or both people do not (or in
cases of people with learning disabilities cannot) consent to the marriage but are coerced
into it. Coercion may include physical, psychological, financial, sexual and emotional
pressure. It may also involve physical or sexual violence and abuse. A forced marriage is not
the same as an arranged marriage which is common in many cultures. The families of both
spouses take a leading role in arranging the marriage but the choice of whether or not to
accept the arrangement remains with the prospective spouses. If staff suspect a student has
been involved in a forced marriage, they should consider this a child protection issue and
refer it to the DSL.
●
Students Engaging in Under-Age Sexual Activity: Sexual activity where one of the partners is
under the age of 17 is illegal, although prosecution of young people who are consenting
partners of a similar age is not usual. Designated Safeguarding Leads will exercise
professional judgement when decidingwhether to refer or take advice from Social Workers,
considering such things as any imbalance of power, wide difference in ages or
developmental stages etc.
●
Domestic Abuse: Domestic abuse represents one quarter of all violent crime. It is actual or
threatened physical, emotional, psychological or sexual abuse. It involves the use of power
and control by one person over another. It occurs regardless of race, ethnicity, gender, class,
sexuality, age, religion, mental or physical ability. Domestic abuse can also involve other
types of abuse. We use the term domestic abuse to reflect that a number of abusive and
controlling behaviours are involved beyond violence. Slapping, punching, kicking, bruising,
rape, ridicule, constant criticism, threats, manipulation, sleep deprivation, social isolation,
and other controlling behaviours all count as abuse. Living in a home where domestic abuse
takes place is harmful to children and can have a serious impact on their behaviour,
wellbeing and understanding of healthy, positive relationships. Children who witness
domestic abuse are at risk of significant harm and staff are alert to the signs and symptoms
of a child suffering or witnessing domestic abuse.
●
Gang membership and abuse: There are a number of areas in which young people are put at
risk by gang activity, both through participation in, and having experienced harm from, gang
violence which can be in relation to their peers or to a gang-involved adult in their
household. Teenagers can be particularly vulnerable to recruitment into gangs and
involvement in gang violence. This vulnerability may be exacerbated by risk factors in an
individual's background, including violence in the family, involvement of siblings in gangs,
poor educational attainment, or poverty or mental health problems. A child who is affected
by gang activity, criminal exploitation or serious youth violence can be at risk of significant
harm through physical, sexual and emotional abuse. Girls may be particularly at risk of sexual
exploitation. Any concerns that a child is being or is at risk of being criminally exploited will
be passed without delay to the DSL. The School is aware there is a clear link between regular
non-attendance at School and exploitation. Staff will consider a child to be at potential risk in
the case of regular non-attendance at School and make reasonable enquiries with the child
and parents to assess this risk.
●
Criminal exploitation: Criminal exploitation of children is a form of harm that involves drug
networks or gangs grooming and exploiting children and young people to carry drugs or
money from area to area. It can affect any child or young person irrespective of age or
gender. There can still be exploitation even if it appears consensual however is often
accompanied by violence or threats of violence.
●
Special Educational Needs and Disabilities: Staff are also reminded that children with
Special Educational Needs and Disabilities can face additional safeguarding challenges. There
are additional barriers that can exist when recognising abuse in this group of children, which
can include:
○ assumptions that indicators of possible abuse such as behaviour, mood and injury
relate to the child’s disability without further exploration,
○ being more prone to peer group isolation than other children,
○ children with SEND can be disproportionately impacted by things like bullying
without outwardly showing any signs,
○ communication barriers and difficulties in overcoming these barriers.
To address these difficulties, The Junior and Senior School will consider further pastoral
support for students with SEND needs in line with the School’s system of care.
The BSJ Bully Proofing Policy provides guidelines for staff, students and parents when dealing
with incidents of bullying. Our Healthy Peer Relationships Policy also provides guidance for the
identification, prevention, and response to incidents of peer-on-peer abuse
APPENDIX 3 :
What to do when a child discloses
Doing Nothing is Not an Option
It takes great courage for a student to disclose abuse; most will have mentally rehearsed
talking to you over a period of time and will have chosen you as a trusted and calm person to
whom they can confide. How staff react is vital - the student may be unsure whether they will
be believed.
General guidelines are given, however, the age and maturity of the student will affect the
manner of interaction.
Response to a Child Who discloses
•
Keep calm - do not express shock (verbally or with body language)
•
Reassure the student; praise them for having the courage to talk to someone
•
Listen carefully - let them talk and do not interrupt or prompt responses
•
Ask open questions: use TED (tell me more about that, explain that to me, describe what
happened)
•
Reassure the student that you support them
•
•
Explain to the student that to help them, you will have to tell other parties but that only a
very few adults will know
Ensure that the student is feeling calm when they leave you (as far as you can manage).
•
Treat what you are being told as true - less than 8% of allegations are false.
Possible Responses:
•
Thank you for telling me…
•
What you are saying is important…
•
I’m glad you were able to tell me…
•
I will do my best to help you…
•
This is important, so I need to ask someone else for help…
Reporting the Disclosure
1. Report it to a DCPO or a member of the ELT immediately (within 24 hours or less).
2. As soon as you are able, record as fully as you can the facts of the disclosure, using the
Record of Concern Form or a simple written report (handwritten in pen or typed). Note
the state of mind/emotion of the young person and try to write down their exact words.
Use full dates, times and locations of the incident/disclosure. Sign the form and add the
full date.
3. You must keep this information confidential to all save the DCPO.
Do Not:
● Promise confidentiality to the student.
● Record or video the conversation.
● Make notes as you go (make them afterwards).
● Try to conduct an “investigation”
● Ask “why” it happened
● Examine or take photos of a child’s injuries or marks on the body.
● Make promises that cannot be kept e.g. “everything will be alright”
● Speculate or make assumptions: record only facts and what was said.
Additional Guidance Notes:
1. The Strategic Lead/DCPOs in consultation will make a decision if the child is at risk of
significant harm and if so may decide to inform the Principal, International Task Force for
Child Protection or local police in accordance with Indoensian law. However, please note,
the decision to inform local authorities would be taken only if the best interests of the
child at risk would be served by doing so.
2. If the allegation concerns the Principal, inform the Chairman of the Board immediately
and keep a detailed written and dated record of the event. The Chair must not undertake
their own investigation prior to consultation with the Strategic Lead/DCPOs and/or
international consultative links.
3. The School will make every effort to maintain confidentiality and guard against unwanted
publicity in terms of any allegations to protect any and all individuals involved, especially
the child. Staff should also be protected from unwanted publicity, especially if they are
later proved to be unfounded. This restriction will only apply to the point where the
accused person may be charged of an offence by the police or following the outcome of
the decision of a disciplinary case.
4. Staff need to be supported to challenge decisions by other agencies, therefore, Staff will
be supported to follow through their concerns in respect of safeguarding children. Staff
will be empowered to discuss matters with their managers and positively challenge other
agencies to improve safeguarding arrangements for children and young people.
APPENDIX 4 : BSJ - Child Protection Record of Concern
Confidential. Hand to a CPO or send in a sealed envelope.
Full Name of Student:
Male/female:
Class:
Full Name of Staff Member
Reporting:
Date (dd/mm/yyyy) and
Time (am or pm):
Location of incident:
Record of your concerns:
Please take care to state facts and
not your opinions; note injuries or
marks on the body that you saw;
note the state of mind/emotions of
the young person and any other
impressions you had.
Try to write down the exact
words they used to describe
their experience/s.
Continue on another sheet of paper if
needed.
Any other relevant information
Signed:
Print your full name
Name of BoE member
to receive form
_
___________ Date
_____________________________
_/
_/
_ Date _/
_/
APPENDIX 5 : Visitors Agreement Form
Visitor Confidentiality and Child Protection Agreement
Intended Audience: Adults who are invited into BSJ to conduct or attend lectures, CPD or studentfocused workshops or training, as well as school or teacher evaluations or accreditations.
BSJ guarantees privacy and confidentiality for students’ and staff records and information. We also work hard to
ensure students’ physical and emotional safety on campus through our child protection and safeguarding procedures
and expectations.
Confidentiality
As a visitor to BSJ, you may have access to student education records and other student and staff information while on campus
as a result of school tours, classroom visits, training and other planned events and/or informal conversations. Student and staff
records include all hard and soft copy records, files, documents and other materials that contain personally identifiable
information on any student or staff member. As a visitor to BSJ, you agree to the following:
1.
You will not discuss with others the identity of any students at BSJ and you will not disclose or discuss the content of
any student or staff records or information (spoken, visual or written).
2.
You understand that questions about individual students or the content of confidential staff or student records must be
directed to the Head of School or senior staff member with whom you are working.
3.
You must report any breach or suspected breach in confidentiality, immediately upon your discovery, to the relevant
Head of School or senior staff member with whom you are working.
4.
No communication regarding observation(s), checks and/or any type of evaluation or assessment of any aspect of
school life is permitted with parents or other third parties, unless it has been agreed in writing ahead of time with the
Principal and is part of your agreed programme/deliverable in the school.
Child Protection
1.
Visitors understand that photographs, audio clips or videos of BSJ staff, students, their families or their household staff
are not allowed. Photographs of the environment are permitted once approval is given by the Head of
Department/Year/Curriculum/School. At any point, the Head of School may ask to review all photographs, audio clips
or video.
2.
You, as the visitor, are at the school only to interact with the student(s) and staff you are designated to
observe/support/work with and no other student(s) or persons.
3.
If you have concerns about any child on campus, you MUST report the concern to the DCPO without delay , or any
member of the leadership team. If your concern is about a staff member or other adult, then you MUST immediately
report it to the Principal,, or in his absence, a DCPO.
I have read the above information and understand the need for confidentiality. I understand my responsibilities regarding
Safeguarding at BSJ. I understand that signing this form signals full agreement to these terms. By signing below, I agree to the
above requirements and understand that access to the campus is dependent on this Code of Conduct being adhered to.
Full Name
: ______________________
Date
: ______________________
Signed : _________________________
Visitor Confidentiality and Child Protection Agreement
APPENDIX 6 : Display Materials (Posters)
APPENDIX 7 :
Admissions template / Form for previous School
Subject: Confidential: Student Safeguarding and Child Protection Declaration Form
Dear Principal / Headteacher,
ATTN: Designated Child Protection Officer / Safeguarding Lead
British School Jakarta is committed to safeguarding and promoting the welfare of children. To
support this commitment, we follow safeguarding procedures similar to those in the United
Kingdom where it is a legal requirement that child protection and safeguarding concerns are
shared appropriately when a child moves from one organisation to another.
We have recently admitted the following student and understand that they previously attended
your school.
Name:
DoB:
Please complete the attached Safeguarding and Child Protection Declaration Form and returned
by email to admissions@bsj.sch.id. Your support promoting the safety and welfare of children is
very much appreciated.
-----------
Confidential: Student Safeguarding and Child Protection Declaration Form
Student’s
Name:
DOB:
Name of
School:
Date of
Leaving:
Are there any issues or concerns about this student relating to Child Protection or Safeguarding?
Yes
Please complete the section ‘sharing information and records’.
No
Please sign this form and return it to admissions@bsj.sch.id.
-----------
If you indicated ‘no’ above, please sign here:
Signature:
Name:
Position:
----------
If you indicated ‘yes’ above, please do either of the following:
A
Send
any
relevant
information, documentation or
records in a sealed envelope
marked confidential to:
ATTN: Designated
Child Protection Officer
British School Jakarta
Bintaro Jaya Sektor 9
Jl Raya
JombangCiledug
Pondok Aren,
Tangerang,
15227
Indonesia
B
Provide contact information of a relevant person that a Designated Child
Protection Officer at British School Jakarta can contact to discuss the child
named above:
Name:
Position in School:
Telephone Number:
Email Address:
For Reference:
What are Child Protection and Safeguarding issues?
Child protection and safeguarding issues may include, but are not limited to, any concern regarding actual or
potential emotional, physical and/or sexual abuse or concerns regarding neglect including those shared or
reported by community members or concerns in relation to an external agency or organisation. Issues may also
include severe behavioural or developmental concerns, health or mental health concerns including anxiety and
depression, access to counselling or known or suspected radicalisation.
A child protection officer from British School Jakarta will contact you to discuss the student
APPENDIX 8:
Good Practice Online (Distance learning / Images)
PHOTOS AND IMAGES
The vast majority of people who take or view photographs or videos of children do so for entirely
innocent, understandable and acceptable reasons. Sadly, some people abuse children through
taking or using images, so we must ensure that we have some safeguards in place. To protect
children, we will:
•
•
•
•
•
•
•
obtain parents’ and carers’ consent for photographs to be taken or published (for
example, on our website, social media sites or in newspapers or publications). This
permission is taken for all unless the parents opt out of this (as per the Home-School
Agreement).
use only the child’s first name with an image
ensure that children are appropriately dressed
ensure that only the setting’s designated camera/device is used in the setting.
ensure all cameras/devices used are open to scrutiny and that upon request images will
be deleted
a staff member should never share images of students on social media sites other than
the school’s
Avoid using the images of any children whose parents work in embassies or are
designated as high profile
ONLINE LEARNING SAFEGUARDING GUIDELINES:
PRIMARY
Online learning at BSJ takes place via Google Suite and Firefly only. Teachers are not permitted
to:
● contact students via social media, personal email or telephone
● use other forms of video-conferencing to conduct lessons
● arrange face to face meetings or tutoring of the students outside the school setting
● allow accounts from outside our school Google domain to join the meeting (KG excepted)
● ask students to Google Meet in private, parents/supervising adults are encouraged to be
present in the room to support their children with their learning at home, particularly for
Primary age children.
● Safeguarding when learning via Google Meet
When video-conferencing via Google Meet for distance learning purposes, students should:
● be positioned in a shared household space, for example, a dining or living room where
possible
● be fully clothed in daytime casual wear; school uniform is not required
● be using their school issued electronic device wherever possible
● only use the google meet address provided on the firefly pages/agreed by school to
communicate with their teachers or peers
● keep cameras on during lessons
When video-conferencing via Google Meet for distance learning purposes, teachers should:
● be positioned in a professional setting, for example, a study or home office (school from
14th Sept).
●
●
●
●
●
be professionally dressed in line with the dress code policy of the school
be using their school issued electronic device only
only use the google meet address provided on the firefly pages/agreed by school to
communicate with students and parents
ensure students refer to teachers by their title and surname
focus communication on delivered content and the pastoral needs of student, informal or
personal communication should be avoided.
When video-conferencing via Google Meet for distance learning purposes, parents should:
● allow their children to participate and respond independently during teacher instruction
● not record or take screenshots of the delivered content - copies of key presentations and
learning resources will be provided via firefly
● attempt to join a Meet using an account from outside the school Google Domain (KG
excepted)
● avoid communicating with other students in the group or asking direct questions to the
teacher during live teaching, individual queries can be sent separately.
SECONDARY
Distance learning at BSJ takes place via Google Meet only.
When video-conferencing via Google Meet for distance learning purposes, students should:
● be positioned in a shared household space, for example, a dining or living room
● be fully clothed in daytime casual wear; school uniform is not required
● only use the google meet address provided on the class firefly page to communicate with
their teachers or peers
● have their camera on with their face visible until told otherwise by the teacher
● not record or take screenshots of the delivered content - copies of key presentations and
learning resources will be provided via firefly
● Not accept anybody from outside the domain into the Meet.
When video-conferencing via Google Meet for distance learning purposes, parents should:
● allow their children to participate and respond independently during teacher instruction
● not record or take screenshots of the delivered content - copies of key presentations and
learning resources will be provided via firefly
● avoid communicating with other students in the group or asking direct questions to the
teacher during live teaching, individual queries can be sent separately.
APPENDIX 9 :
Areas of Responsibility for Strategic Lead / DCPOs
REFERRALS
●
Act as a source of support, advice and expertise within the educational establishment when
deciding whether to make a referral by liaising with relevant agencies/international advisors.
●
Liaise with the Principal to inform of any issues and ongoing investigations and ensure there
is always cover for this role.
TRAINING
●
To recognise how to identify signs of abuse and when it is appropriate to make a referral.
●
Have a working knowledge of the school’s procedures, the conduct of a child protection case
conference and be able to attend and contribute to these effectively when required to do so.
●
Ensure each member of staff has access to and understands the School’s Child Protection
Policy (and relevant related policies and procedures), especially new or part time staff.
●
Ensure all staff have induction training covering child protection and are able to recognize
and report any concerns immediately as they arise.
●
Be able to keep detailed, accurate, secure written records of referrals/concerns.
●
Obtain access to resources and attend any relevant or refresher training courses at least
every year.
●
To identify any weaknesses in these procedures and provide remedies as soon as possible.
RAISING AWARENESS
●
Ensure the school’s Child Protection Policy and Procedures are updated and reviewed
annually and work with the governing body regarding this
●
Ensure parents are able to examine copies of the Child Protection Policy and Procedures.
●
When children leave the school ensure their child protection file is copied for the new
establishment as soon as possible but transferred separately from the main student file.
CONFIDENTIALITY
●
All child protection records must be kept centrally in the office of the Strategic Lead for Child
Protection, in a locked filing cabinet. On no account must these records be kept with the
child’s general records and no records, letters or information supplied by other agencies be
shown to parents by the School.
●
Access to these records within the School must be restricted: Anyone needing to see these
records should consult the Strategic Lead/DCPOs or Principal for permission. The Strategic
Lead will keep a written dated list of those who have had access. Anyone needing to remove
one of these records (e.g. for a case conference) should sign for it
APPENDIX 10 : Child Protection Action Flow Chart
Abused
person:
Physical
Abuse
Sexual
Abuse
Neglect
Emotional
abuse
Signs of
abuse:
Physical signs
Behavioural
signs
Self–disclosure
by the abused
person
Disclosure by
the abused
person to
someone else
Positive
Change
affected in
the abuse
person’s
situation
People in the
school
community
Student:
Peer Supporter
Teacher
Counsellor
Health Officer
Middle
Leader(s)
Senior Leader(s)
Principal
Adult
Carer
Immediate
referral to
Designated
CPO
(other
leadership
members could
be involved)
Case Conference:
PST as the *CPO, Head or
Dep Head of Sch, Yr L/ PYL
Counsellor, Health Officer +
BoG Rep, Teacher making
Referral
Report from
member of
the
community
Feedback to:
Origin of the referral
(information will
depend on the nature
of the source)
Head of School
Principal
Investigation
Action Plan
Resolution
Immediate
consultation
with School
Counsellor +
Health Officer
External
support
services
Child
Protection
Register
APPENDIX 11 : Case Studies
Case study 1:
Swirl face' sexual offender, was a former Canadian school teacher who spent five years in a Thai
prison for sexually abusing children. Christopher Paul Neil taught in Asian countries before being
first arrested in 2007. Dubbed "swirl face" due to efforts he made to disguise himself, Neil is
classed a "high-risk sex offender".
The 42-year-old Canadian was arrested in Thailand in 2007 following a global manhunt and a
worldwide appeal for public information by Interpol.
He has spent time in jail in both Thailand and Canada for sexually abusing young boys. He served
for five years and returned to Canada in 2012. He was allowed to return to Canada under strict
conditions but has been arrested again for ten new charges. He pleaded guilty to breaching a
condition last year after police found him with a laptop in breach of his conditions.
Online images of Neil showing him abusing young boys had been manipulated to disguise his face
with a swirl pattern, but German computer specialists were able to produce identifiable images.
Neil was jailed in Thailand between August 2008 and September 2012 following a conviction for
sexual offences against two boys. He was released and deported to Canada.
In December 2015 he pleaded guilty to five new charges involving the sexual abuse of young
boys in Cambodia and possession of child pornography in Canada. His sentenced was reduced
due to time already served.
Neil, originally from Maple Ridge, BC, had spent about 15 years in Asia teaching English.
From BBC News and Plan to Protect
Case study 2:
The response of Brisbane Grammar School and St Paul’s School to allegations of child sexual
abuse (ICMEC).
“Mr Lynch commenced employment at Brisbane Grammar in 1973. Initially he was employed as
a teacher. Shortly after he was employed, he was appointed to the role of school counsellor. He
remained employed in that role until 1988, when he left the school. We heard evidence that,
during the period of Mr Lynch’s employment at Brisbane Grammar, Mr Lynch sexually abused a
large number of students. A number of the former students of Brisbane Grammar gave evidence
at the public hearing. They told of being sexually abused by Mr Lynch while they were at the
school. They also gave evidence about the devastating effect the abuse had on them. There was
evidence that a number of complaints against Mr Lynch were made to senior staff at Brisbane
Grammar, most significantly to Dr Howell (deceased), who was the headmaster of the school
between 1965 and 1989. We find that in 1981 a student told Dr Howell that Mr Lynch had
sexually abused his son. Dr Howell did not investigate the allegations and did not report the
matter to the police or the board of trustees. In not doing so, he failed in his obligations to
protect the safety and wellbeing of the students. We find that (a student) disclosed to Mr David
Coote, the then deputy headmaster, that he loved Mr Lynch more than his own parents. There is
no evidence that Mr Coote took any actions to investigate the nature of Mr Lynch’s relationship
with the student after this disclosure was made. This disclosure should have prompted Mr Coote
to take action given Mr Coote’s qualifications in psychology. We find that during Dr Howell’s
period as headmaster there was a culture at Brisbane Grammar where boys who made
allegations of sexual abuse were not believed and allegations were not acted upon.”
https://www.icmec.org/wp-content/uploads/2018/06/ARC-Case-Study-34-Findings-ReportBrisbane-Grammar-School-and-St-Pauls-School.pdf
Case study 3:
The Role of Educators in Preventing and Responding to Child Abuse and Neglect
(Childwelfare.gov).
Dara, a ninth-grade student, began complaining to her gym teacher after a particularly intense
argument with her parents. Despite her complaints, Dara insisted that her bruised face was the
result of “bumping into a door.” The teacher suspected otherwise because of the location of the
bruise and Dara’s frightened demeanor, but chose not to act. It was not until Dara began
vomiting several months later and was doubled over in pain that the situation came to anyone’s
attention. It was discovered that Dara had internal injuries from a severe blow to the abdomen.
The girl finally admitted to the teacher about months of physical abuse she received from her
father.
https://www.childwelfare.gov/pubPDFs/educator.pdf
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