Jerome Primary
School
Safeguarding policy
‘Stay Safe’
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June 2015
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June 2015
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June 2016
C Sarginson: Headteacher
B.Ball & S Taylor: Assistant Headteachers
Responsible Governor: Mike Brothwell
PSHCE
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Safeguarding Policy
Introduction
Jerome Primary School recognises its legal duty under s175 Education Act 2002 and
the 1989 and 2004 Children Acts. We take seriously our responsibilities to protect and
safeguard the interests of all pupils. This organisation recognises that effective child
protection work requires sound procedures, good inter-agency co-operation and a
workforce that is competent and confident in responding to child protection situations.
These procedures aim to provide a framework which ensures that all our practice in
regard to safeguarding children is consistent with the stated values and procedures that
underpin all work with children and young people. Statutory guidance defines a child
as anyone who has not yet reached their 18th Birthday.
This Policy has regard to the statutory guidance ‘Working Together to Safeguard
Children’ 2015 and ‘Keeping Children Safe in Education’ 2015 (KCSIE). The Policy is
in keeping with Staffordshire Safeguarding Children Board’s (SSCB) policies and
procedures and their training strategy and reflects what the SSCB considers to be safe
and professional practice. Child protection has to be considered within professionals’
wider “safeguarding” responsibilities that include a duty to co-operate under the
Children Act 2004 and takes account of the need for children to ‘be healthy’ and ‘stay
safe’.
This document also seeks to make the professional responsibilities clear to all staff
(teaching and non-teaching, including temporary and supply), governors and volunteers
to ensure that statutory and other duties are met. All staff and volunteers need to have
read and be familiar with this Policy, and our internal procedures around referral,
including contact details of the Designated Safeguarding Leads (referred to as DSL(s)
in subsequent paragraphs).
This Safeguarding Policy will be reviewed annually by the governing body.
Safeguarding and Promoting the Welfare of Children
The definition for Safeguarding and promoting the welfare of children in Working
Together to Safeguard Children 2015 is:
• protecting children from maltreatment
• preventing impairment of children’s health or development
• ensuring children grow up in circumstances consistent with the provision of
safe and effective care
• taking action to enable all children to have the best outcomes.
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Underpinning values
Where there is a safeguarding issue, Jerome Primary School will work in accordance
with the principles outlined in the Staffordshire Safeguarding Children Board Interagency child protection procedures:
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A child’s welfare is paramount. Each child has a right to be protected from
harm and exploitation and to have their welfare safeguarded.
Each child is unique. Action taken by child welfare organisations should be
child-centred, taking account of a child’s cultural, ethnic and religious
background, their gender, their sexual orientation, their individual ability and
any special needs.
Children, parents and other carers should be made aware of their
responsibilities and their rights, together with advice about the power of
professionals to intervene in their family circumstances.
Parents will be advised about Jerome Primary Schools Safeguarding Policy in
the prospectus and on admission to the school. A copy of this policy is
available on the school website. www.jerome.stafffs.sch.uk
Individual family members must be involved in decisions affecting them. They
must be treated with courtesy and respect and with due regard given to
working with them in a spirit of partnership in safeguarding children’s welfare.
However, it may not be appropriate to advise parents/carers immediately
about a referral depending on circumstances and the advice given by
Children’s Social Care. The welfare of the child is paramount in such
situations
Each child has a right to be consulted about actions taken by others on
his/her behalf in an age appropriate way. The concerns of children and their
families should be listened to and due consideration given to their
understanding, wishes and feelings. However, it may not always be possible
to respect a child/carer’s request for confidentiality. If a child may be at risk of
significant harm, there is a duty on the school to share information with
Children’s Social Care. This will be explained to the child or family member
and appropriate reassurance given.
Personal information is usually confidential. It should only be shared with the
permission of the individual concerned (and/or those with parental
responsibility) unless the disclosure of confidential personal information is
necessary in order to protect a child or promote their welfare (see also section
on confidentiality below). In all circumstances, information must be confined to
those people directly involved in the professional network of each individual
child and on a strict “need to know” basis.
Professionals should be aware of the effects of outside intervention upon
children, upon family life and the impact and implications of what they say and
do.
Explanations by professionals to children, their families and other carers
should be plainly stated and jargon-free. Unavoidable technical and
professional terminology should be explained in simple term
Sound professional practice is based upon positive inter-agency collaboration,
evidence-based research and effective supervision and evaluation
Providing early support is an important principle of practice in inter-agency
arrangements for safeguarding the welfare of children and enshrined in
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legislation and statutory guidance (Children’s Act 2004, Working Together to
Safeguard Children 2015, Keeping Children Safe in Education 2015)
Thresholds for Intervention:
Early Support: Early Help Assessment
Practitioners should complete an Early Help Assessment (EHA) when:
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Age appropriate progress is not being made and the causes are unclear or
The support of more than one additional agency is needed to meet the child
or young person’s needs.
All staff receive EHA awareness training. Staff should discuss children who appear to
have additional needs with the DSL or EHA Lead, the child and parents. The school will
need to obtain parental/pupil consent for an EHA to be completed. The school EHA
lead may need to make a referral directly to other agencies, or request the support of
Staffordshire County Council Local Support Team (LST). Staff will follow the guidance
of the SSCB Threshold Document - accessing the right help at the right time
(www.staffsscb.org.uk – procedure 1E). The school will inform the LST Co-ordinator
when an EHA is started, and when it is closed, irrespective of whether or not there is an
LST worker involved with the family.
Child in Need - S17 of the Children Act 1989:
A ‘Child in Need’ referral should be considered where the needs of the child are unlikely
to be met under an EHA, such as a child with complex disabilities, when a social work
led assessment is required.
Section 17 of the Children Act says that an assessment for services should be
undertaken by the Local Authority in the following circumstances:
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Child(ren) are unlikely to achieve or maintain, or to have opportunity to
achieve or maintain a reasonable standard of health or development, without
the provision of services by a local authority.
Their health or development is likely to be impaired, or further impaired
without the provision of such services.
They are disabled.
If the DSL considers that the welfare concerns indicate that a ‘Child in Need’ referral is
appropriate, he/she will speak with parents / young person and obtain their consent for
referral to the First Response Team (FRT) or the appropriate social care team if a
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different authority, to request an assessment. If parents refuse to give consent, but the
child’s needs are not being met, the DSL will discuss the issues with the FRT.
Appropriate school staff should be invited to participate in Child in Need (CIN) meetings
convened by Children’s Social Care when children are deemed to require section 17
services.
Some children in ‘acute need’ (see SSCB Threshold guidance) may require Child in
Need. This could include children who self-harm or disclose an intent to commit suicide
(SSCB procedure 4U).
Child Protection (S47 Children Act 1989)
S47 of the Children Act 1989 says the Local Authority has a statutory duty to
investigate when there is reasonable cause to suspect that a child is suffering, or is
likely to suffer, significant harm due to the actions or inactions of others. Staff from this
organisation do not investigate whether a child has been abused. This is the duty of
Social workers from the Safeguarding team and the police. Education staff refer
reasonable concerns which indicate that a child may be at risk of significant harm.
It is the ‘significant harm’ threshold that justifies statutory intervention into family life. A
professional making a child protection referral under S.47 must therefore provide
information which clearly outlines the likelihood that a child is suffering or likely to suffer
significant harm. It is not possible to rely on one absolute criterion when judging what
constitutes significant harm. Consideration of the severity of ill-treatment may include
the extent of the harm suffered, the context within which it occurred and its duration.
Significant harm may also arise from a combination of significant events which are both
acute and long standing and which may impair the child’s physical, psychological and
social development.
In order to understand and evidence ‘significant harm’, it is necessary to consider the
family context, together with the child’s development within their wider social and
cultural environment. It is also necessary to consider any special needs, e.g. medical
condition, communication difficulties or disability that may affect the child’s
development and care within the family. The nature of harm, in terms of ill-treatment or
failure to provide adequate care also needs consideration alongside the impact on the
child’s health and development.
If staff have significant concerns about any child they must make them known to
the Designated or Deputy DSLs without delay in accordance with reporting and
recording procedures. This concerns are to be completed on a red form, found
on the board in the staff room. All visitors to school receive a leaflet detailing
these procedures.
These concerns may include:
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Physical abuse:
This 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 (Working Together to Safeguard Children’ 2015).
Emotional abuse:
Is the persistent emotional maltreatment of a child such as to cause severe and
persistent adverse effects on the child’s emotional development? It may involve
conveying to children that they are worthless or unloved, inadequate, or valued only
insofar as they meet the needs of another person. It may include not giving the child
opportunities to express their views, deliberately silencing them or ‘making fun’ of what
they say or how they communicate. It may feature age or developmentally
inappropriate expectations being imposed on children. These may include interactions
that are beyond the child’s developmental capability, as well as over protection and
limitation of exploration and learning, or preventing the child from participating in normal
social interaction. It may involve seeing or hearing the ill treatment of another. 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, though it may occur
alone (Working Together to Safeguard Children’ 2015).
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:
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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 (Working Together to Safeguard Children’ 2015).
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 (e.g. rape, or oral sex) or non-penetrative acts such as masturbation,
kissing, rubbing and touching outside of clothing, They may also include non-contact
activities, such as involving children in looking at, or in the production of, sexual online
images, watching sexual activities, or encouraging children to behave in sexually
inappropriate ways, or grooming a child in preparation for abuse (including via the
internet). Sexual abuse is not solely perpetrated by adult males. Women can also
commit acts of sexual abuse, as can other children (Working Together to Safeguard
Children’ 2015).
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Concerns about children who abuse other children
Abuse is not always due to the actions of adults. Sometimes children abuse other
children. Emotional abuse may involve serious bullying, including isolating a particular
child, derogatory name calling and / or making threats, and may include online bullying
through social networks, online games or mobile phones. Bullying behaviour can
include physical assault. Children may also sexually abuse and exploit other children.
Jerome Primary School works with children, parents and staff to create to an ethos of
mutual respect and will robustly address concerns that children are suffering abuse due
to the behaviour of other pupils. Pupils are encouraged to talk to staff if they have
worries and concerns, and there are processes where they can report any problems
confidentially and anonymously (worry box, Childline posters). Parents and carers are
also encouraged to talk to staff if they have concerns, and should refer the matter to the
DSLs in the setting if they feel that the matter is not being addressed or the situation is
not improving. This school will follow our anti-bullying policy (found on website) when
this is appropriate to the circumstances, and follow the Behaviour and Discipline Policy
should sanctions be necessary.
If the concerns are in respect to an allegation of a criminal nature, the school may
share information with the police without reference to the parents, carers or the children
e.g. physical assault, sexual assault, sexting (see e.safety section of policy below). In
regards to allegations or concerns that a child has demonstrated harmful sexual
behaviour, we will follow the SSCB procedure in this regard (procedure 4i) and also
share information about the child or children involved with children’s social care. In
order to protect all children at the school, we may need to impose disciplinary sanctions
in regards to a child who has harmed, or may pose a risk to, another child, or
implement risk management procedures which may restrict movement of the child in
our setting, or restrict activities.
If there are concerns that a child attending this school may have been seriously
harmed, or at risk, due to the actions of children within the community, but not attending
the school, we will share information appropriately with other agencies to safeguard
and promote their welfare.
Making referrals
Where a child is registered at school, consultation must take place with the DSL or
Deputy DSL who will be the most appropriate person to initiate any referral. A written
record of concerns should be made using the schools internal recording form. This
should then be given to the DSL (or Deputy if DSL unavailable) who will then make the
decision whether a referral is needed to the First Response Team or the child’s existing
social worker. If the child lives in an authority outside of Staffordshire, the matter will be
referred by the DSL to the relevant Children’s Social Care team in that area.
As per statutory government guidance ‘Keeping Children Safe in Education’, anybody
can make a referral. However, due to the role of the DSL this member of staff may be
party to additional and pertinent information and therefore is best placed to do so. If it is
not possible to speak to the Designated or Deputy DSL, or there would be an
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unwarranted delay by doing so, the member of staff should contact the First Response
Team to discuss concerns. In these circumstances, the DSL must be informed about
the referral as soon as possible.
For referral to First Response phone 0800 1313126. The phone call will be followed up
with written confirmation on the Multi-agency referral form (MARF) within 48 hours. The
multi-agency form is available from the SSCB website (procedure 3B):
www.staffsscb.org.uk
Confidentiality
Confidentiality is an issue that needs to be understood by all those working with
children, particularly in the context of safeguarding children and child protection. This is
a complex area and involves consideration of a number of pieces of legislation.
You can never guarantee confidentiality to a child as some kinds of information may
need to be shared with others. A suggested form of words that may help when talking
to children is as follows:
“I will keep our conversation confidential and agree with you what
information I can share, unless you tell me something that will affect
your personal safety or that is illegal, but I will tell you if I am going
to pass information on and who to.”
Professionals can only work together to safeguard children if there is an exchange of
relevant information between them. This has been recognised in principle by the courts.
However, any disclosure of personal information to others, including children’s social
care departments, must always have regard to both common and statute law.
Normally, personal information should only be disclosed to third parties (including other
agencies) with the consent of the subject of that information (Data Protection Act 1998,
European Convention on Human Rights, Article 8). However, the welfare of the child is
paramount (The Children Act 1989) and there may be reasons for not sharing the
concerns with the child, their parents or carers prior to making a referral to children’s
social care. Information may also be shared without consent in order to prevent or
detect a crime, prevent serious harm to a child or adult, or due to a public interest
concern. The school follow the information sharing guidance provided by the
government and the SSCB in considering the sharing of personal information when
there are safeguarding concerns.
The law also requires the disclosure of confidential information necessary to safeguard
a child or children. Under Section 47 of the Children Act 1989 statutory agencies have
a duty to co-operate with the Local Authority if a child may be at risk of significant harm.
Therefore, if the Police or Children’s Social Care are conducting a Section 47
investigation under the 1989 Children Act, staff must share requested information
relevant to the investigation. Legal advice should be sought if in doubt from the County
Legal Services Department.
When children transfer to a new school or college at any time other than key transition
points (e.g. move to primary or high school), it may be necessary to inform other
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partners. For example, a process is in place for informing the school nurse team in
these circumstances.
Talking to and listening to children
If a child chooses to disclose, you SHOULD:
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be accessible and receptive
listen carefully and uncritically at the child’s pace
take what is said seriously
reassure the child that they are right to tell
tell the child that you must pass this information on
make a careful record of what was said.
You should NEVER:
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take photographs of injuries
examine marks/ injuries solely to assess whether they may have been caused
by abuse (there may be a need to give appropriate first aid)
investigate or probe, aiming to prove or disprove possible abuse – never ask
leading questions
make promises to children about confidentiality or keeping ‘secrets’
assume that someone else will take the necessary action
jump to conclusions or react with shock, anger or horror
speculate or accuse anybody
confront another person (adult or child) allegedly involved
offer opinions about what is being said or about people allegedly involved
forget to record what you have been told
fail to pass the information on to the correct person
ask a child to sign a written copy of the disclosure or a ‘statement’.
In regard to children with communication difficulties or those who use
alternative/augmented communication systems, staff may need to take extra care to
ensure that signs of abuse and neglect are identified and interpreted correctly, but
concerns should be reported in exactly the same manner as for other children.
Record keeping
Well-kept records are essential in situations where it is suspected or believed that a
child may be at risk from harm. This will include any unexplained bruising, marks or
signs of possible abuse or neglect. In all year groups existing injuries are always
recorded and logged.
Records should:
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state who was present, time, date and place
use the child’s words wherever possible
be factual/state exactly what was said
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differentiate clearly between fact, opinion, interpretation, observation and/or
allegation
be written in ink and signed by the recorder.
Records about child protection or pertaining to welfare concerns or issues, including
EHA paperwork, will be retained securely and separately to the curriculum records of
the child. If the child moves to another school or education setting, these records will
be suitably redacted in regard to the identification of other children or adults and sent in
a timely and secure manner to the DSL of the receiving school or college
http://education.staffordshire.gov.uk/Pupil-Support/Families-First-in-School/Educationsafeguarding-support/Policies-and-procedures/Policies-and-Procedures.aspx)
Attendance at Child Protection Conferences
The DSL or their deputy will be expected to attend the initial Child Protection
Conference and Reviews, and provide a written report. Parents should be informed of
what is in the report as there should be no surprises about the information shared at a
Child Protection Conference.
If a child is made subject to a Child Protection Plan it may be more relevant for the
class teacher or head of year to attend the subsequent core group meetings and they
will be given appropriate support around safeguarding issues by the DSL.
Safer Recruitment
When recruiting new members of staff, the school follows the government guidance
‘Keeping Children Safe in Education’ 2015 and safer recruitment principles, and has
due regard to the Safeguarding Vulnerable Groups Act 2006 and The Protection of
Freedoms Act 2012
The school has separate written recruitment and selection procedures in place and
ensures that enhanced DBS checks are undertaken in line with government guidance,
that appropriate references are obtained, qualifications are verified, and that
successful applicants for qualified teacher posts are checked against the ‘prohibition of
teachers’ list. In accordance with regulations and ‘Keeping Children Safe in Education’
2015, the school retain a ‘single central record’ of when the appropriate checks are
undertaken in regard to relevant staff.
Safer recruitment training has been undertaken by senior members of staff and
appropriate Governors who sit on recruitment panels in accordance with guidance and
best practice principles.
Induction and Training
All staff are encouraged to read the full government guidance ‘Keeping Children Safe in
Education’ 2015 and have been given a copy of part one of this guidance which they
must read. Staff sign to confirm they have read this.
Newly appointed staff and volunteers have a robust induction into the safeguarding
procedures when they join the school. They will be made aware of the Staffordshire
Safeguarding Children Board procedures (www.staffsscb.org.uk) as part of that
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induction programme, and be given a copy of part one of ‘keeping children safe in
education’ 2015, the school/college safeguarding policy and the staff code of conduct.
Staff will also attend appropriate child protection / safeguarding training to enable staff
to identify signs of possible abuse and neglect and respond in a timely and appropriate
way, in accordance with the SSCB training strategy, within 6 months of joining the
school. The child protection and safeguarding training given to each member of the
organisation will be refreshed and updated at least every three years. The DSL will
retain records of all child protection and safeguarding training accessed by staff and
volunteers.
The Designated and Deputy Designated Safeguarding Leads will attend Staffordshire
Safeguarding Board Courses at Level Two and above at least every 2 years in order to
maintain continuous professional development and comply with statutory guidance and
the SSCB training strategy. The DSLs will cascade relevant safeguarding information
and training to staff in the school and enable relevant staff to attend specific training
events.
Professional support
This school recognises the importance of professional reflective support for staff when
working with vulnerable children, particularly in relation to child protection cases.
Arrangements are in place for the Designated Safeguarding Leads to have regular and
scheduled professional support. The Designated Safeguarding Leads offer appropriate
support to other staff within the school /college according to need or at their request.
Providing a safe working culture
Jerome Primary School has implemented a staff code of conduct which applies to all
permanent and temporary staff, and adult volunteers working in this organisation. Staff
and volunteers are in a position of trust. All staff and volunteers must seek to minimise
the risk of any situation arising in which children are put at risk, or misunderstandings
about their behaviours towards children can occur or be perceived. Staff and
volunteers must adhere to the staff code of conduct and follow the safer working
practice guidance given by this organisation. Our staff code of conduct includes
expectations about staff behaviours including outside of the working environment,
staff/pupil relationships and communications including the use of social media. Any
reason for staff to be having personal, social contact with pupils at the school must be
explained to the Head teacher with the rationale and any safeguarding actions required
will be recorded.
Under the Sexual Offences Act 2003 it is a criminal offence for anyone working in an
education setting to have a sexual relationship with a pupil or student, even when the
pupil/student is over the age of consent but under 18 years of age.
Staff are advised to use the following sensible precautions when working alone with
children:
 Avoid working in isolation with children unless thought has been given to
safeguards
 work in a room where there is a glass panel in the door or leave the door open
 Make sure that other adults visit the room occasionally
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Do not give pupils lifts home in your car (unless this has been specifically
agreed by senior management)
Any use of physical force or restraint involving pupils/students will be carried out and
documented in accordance with the relevant physical intervention policy. If it is
necessary to use physical intervention (for example to prevent the child hurting
themselves or others), parents will be informed. Children who attend our setting will not
be punished by any form of hitting, slapping, shaking or other degrading treatment,
including verbal abuse.
Governors at this school recognise their responsibility to remain vigilant and ensure that
all staff and volunteers are, and remain, suitable to work with children. As we have
EYFS pupils on site and any member of staff may be asked to care for these pupils
ensure that all staff comply with the Child Care Act 2006 and Childcare Disqualification
Regulations 2009. Therefore adults who work at Jerome are required to inform the
Head Teacher if they have, or during the course of their employment, are convicted for
a relevant offence which disqualifies them from working with children. They must also
inform the Head Teacher if they live in the same household as a person who is, or
becomes, disqualified because they have committed a relevant offence against a child
or adult. In such cases the worker is required to seek a waiver from Ofsted to allow
them to continue to work with this cohort of children. Whilst the application for a waiver
is being considered by Ofsted, the school /college will take appropriate measures in
regards to staffing, which may include re-deployment or suspension.
(In addition, irrespective of the age group worked with), any staff member, volunteer or
governor who becomes the subject of a police investigation in relation to physical or
sexual offences against adults or children, or are charged with such a criminal offence,
must inform the Head Teacher. Staff must disclose any convictions, cautions, court
orders, reprimands and warnings which may affect their suitability to work with children
whether received before, or during, their employment at the school. (This would not
include ‘spent’ convictions under the Rehabilitation of Offenders Act). The Head
teacher will discuss any potential safeguarding matters with the Local Authority
Designated Officer (LADO) and any required action will be agreed.
Any staff member, volunteer or governor whose own children become subject to child
protection investigations must inform the Head teacher. The head teacher will discuss
with the LADO in accordance with SSCB procedures for dealing with allegations
against adults who work in a position of trust with children (SSCB procedure 4a).
Appropriate action will be agreed.
Staff have a professional duty to report concerns about the conduct of other adults
working in the school if there are indications that a child or children could be at risk of
harm. Adults working in this school are encouraged to raise any concerns about
conduct or practice so that this can be addressed appropriately. Allegations of abuse
made against adults working in the school, whether historical or current, should be
reported to the head teacher (or, if the allegation is against the head teacher, it should
be reported to the Chair of Governors). Adults working in the school are also able to
follow the ‘Whistle Blowing Policy’ if they feel unable to follow standard procedures
relating to an allegation against staff. Staff raising genuine concerns, even if, on
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investigation, these concerns are not substantiated, will be supported by the senior
leadership team, and their employment protected.
Staff who fail to follow the school / college policies and procedures for safeguarding
and promoting the welfare of children may be subject to disciplinary procedures.
Allegations of abuse against a person working in a position of trust
Children can be the victims of abuse by those who work with them in any setting. All
allegations of abuse of children in relation to any staff member or volunteer is therefore
taken seriously.
In line with government guidance and SSCB procedures, the Head Teacher/ Chair of
Governors will contact a Local Authority Designated Officer (LADO) to discuss the
allegation if the concerns are that an adult in a position of trust has:
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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 he or she would
pose a risk of harm to children(Keeping Children Safe in Education April 2015)
This initial discussion will establish the validity of any allegation under SSCB
procedures (www.staffsscb.org.uk procedure 4A) and if child protection enquiries may
be required due to a child having possibly suffered, or being at risk of suffering,
‘significant harm’. If this is the case a referral will be raised with the relevant social care
safeguarding team and a section 47 child protection strategy meeting will be convened
that the head teacher/ Chair of Governors will attend.
If an individual child is not identified but there are concerns about the behaviour of a
person in a position of trust which require consideration by other agencies or
organisations, the LADO will convene a Positon of Trust Meeting (POT) to consider the
issues and any action required.
The fact that a member of staff offers to resign will not prevent the allegation procedure
and any necessary disciplinary action reaching a conclusion.
The decision of the strategy/Joint evaluation meeting could be:
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investigation by children’s social care
police investigation if there is a criminal element to the allegation
single agency investigation completed by the school which should involve the
senior HR advisor for the school.
If the matter does not meet the threshold for intervention by other agencies, but
concerns remain about the conduct of a person in position of trust working with
children, the school will undertake investigatory and, if appropriate, disciplinary action.
Referrals to the Disclosure and Barring Service (DBS) will be made by the school when
necessary in line with current guidance.
Specific Safeguarding Issues
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Identifying cases of female genital mutilation (FGM) and Forced Marriage
Any indications that Female Genital Mutilation (FGM) or Forced Marriage are
imminent, or have already taken place, will be dealt with under the child protection
procedures outlined in this policy. In support of this provision, we will do everything that
we can to ensure that:
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Our school is an ‘open environment’, where students feel able to discuss
issues that they may be facing
the Designated Safeguarding Leads have a good understanding of the issues
surrounding FGM and Forced Marriage and access relevant training
advice and signposting is available for accessing additional help, e.g. the
NSPCC’s helpline, ChildLine services, Forced Marriage Unit
awareness raising about FGM is incorporated in the school safeguarding
training so that all staff and volunteers are able to identify indicators.
If there is a disclosure of abuse of this kind, or staff are concerned for any other
reason, they are advised:
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to alert the DSL to their concerns. This member of staff will then refer
concerns to children’s social care, who will inform the police if they need
assistance. If a pupil has disclosed that they are at risk in this way, the case
will still be referred to social care even if it is against the pupil’s wishes.
not to consult or discuss with the pupil’s parents or family, or others within the
community.
E-Safety
The growth of different electronic media in everyday life and an ever developing variety
of devices including PC’s, tablets, laptops, mobile phones, webcams, gaming consoles
etc. place an additional risk on our children.
Internet chat rooms, discussion forums or social networks can all be used as a means
of contacting children and young people with a view to grooming them for inappropriate
or abusive relationships. The anonymity of the internet allows adults, often pretending
to be children, to have conversations with children and in some cases arranging to
meet them.
Access to abusive images is not a ‘victimless’ act as it has already involved the abuse
of children. The internet has become a significant tool in the distribution of indecent
photographs of children and should be a concern to all those working with pupils at this
school.
Pupils can engage in or be a target of cyberbullying using a range of methods including
text and instant messaging to reach their target. Mobile phones are also used to
capture violent assaults of other children for circulation (happy slapping), or distributing
indecent images of children (e.g. sexting).
Jerome Primary School utilise the curriculum (particularly PSHE, and sex and
relationship education) to raise awareness of safeguarding issues so that children are
able to recognise the indicators of, for example, grooming behaviours, so that the risks
of being drawn into sexual exploitation, or being subjected to abuse, are minimised.
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Further, in order to help protect our pupils
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Software is in place to minimise access and to highlight any one accessing
inappropriate sites or information
Pupils are encouraged to discuss openly their use of technology and anything
which makes them feel uncomfortable. (If this results in child protection
concerns the school’s Designated Safeguarding Lead will be informed
immediately)
Pupils / students should not give out their personal details, phone numbers,
schools, home address, computer passwords etc.
Pupils and staff should adhere to the school policy on mobile phones.
The police will be involved if there is any criminal element to misuse of the internet,
phones or any other form of electronic media.
Storage of Mobile Phone, Images of children (Early Years Framework 2014) – there is
a ban on the use of any mobile phone in our EYFS area. This applies to all members of
staff and visitors to the setting, including parents.
Child Sexual Exploitation (CSE)
Sexual exploitation of children involves situations where young people receive
‘something’ (e.g. food, accommodation, drugs, alcohol, cigarettes, affection, gifts,
money) as a result of them performing sexual activities. Child sexual exploitation can
occur through the use of technology without the child’s immediate recognition; for
example being persuaded to post sexual images on the Internet/mobile phones without
immediate payment or gain. In all cases, those exploiting the child have power over
them by virtue of their age, gender, intellect, physical strength and/or economic or other
resources. Violence, coercion and intimidation are common.
Children do not become entrenched in CSE without first being subjected to targeted
grooming or opportunistic abuse. Systemic sexual abuse is the final stage in a process.
This school recognises that pupils may be targeted for sexual exploitation, and staff will
be vigilant for the indicators and report concerns to the DSL. All staff receive
awareness training about CSE. The DSL is conversant with the SSCB procedure (4H)
and will share information with parents and carers, and the police and social care in
appropriate circumstances. We will work with other agencies on plans to protect
children who are deemed to be at risk of exploitation.
This school believes that children need to understand how perpetrators groom children
for exploitation. We will use appropriate resources in a sensitive and responsible way
to educate young people about grooming behaviours, the risk of being drawn into
exploitation, possible consequences, and ways of protecting themselves from the risk
of sexual exploitation.
Children missing education (CME)
15
This school is aware of, and implements in full, the requirements of the statutory
guidance for children and young people who are missing from home and/or from
education. Local procedures for notifying the local authority and parents are available,
understood and followed. Comprehensive records are held and shared between the
relevant agencies to help and protect children.
Preventing Extremism and Radicalisation
As part of our safeguarding ethos we encourage pupils to respect the fundamental
British values of democracy, the rule of law, individual liberty and mutual respect, and
tolerance of those with different faiths and beliefs. We ensure that partisan political
views are not promoted in the teaching of any subject in the school and where political
issues are brought to the attention of the pupils; reasonably practicable steps have
been taken to offer a balanced presentation of opposing views to pupils. We also have
a duty under the Counter Terrorism Act 2015 to have due regard to the need to prevent
people from being drawn into terrorism. Any prejudice, discrimination or extremist
views, including derogatory language, displayed by pupils or staff will always be
challenged and where appropriate dealt with in line with our Behaviour and Discipline
Policy for pupils or the Staff Code of Conduct. We will share information with the First
Response Team and/ or the Staffordshire police Prevent team when appropriate. We
will also work with Staffordshire’s Channel Panel in relevant circumstances. Channel is
a key element of the Prevent Strategy. It is a multi-agency approach to protect people
at risk of radicalisation. Channel uses existing collaboration between local authorities,
statutory partners, the police and the local community to identify individuals at risk of
being drawn into terrorism, assess the nature and extent of that risk and develop the
most appropriate support for the individuals concerned.
All staff receive awareness raising and training in regard to preventing extremism and
radicalisation
Resources
Section 175 of the Education Act 2002 puts an explicit duty on governing bodies to
ensure their functions are exercised with a view to safeguarding and promoting the
welfare of pupils. The governing body will therefore ensure that sufficient resources are
made available to enable the necessary tasks to be carried out properly under
Staffordshire Safeguarding Children Board procedures including attending meetings,
collating and writing assessment reports, and staff training. The governing body will
also ensure that all Governors have an understanding of safeguarding issues and the
policies and procedures that are in place in school to safeguard and promote the
welfare of all pupils in the school. Safeguarding awareness will be addressed through
the curriculum as appropriate to ensure all the pupils understand what is meant by
safeguarding and how they can be safe.
16
Key documents referred to and underpinning this policy are:
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Working Together to Safeguard Children 2015 (DfE)
https://www.gov.uk/government/publications/working-together-to-safeguardchildren
Staffordshire Safeguarding Children Board Procedures (online)
www.staffsscb.org.uk/professionals/procedures//
Staffordshire Safeguarding Children Board Training Catalogue (online)
www.staffsscb.org.uk/professionals/Inter-Agencytraining/events/
Keeping Children Safe in Education April 2015 (DFE)
www.gov.uk/government/uploads/system/uploads/attachment_data/file/30030
9/KCSIE_gdnce_FINAL.pdf
Disqualification under the Child Care Act 2006
https://www.gov.uk/government/publications/disqualification-under-thechildcare-act-2006
Information Sharing Advice for practitioners providing safeguarding services
HM Gov 2015 https://www.gov.uk/government/publications/safeguardingpractitioners-information-sharing-advice
Staffordshire Policy and guidance on the use of Restrictive Physical
Interventions (including restraint) in mainstream schools
The Children Act 1989 and 2004
Education Act 2002
What to do if you’re worried a child is being abused – March 2015 - advice for
practitioners (HM Gov) https://www.gov.uk/government/publications/what-todo-if-youre-worried-a-child-is-being-abused
Jerome Primary School Whistle Blowing policy - see school website –
policies - safeguarding
Staffordshire e-safety Tool Kit
Children Missing from Education Policy
www.staffordshire.gov.uk/education/welfareservice/missing/CMEReferral/Children-Missing-Education-Policypdf.pdf
Early Years Statutory Framework
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/
335504/EYFS_framework_from_1_September_2014__with_clarification_note.
pdf
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The Designated Safeguarding Lead (DSL) in this school / college is:
Claire Sarginson – Head Teacher
The Deputy Designated Safeguarding Lead(s) in this school / college is/are:
Stephanie Taylor – Assistant Head Teacher
Becky Ball – Assistant Head Teacher
The Nominated Governor for Safeguarding is:
Mike Brothwell
The Chair of Governors is: Mike Brothwell
ADOPTED BY GOVERNORS ON; 24/06/2015
REVIEW
June 2016
Further advice on Safeguarding matters can also be obtained from:
First Response Team including LADO advice: 0800 1313126.
Emergency Duty Team (for out of office hours referrals for children) : 0845 6042886.
Staffordshire Prevent Team
Tel: 01785 238239 or 01785 233109
Email: prevent@staffordshire.pnn.police.uk
LST – 01543 512 318
Alison Rutherford – 07815827392
Julie Roper - 07773791566
Staffordshire County Council - Education Safeguarding Advice Service 01785 895836;
Email
esas@staffordshire.gov.uk
Website Staffordshire Education Safeguarding Advice
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Additional Safeguarding Procedures at Jerome.
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Level 1 training for all staff repeated every three years. Last training 1 st June 2015
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Headteacher and one governor to attend safer recruitment training, repeated every two years.
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Whistle blowing policy to be reviewed by staff and governors annually.
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Safeguarding policy to be reviewed annually.
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The Headteacher meets with Lunchtime supervisors each half term. The opportunity is taken to
communicate concerns or update lunchtime organisation
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Red concern forms to be completed by staff and monitored by Headteacher.
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All staff are able to call ‘First Response’ if they have a concern.
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The ‘First Response’ number in all classrooms, the hall, entrance and staffroom.
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Volunteers working regularly with children have completed the CRB process.
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Visitors sign in and wear visitor stickers. All visitors are given a safeguarding leaflet to explain
school procedures.
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Children are encouraged to report unknown persons without visitor badges on the school
premises or waiting near the school perimeter.
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Incident records are collated every half term to look for repetitive behaviours as this may signify
safeguarding issues.
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Parents are contacted as soon as possible to support children in their physical, emotional and
academic development.
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Confidentiality forms are signed by all staff and governors. Children’s details are shared on a
strictly need to know basis.
Level 2 training for designated and deputy child protection teachers repeated every two years. –
BB and ST February 2014, CS June 2015
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Preventing extremism and radicalisation – specific policy
Jerome Primary School is committed to providing a secure environment for pupils,
where children feel safe and are kept safe. All staff and volunteers working at
Jerome Primary school recognise that safeguarding is everyone’s responsibility
irrespective of the role they undertake or whether their role has direct contact or
responsibility for children or not.
Under the Counter Terrorism and Security Act 2015 the school also has a statutory
duty to have due regard to the need to prevent people from being drawn into
extremism.
This policy is one element within our overall school arrangements to Safeguard and
Promote the Welfare of all Children in line with our statutory duties set out in section
175 of the Education Act 2002 and should be read in conjunction with the school’s
Safeguarding Policy.
This Policy also draws upon the guidance contained in:
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the Staffordshire SSCB Procedures and DfE Guidance Keeping Children Safe
in Education, 2015
DCSF Resources Learning Together to be Safe
Prevent: Resources Guide,
Tackling Extremism in the UK
DfE’s “Teaching Approaches that help Build Resilience to Extremism among
Young People
Peter Clarke’s Report of July 2014.
School Ethos and Practice – countering extremism
When operating this policy Jerome Primary School uses the following accepted
Governmental definition of extremism which is:
‘Vocal or active opposition to fundamental British values, including democracy, the
rule of law, individual liberty and mutual respect and tolerance of different faiths and
beliefs; and/or calls for the death of members of our armed forces, whether in this
country or overseas’.
There is no place for extremist views of any kind in our school, whether from internal
sources – pupils, staff or governors, or external sources - school community,
external agencies or individuals. Our pupils see our school as a safe place where
they can legitimately be supported to explore controversial issues safely in a learning
context and where our teachers encourage and facilitate this – we have a duty to
ensure this happens in order to secure common values and ethos of diversity,
inclusion and democracy and the central tenants of British values.
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As a school we recognise that extremism and exposure to extremist materials and
influences can lead to risks for children and so should be addressed as a
safeguarding concern as set out in this policy. We also recognise that if we fail to
challenge extremist views we are failing to protect our pupils.
Extremists of all persuasions aim to develop destructive relationships between
different communities by promoting division, fear and mistrust of others based on
ignorance or prejudice and these limit the life chances of young people. Education is
a powerful weapon against this; equipping young people with the knowledge, skills
and critical thinking, to challenge and debate in an informed and balanced way.
Therefore we will provide a broad and balanced curriculum, delivered by skilled
professionals, so that our pupils are enriched, with understanding and become
tolerant of difference and diversity to ensure that they thrive, feel valued and are not
marginalised. Furthermore at Jerome Primary School we are aware that young
people can be exposed to extremist influences or prejudiced views from an early age
which emanate from a variety of sources, including via the internet, and
consequently pupils may be at risk of reflecting or display views that may be illinformed, discriminatory, prejudiced or extremist, including using derogatory
language.
Any such behaviour displayed by pupils or staff will always be challenged and where
appropriate dealt with in line with our Behaviour and Discipline Policy for pupils and
the Code of Conduct for staff (school insert hyper link). Where misconduct by a
teacher is proven the matter will be referred to the National College for Teaching and
Leadership for their consideration as to whether a Prohibition Order is warranted.
As part of wider safeguarding responsibilities school staff will be alert to:
• Disclosures by pupils of their exposure to the extremist actions, views or materials
of others outside of school, such as in their homes or community groups.
• Graffiti symbols, writing or art work promoting extremist messages or images
• Pupils accessing extremist material online, including through social networking
sites
• Parental reports of changes in behaviour, friendship or actions and requests for
assistance
• Partner schools, local authority services, and police reports of issues affecting
pupils in other schools or settings
• Pupils voicing opinions drawn from extremist ideologies and narratives
• Use of extremist or ‘hate’ terms to exclude others or incite violence
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• Intolerance of difference, whether secular or religious or, in line with our equalities
policy, views based on, but not exclusive to, gender, disability, homophobia, race,
colour or culture
• Attempts to impose extremist views or practices on others
• Anti-Western or Anti-British views
Our school will closely follow any locally agreed procedure as set out by the Local
Authority and/or Staffordshire Safeguarding Children Board, including agreed
processes and criteria for safeguarding individuals vulnerable to extremism and
radicalisation.
Teaching Approaches - Building Resilience
We will all strive to eradicate the myths and assumptions that can lead to some
young people becoming alienated and disempowered, especially where the narrow
approaches some children may experience elsewhere may make it harder for them
to challenge or question these radical influences. In our school this will be achieved
by good teaching, including via PSHE. We will adopt the methods outlined in the
Government’s guidance ‘Teaching approaches that help build resilience to
extremism among young people’ DfE 2011 and Promoting fundamental British
values as part of SMSC in schools - Departmental advice for maintained schools,1
November 2014.
We will ensure that all of our teaching approaches help pupils to build resilience to
extremism and give pupils a positive sense of identity through the development of
critical thinking skills. We will ensure that all of our staff are equipped to recognise
extremism and are skilled and confident enough to challenge it.
We will be flexible enough to adapt our teaching approaches, as appropriate, so as
to address specific issues and be relevant to the current issues and insight into
extremism and radicalisation. In doing so we will apply the ‘key ingredients’ see
Appendix A, and we will apply the methodologies set out in that document following
the three broad categories of:
• Making a connection with young people using a pupil centred approach
• Facilitating a ‘safe space’ for dialogue
• Equipping our pupils with the appropriate skills, knowledge, understanding and
awareness for resilience
Therefore this approach will be embedded within the ethos of our school so that
pupils know and understand what safe and acceptable behaviour is in the context of
extremism and radicalisation. This will work in conjunction with our schools approach
to the spiritual, moral, social and cultural development of pupils as defined in
OfSTED’s School Inspection Handbook September 2015 and will include the sound
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use of assemblies to help further promote this rounded development of our pupils
and utilising the joint agreed syllabus for religious education and the guidance
produced by Staffordshire’s Standing Advisory Council on Religious Education
(SACRE).
Our goal is to build mutual respect and understanding and to promote the use of
dialogue not violence as a form of conflict resolution. We will achieve this by using a
curriculum that includes:
• Citizenship programmes
• Open discussion and debate
• Work on anti-violence and a restorative approach addressed throughout the
curriculum
• Focussed educational programmes
We will also work with local partners, families and communities in our efforts to
ensure our school community understands and embraces the local context and our
values in challenging extremist views, to assist in the broadening of our pupil’s
experiences and horizons. We will help support pupils who may be vulnerable to
adverse influences as part of our wider safeguarding responsibilities and where we
believe a pupil is being directly affected by extremist materials or influences we will
ensure that that pupil is safeguarded, supported and offered mentoring intervention.
Additionally in such instances our school will seek external support from the Local
Authority and/or local partnership structures working to prevent extremism.
Through these measures we will promote the values of democracy, the rule of law,
individual liberty, mutual respect and tolerance for those with different faiths and
beliefs. We will teach and encourage pupils to respect one another and to respect
and tolerate difference, especially those of a different faith or no faith. It is indeed our
most fundamental responsibility to keep our pupils safe and prepare them for life in
modern multi-cultural Britain and globally.
Use of External Agencies and Speakers
At Jerome Primary School we basically encourage the use of external agencies or
speakers to enrich the experiences of our pupils, however we will positively vet, risk
assess those external agencies, individuals or speakers who we engage to provide
such learning opportunities or experiences for our pupils. Such vetting is to ensure
that we do not unwittingly use agencies that are inconsistent with, or are in compete
opposition to, the school’s values and ethos and our duties in regard to this and our
Safeguarding policy. We must be aware and clear of benefit to pupils through such
activity.
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Our school will assess the suitability and effectiveness of input from external
agencies or individuals to ensure that:
• Any messages communicated to pupils are consistent with the ethos of the school
and do not marginalise any communities, groups or individuals
• Any messages do not seek to glorify criminal activity or violent extremism or seek
to radicalise pupils through extreme or narrow views of faith, religion or culture or
other ideologies
• Activities are properly embedded in the curriculum and clearly mapped to schemes
of work to avoid contradictory messages or duplication.
• Activities are well-managed, fully supervised and subject to robust safeguarding
procedures.
Activities are matched to the needs of pupils
• Activities are carefully evaluated by schools to ensure that they are effective
That the ethos of our school is to encourage pupils to understand diverse views and
ideologies, appropriate to their age, understanding and abilities, and to be able to
actively engage in informed debate, and we may appropriately permit the use
external agencies or speakers to facilitate and support this.
Therefore by delivering a broad and balanced curriculum, augmented by the use of
external sources where appropriate, we will strive to ensure our pupils recognise risk
and build resilience to manage any such risk to themselves or their peers where
appropriate to their age and ability but also to help pupils develop the critical thinking
skills needed to engage in informed debate as part of a wider community.
Referring Concerns
Where there are concerns of extremism or radicalisation parents, pupils and staff will
be encouraged to make use of our internal systems to raise any issue with senior
management. Our lead person for Prevent is the Designated Safeguarding Lead
who would normally be the first point of contact should there be concerns. If for any
reason this creates a difficulty for the referrer, they can contact the Local Authority
‘Prevent’ co-ordinator, First Response Team, Education Safeguarding Advice
Service or Ofsted, depending on the level of concern. Contact details for these
agencies can be found at the end of this policy document
Staff should refer to the School Whistle Blowing Policy under which they are entitled
to employment protection for raising genuine concerns outside of the school
environment.
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Child Protection
Please refer to our Safeguarding Policy for the full procedural framework on our
Child Protection duties.
Staff will be alert to the fact that whilst Extremism and Radicalisation are managed
as a safeguarding issue there may be some instances where a child or children may
be at direct risk of harm or neglect. For example; this could be due to a child
displaying risky behaviours in terms of the activities they are involved in or the
groups they are associated with or staff may become aware of information about a
child’s family that may indicate a child at risk of harm. (These examples are for
illustration and are not definitive or exhaustive)
Therefore all adults working at our school (including visiting staff, volunteers,
contractors, and students on placement) are required to report instances where they
believe a child may be at risk of harm or neglect to the Designated Safeguarding
Lead or Headteacher who will make a referral to children’s social care or the
Staffordshire Prevent team when appropriate.
The Designated Safeguarding Lead works in line with the responsibilities as set out
at Annex B of the DfE Guidance ‘Keeping Children Safe in Education’ 2015.
The Designated Safeguarding Lead is the focus person and local ‘expert’ for school
staff, and others, who may have concerns about an individual child’s safety or wellbeing and is the first point of contact for external agencies. In line with
Recommendation 2 of Peter Clarke’s Report; the role of our Designated
Safeguarding Lead will be extended, at the appropriate time, to include the
responsibilities of the PREVENT strand of the Government’s counter-terrorism
strategy.
Training
All staff, including temporary staff and volunteers will receive an induction in regard
to our Safeguarding policy and procedures. This will include information and
guidance about our duty to prevent people from being drawn into terrorism.
Whole school in-service training in regard to safeguarding and child protection will be
organised for staff, governors and volunteers at least every three years and will
comply with the prevailing arrangements approved by Staffordshire Safeguarding
Children Board and will, in part, include awareness raising on extremism and
radicalisation and its safeguarding implications.
The Designated Safeguarding Lead will attend appropriate and relevant training
courses in regard to safeguarding children, including the appropriate inter-agency
training organised by the Safeguarding Children Board at least every two years.
This will include accessing training on extremism and radicalisation and its
safeguarding implications. The Designated Safeguarding Lead will ensure that all
adults working in the school receive appropriate levels of training, guidance and
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support in regard to safeguarding children from extremism and radicalisation on
recorded regular basis.
Recruitment and staff conduct
The arrangements for recruiting all staff, permanent and volunteers, to our school will
follow guidance for safer recruitment best practice in education settings, including,
but not limited to, ensuring that DBS checks are always made at the appropriate
level, that references are always received and checked and that we complete and
maintain a single central record of such vetting checks. We will apply safer
recruitment best practice principles and sound employment practice in general and in
doing so will deny opportunities for inappropriate recruitment or advancement.
We will be alert to the possibility that persons may seek to gain positions within our
school so as to unduly influence our school’s character and ethos. We are aware
that such persons seek to limit the opportunities for our pupils thereby rendering
them vulnerable to extremist views and radicalisation as a consequence. Therefore,
by adhering to safer recruitment best practice techniques and by ensuring that there
is an ongoing culture of vigilance within our school and staff team we will minimise
the opportunities for extremist views to prevail.
Referrals to the Staffordshire LADO service will be made when appropriate as per
statutory guidance and our Safeguarding Children Policy. Hyper link
Role of Governing Body
The Governing Body of our School will undertake appropriate training and updating
to ensure clarity about their role and the parameters of responsibilities as Governors,
including their statutory safeguarding duties. The Governing Body of our school
shapes the ethos and values of our school and will support the school in tackling
extremism and radicalisation.
In line with Recommendation 13 of Peter Clarke’s report details of our Governing
Body are published on our school website to promote transparency.
In line with the provisions set out in the DfE guidance ‘Keeping Children Safe in
Education, 2015 the governing body will challenge the school’s senior management
team on the delivery of this policy and monitor its effectiveness.
Governors will review this policy regularly (annually) and may amend and adopt it
outside of this timeframe in accordance with any new legislation or guidance or in
response to any quality assurance recommendations pertaining to the delivery of this
policy and the overall safeguarding arrangements made.
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Contact details:
First Response Team (re concerns that an identified Staffordshire child or children
are at risk or LADO referrals) 0800 1313 126
Emergency Duty Service (children’s social care) 0845 6042 886
Staffordshire Prevent Team: Tel: 01785 238239 or 01785 233109
Email: prevent@staffordshire.pnn.police.uk
Education Safeguarding Advice Service (Staffordshire) – 01785 895836
Ofsted contact centre 0300 123 1231
References:
Staffordshire Safeguarding Children Board procedures can be found on:
www.staffsscb.org.uk
SSCB Procedure 6L: Safeguarding People who are vulnerable to being drawn into
violent extremism and / or terrorism in Staffordshire & Stoke on Trent
Prevent Duty Guidance: https://www.gov.uk/government/publications/protectingchildren-from-radicalisation-the-prevent-duty
Ofsted Handbook 2015 https://www.gov.uk/government/publications/schoolinspection-handbook-from-september-2015
Keeping Children Safe in Education 2015:
Prevent Duty June2015 highlighted training:
http://course.ncalt.com/channel_Awareness/01/index.html
UK Safer Internet Centre:
www.saferinternet.org.uk
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Appendix A – Teaching approaches to building resilience in children and young people
Push Factors
Factors which push/make an individual
vulnerable to extremist messages
Lack of excitement, frustration
Lack of a sense of achievement seen as
significant. Lacking purpose/confidence
in the future/life goals.
Lacking an outlet for views
Key Ingredients
Pull Factors
Teacher confidence and skills in dealing with difficult and sensitive issues
Teacher attitude/behaviours
 Need to be able to admit that do not necessarily know the answers
 Able to acknowledge that controversial issues/matters exist
 Willingness to seek help when not sure what to do/how to assist
 Understanding that they have a role to play re this agenda
Specific knowledge
 Some understanding of other cultures and religions and belief systems
 Knowledge of alternate values framework
Teaching pedagogy
 Working with pupils to enable them to develop critical thinking skills ( to
be able to see through propaganda…
 Enabling pupils to see multiple perspectives
 Enabling pupils to deal with difficult situations
 Utilizing multiple resources/methods
 Working with young people to enable them to develop and have pride
in sense of self and sense of having multiple identities
 Linking school work with the wider community
Gaps in knowledge and or
understanding of Islam both young
people and their parents
A sense of injustice
Actual or perceived humiliating
experiences. This may be linked to
sense of injustice. The experiences may
be of being bullied, put down etc
Exclusion – a lack of belonging to
peer/community networks, groups etc.
Factors that draw young people into extremist
messages
Confident and charismatic recruiters
Networks/sense of belonging
Persuasive clear message which exploit knowledge
gaps
Wider community views which promote extremist
views or do not actively oppose extremism
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Appendix B – Referral Pathway
Prevent
What do I do if I have concerns about an individual in relation to
extremism or radicalisation?
If you have concern about an individual in relation to extremism or radicalisation, you can
refer to the Prevent Team. They will be able to offer appropriate advice and guidance and
will refer into the Channel process, if required.
Prevent Co-ordinator
Tel: 01785 232054
Email: Calum.Forsyth@staffordshire.pnn.police.uk
Prevent Team
Tel: 01785 238239 or 01785 233109
Email: prevent@staffordshire.pnn.police.uk
What is Channel?
Channel is a key element of the Prevent Strategy. It is a multi-agency approach to protect
people at risk of radicalisation. Channel uses existing collaboration between local authorities,
statutory partners, the police and the local community to identify individuals at risk of being
drawn into terrorism, assess the nature and extent of that risk and develop the most
appropriate support for the individuals concerned.
More information about Channel can be found at:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/118194/chann
el-guidance.pdf
What happens once I have raised a concern about an individual
with the Prevent Team?
Prevent Team Officers would liaise with you to discuss your concerns. They would complete
a vulnerability assessment for the individual (either by engaging directly with them or based
on information given by the referrer, depending on the circumstances).
The information would then be used to make a decision as to whether the case needed to be
discussed at the next Channel meeting, where the assessment is discussed and agencies
are invited to contribute any shared knowledge about the individual from their own area of
business. The vulnerability assessment scoring is also discussed and a decision made about
how to ensure the most suitable outcomes for the individual are achieved. If the case is not
accepted into the Channel process at this stage, it will be referred back to the Case
Management process, where appropriate alternative support and engagement for the
individual will be identified.
If an individual who has been referred to Channel is the subject of an existing statutory
process (for example, child protection processes) the Prevent Team would endeavour to
contribute to the statutory process along with the other key partners who were working
together to achieve the best outcomes for the individual concerned.
The person making the referral will be kept informed and, in many cases, would be involved
in decision-making going forward.
Policy updated June 2015
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Channel Process
The diagram shows the different stages within the Channel process:
Identification /
Initial Referral *
Not appropriate
The Channel Process
Appropriate
Preliminary Assessment
 Determine suitability (alternative support
mechanisms).
 Collective assessment of vulnerability and risk.
 Review panel decisions at 6 and 12 months.
Seek endorsement
Not appropriate
Exit
or refer to alternative support mechanism
Screening Referrals
 Screen referral to ensure there is a specific
vulnerability around radicalisation and the referral
is not malicious or misinformed.
 Maintain proper record.
* When an individual is identified
as a potential cause for concern in
relation to Prevent, a referral will
be made to Prevent Team.
Appropriate
Useful Staffordshire Contacts:
Multi-Agency Panel
 Review of vulnerability assessment and risk.
 Collective assessment of support needs.
 Develop support plan.
 Identify and procure appropriate support packs.
 Review progress.
Prevent Co-ordinator
Tel: 01785 232054
Email:
Calum.Forsyth@staffordshire.pnn.police.uk
Prevent Team
Tel: 01785 238239 or 01785 233109
Email: prevent@staffordshire.pnn.police.uk
Review
Delivery of Support
Source: ‘Channel: Protecting vulnerable people from being drawn into terrorism - A guide for local
partnerships’. HM Government, October 2012
Policy updated June 2015
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Policy updated June 2015
32