St John Baptist
(Southend) CE
Primary School
CHILD
PROTECTION
POLICY
STATEMENT
Agreed: January 2012
Signed by Chair:
Review Date: January 2013
By: Curriculum and Pupil Welfare Committee
St John Baptist (Southend) CE Primary School
Child Protection Policy Statement
St John Baptist (Southend) Primary School fully recognises the
contribution it makes to safeguarding children. We recognise
that all staff, including volunteers, have a full and active part to
play in protecting our pupils from harm. At St John’s we will be
guided by Christian principles and act with integrity, objectivity
and honesty in the best interests of the children and the school.
The school and the Governing Body will be open about
decisions made and actions taken, and will be prepared to
explain decisions and actions to interested persons.
AIMS OF POLICY





To ensure we practice safe recruitment in checking the
suitability of staff and volunteers to work with children e.g.
criminal conviction checks including regular rechecks.
To establish a safe environment in which children can learn
and develop in a confident and independent way.
To develop and implement procedures for identifying and
reporting cases, or suspected cases, of abuse, and the
monitoring of children thought or known to be at risk of
harm and complete all necessary referral documents
including the Common Application Form (CAF).
To emphasise the need for good levels of communication
between all members of staff.
To develop and promote effective working relationships
with other agencies (e.g. Police, and social services)
PROCEDURES
Our procedures for safeguarding children will be in line with
the LEA and the Lewisham Safeguarding Children Board and
we will ensure that:
 We have a designated senior member of staff (John
Goodey) responsible for child protection who has received
training and support.
 We have a designated deputy senior member of staff
(Luigi Leccacorvi) responsible for child protection in the
absence of the designated senior member of staff who has
received training and support.
 We have a nominated Link Governor (Esther Mannoukas)
responsible for child protection who regularly meets with
the designated senior member of staff.











Every member of staff, volunteer and governor knows the
name of the designated senior staff member responsible
for child protection and their role. (John Goodey – Head
teacher)
All staff and volunteers understand their responsibilities in
being alert to the signs and indicators of abuse and for
referring any concerns to the designated senior staff
member responsible for child protection. (See Appendix 1)
All parents and carers are made aware of the
responsibilities of staff members with regard to child
protection procedures by setting out its obligations in the
school prospectus.
All members of staff know how to respond to a pupil who
discloses abuse. (See Appendix 2)
Social Services will be notified if there is an unexplained
absence of a pupil who has a Child Protection Plan.
Effective links are developed with relevant agencies
including full cooperation with any enquiries regarding child
protection matters.
Written records are kept of concerns about children, even
where there is no need to refer the matter immediately.
All records are kept securely, separate from the main pupil
file, in a locked location.
Procedures are followed where an allegation is made
against a member of staff or volunteer.
Safe recruitment practices are always followed and advice
sought from the LEA.
An agreed procedure is followed with regard to making a
referral (See Appendix 3)
RESPONSIBILITIES
The designated member of staff is the Headteacher. This
person is responsible for:
 Adhering to LEA and school procedures with regard to
referring a child to Social Services if there are concerns
about possible abuse.
 Receiving ‘Transfer of Information’ forms weekly from class
teachers detailing any concern about a child and acting
accordingly.
 Keeping written records of concerns about a child even if
there is no need to make an immediate referral.
 Ensuring that such records are kept confidentially and
securely and are separate from pupil records.
 Ensuring that any pupil who currently has a Child
Protection Plan that is absent without explanation is
referred to social services.
SUPPORTING CHILDREN
We recognise that children who are abused or witness
violence may find it difficult to develop a sense of self worth.
They may feel helpless, humiliated and some sense of blame.
The school may be the only stable, secure and predictable
element in the lives of children at risk. When at school their
behaviour may be challenging and defiant or they may be
withdrawn. The school will endeavour to support all pupils by
and through:
 The content of the curriculum, including PHSE, providing
opportunities for children to develop skills to recognise and
stay safe from abuse.
 The school ethos, which promotes a caring, safe, positive
and supportive environment giving the pupils a sense of
being valued.
 Encouraging self-esteem and self-assertiveness whilst not
condoning aggression or bullying.
 Liaison with other agencies that support and safeguard the
pupil such as Social services, Child and Adolescent Mental
Health Service (CAMHS), Education Welfare Service and
Education Psychology Service.
 Notifying social services as soon as there is a significant
concern.
 Providing continuing support to a pupil about whom there
have been concerns, who leaves the school, by ensuring
that appropriate information is forwarded under
confidential cover to the pupil’s new school.
 Ensuring children know that there are adults in the school
whom they can talk to and who will listen to their
concerns.
CONFIDENTIALITY
We recognise that all matters relating to Child Protection are
confidential.

The designated staff member will disclose any information
about a pupil to other members of staff on a need to know
basis only.

All staff must be aware that they have a professional
responsibility to share information with other agencies in
order to safeguard children.

All staff must be aware that they cannot promise a child to
keep secrets.
SUPPORTING STAFF
We recognise that staff working in the school who have
become involved with a child who has suffered harm or
appears to be likely to suffer harm may find the situation
stressful and upsetting. Such staff will be supported by
providing an opportunity to talk through their anxieties with
the designated member of staff and seeking further support
as appropriate.
ALLEGATIONS AGAINST STAFF





We understand that a pupil may make an allegation
against a member of staff.
If such an allegation is made, the member of staff will
immediately inform the head teacher.
The head teacher on all such occasions will discuss the
content of the allegation with the LEA Lead officer for Child
Protection.
If the allegation made to a member of staff concerns the
head teacher, the deputy head will immediately inform the
Chair of Governors who will consult with the LEA Lead
officer for Child Protection.
The school will follow the LEA procedure for managing
allegations against staff.
BULLYING
Our policy on bullying is set out in a separate document.
PHYSICAL CONTACT/ INTERVENTION
It is not realistic to expect that teachers and adults working
with children should only touch pupils in emergencies.
Touching young children is inevitable and can give welcome
reassurance to a child. However, adults working in school
must be alert to the fact that even perfectly innocent actions
can sometimes be misconstrued and that some children may
find being touched uncomfortable or distressing.
It is also important not to touch pupils, however casually, in
ways or on parts of the body that might be considered
indecent. (Refer to our policy on Intimate care)
Our policy on restraint is set out in our behaviour policy.
RACIST AND HOMOPHOBIC INCIDENTS
All racist and homophobic incidents are reported to the head
teacher and records are kept in a separate file. The link
governor for Equality monitors the records, meets with the
head teacher and reports to the Governing Body.
HEALTH AND SAFETY
Our Health and Safety policy is set out in a separate
document.
CHILDREN WITH STATEMENTS OF SPECIAL
EDUCATIONAL NEEDS
We recognise that statistically children with behavioural
difficulties and disabilities are most vulnerable to abuse.
School staff who deal with children with profound and multiple
disabilities, cerebral palsy, sensory impairment and or
emotional and behaviour problems will be particularly
sensitive to signs of abuse.
WHISTLEBLOWING
We recognise that children cannot be expected to raise
concerns in an environment where staff fail to do so.
All staff should be aware of their duty to raise concerns,
where they exist, about the attitude and actions of colleagues.
Appendix 1
Types of Abuse
Child abuse appears in many forms, but they are usually divided
into four categories:
 Physical Abuse
 Neglect
 Emotional Abuse
 Sexual Abuse
One form of abuse does not exclude another and may occur
together.
Physical Abuse may involve hitting with the hand, a belt, a stick
or other object; shaking, throwing, poisoning, burning or scalding,
drowning or suffocating or otherwise causing physical harm to a
child. It may also be caused when a parent or carer feigns the
symptoms of, or deliberately causes, ill health to a child.
Neglect is the persistent failure to meet a child’s physical and/or
psychological needs; failure to provide adequate food, shelter or
clothing, failure to protect from physical harm or danger, or failure
to access appropriate medical care or treatment. It would also cover
failure to ensure that a child receives the statutory entitlement to
education, by causing or allowing the child frequently to miss or
arrive late for school.
Emotional Abuse is the persistent emotional ill treatment of a
child such as to cause severe and persistent adverse effects on the
child’s emotional development. It may involve conveying to
children that they are worthless or unloved, inadequate, or valued
only insofar as they meet the needs of another person, age or
developmentally inappropriate expectations being imposed on
children, causing children to feel frightened or in danger eg
witnessing domestic violence or the exploitation or corruption of
children.
Sexual Abuse involves forcing or enticing a child or young person
to take part in sexual activities, whether or not the child is aware of
what is happening. The activities may involve physical contact
including penetrative (eg rape or buggery) or non-penetrative acts.
They may include involving children in looking at, or in the
production of, pornographic material, or encouraging children to
behave in sexually inappropriate ways.
Indicators of Abuse
Physical Abuse
Physical Indicators
Unexplained bruises/welts/lacerations/abrasions or with any injury
not consistent with the explanation given
 on face, lips, mouth
 on torso, back, buttocks, thighs
 multiple injuries in various stages of healing
 clusters forming regular patterns
 reflecting shape of article used e.g. belt, buckle, electrical
flex
 regularly appear after absence, weekend or holiday
 bite marks, scratches or the remaining marks from
fingernails
Unexplained burns
 cigar or cigarette burns especially on soles, buttocks,
palms or back
 ‘immersion’ burns, where hands feet or body have been
forcibly immersed in very hot water
 patterns like electrical burner, iron etc
 rope burns on arms, legs, neck or torso
Unexplained fractures would normally be noted by a medical doctor.
Behavioural Indicators
 flinching when approached or touched
 reluctance to change clothes for PE lessons
 wary of adult contacts
 difficult to comfort
 apprehension when other children cry
 crying/irritability
 frightened of parents
 afraid to go home
 behavioural extremes – aggressiveness, withdrawal,
impulsiveness
 regression to infantile behaviour
 apathy
 depression
 poor peer relationships
 panics in response to pain
Neglect
Physical




Indicators
consistent hunger
poor hygiene
inappropriate dress
apparent carelessness of the danger of activities
Behavioural Indicators
 begging
 stealing food
 constant fatigue, listlessness
 poor relationship with care giver
 frequent delays in child being picked up from school
Emotional Abuse
Physical Indicators
 failure to thrive
 delays in physical development or progress
Behavioural Indicators
 sucking, biting, rocking
 anti-social, destructive
 sleeping disorders, inhibition of play
 unduly compliant, passive, aggressive, demanding
 inappropriately adult or infant
 impairment of intellectual, emotional, social or behavioural
development
Sexual Abuse
Physical








Indicators
difficulty in walking, sitting down
stained or bloody underclothing
pain or itching in genital area
bruising, bleeding, injury to external genitalia, vaginal
and/or anal areas
vaginal discharge
bed wetting
excessive crying
sickness
Behavioural Indicators
 sudden changes in behaviour
 running away from home
 wariness of adults
















unusual avoidance of touch
reporting of assault
substance abuse e.g. glue sniffing
emotional withdrawal
over compliance with request of others
frequent complaints of unexplained abdominal pains or
toileting difficulties
eating problems
sleeping difficulties
poor peer relationships
possessing money or ‘gifts’ that cannot be adequately
accounted for
inappropriately sexually explicit drawings or stories
compulsive masturbation
inappropriate sexual behaviour or knowledge for the child’s
age
wetting or soiling, especially at the end of school
frequent non-attendance at school
avoidance of school medicals
Appendix 2
How to respond to a pupil who discloses abuse
1. Provide a setting where the child can speak freely
2. Do not lead the child by asking ‘leading’ questions
3. All staff must remember that they cannot promise a child to
keep secrets
4. Make detailed notes of the conversation(s), including
time/dates, and where applicable include diagrams/drawings
of observed marks
5. Inform the ‘designated staff member’ (John Goodey) as soon
as possible and give him all the details ( Or Luigi Leccacorvi in
John Goodey’s absence)
6. Ensure confidentiality by only discussing the case on a need
to know basis and with the designated staff member’s
consent.
Appendix 3
Child Protection Procedures at St John Baptist Primary School –
Flow Chart
Child shares a concern (discloses) or
something of concern is observed

Record word for word &
Inform headteacher

Completed CAF form sent to
Children’s Social Care
Alert Referral & Assessment Team at
Children’s Social Care by telephone
Seek advice from Lorissa Webber
(Lewisham’s Child Protection Officer) if
necessary

Social worker from Referral &
Assessment Team carries out
initial assessment and decides
what action to take

Section 17 –
“Child in need” – extra
provision; not judged to be at
risk of significant harm

Section 47Serious Case – actual harm or
likely significant harm; may
well involve police

Core Assessment –
Leading to Child Protection
Case Conference