Safeguarding Arrangements and Whistleblowing
Contents
1. Purpose & Aims
2. Safeguarding Standards
3. Roles & Responsibilities
4. Children with Special Educational Needs
5. Recruitment and Induction of Staff & Volunteers
6. Whistle Blowing
7. Commitment to Good Practice
8. Safeguarding students who are vulnerable to extremism
9. Meeting Statutory Requirements & Review
10. Protecting Children from Abuse
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1. Purpose & Aims
The Tutorial Foundation’s safeguarding policy has the following aims and objectives in relation to the
protection of children:
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The welfare of children & young people is the priority of The Tutorial Foundation.
The protection of children and young people is everyone’s responsibility.
Safeguarding children and young people at The Tutorial Foundation is the duty of all Trustees,
managers, staff and volunteers.
All children and young people - whatever their age, culture, disability, gender, sexual orientation,
racial origin, language and/or religious belief - have the right to protection from harm.
All allegations and suspicions of abuse will be taken seriously and responded to swiftly and
appropriately.
The school will follow statutory and specialist guidelines in working with children and young
people when responding to all allegations and/or suspicions of abuse.
The school will seek to support all those affected by abuse.
The school will have an explicit written policy statement about vetting and barring and enhanced
DBS checks and references being required for all staff and volunteers. This will be used
throughout our recruitment documentation and advertising.
Full enhanced DBS, identity and qualification checks will be carried out on all staff, temporary
staff and volunteers. Where appropriate, work experience providers and their staff will also be
required to have DBS checks.
Staff of the school will work in close partnership with Local Safeguarding Children Boards, with
social services, the police and local child protection organisations and referral agencies in London
and in other local authority areas which place children and young people at The Tutorial
Foundation.
The Tutorial Foundation will keep this Safeguarding Policy under continuing review with a formal
review annually.
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2. Safeguarding Standards
The safeguarding manager for the school is Julia Low. Safeguarding staff are Emma Clyde and Marion
Veal.
In order to protect children and young people from abuse, the Head Teacher of The Tutorial Foundation
and responsible individuals will:
 Make this safeguarding policy and procedures document available to staff and parents and
children and young people in a suitable form (parent’s guide, children’s guide).
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Follow the procedures of the Bromley Safeguarding Children Board. Full guidance on procedures
can be found at www.bromleysafeguarding.org
 Appoint a minimum of two Designated Child Protection Officers (DCPO), one of whom will be the
Head Teacher, with relevant expertise to respond to allegations and concerns. Emma Clyde and
Marion Veal, will deputize in the role of DCPO for Julia Low.
 Record, collate, analyse and take action on safeguarding data and evaluate The Tutorial
Foundation’s safeguarding policy & procedures, including by providing regular reports where and
when appropriate.
 Ensure that data concerning safeguarding is recorded and evaluated in order to enhance the
safety and welfare of students and that regular reports are made when and where appropriate.
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Plan and resource the appropriate assessment and supervision of pupils to ensure their safety
and to ensure effective safeguarding.
Recruit all staff who work with children and young people according to ‘Safe from Harm’
principles and with reference to the guidance provided in “Keeping children safe in Education”.
This includes ensuring that all staff working with children or young people have undergone a
Criminal Record check at an enhanced level.
Ensure all Tutorial Foundation staff and volunteers are adequately trained in safeguarding policy
and procedures, including during induction and annually, and are appropriately supervised.
Ensure all staff and volunteers have effective and regularly updated training and information
about safeguarding policies and procedures at the school and in residential homes.
Ensure all staff understand and follow the school Safeguarding Policy and Procedures.
Ensure all staff are registered with their relevant professional body (if appropriate).
Ensure that appropriate recording and monitoring systems are in place.
Report all allegations and/or suspicions of abuse to the appropriate Local Authority Safeguarding
team and/or the police; the school will work in partnership with them to determine appropriate
actions.
Allegations of abuse made against members of staff of The Tutorial Foundation will be reported
immediately to the independent Local Area Designated Officer of the Bromley Safeguarding
Children Board.
Ensure that if any staff member is disciplined, dismissed, is under investigation or has left the
school prior to the conclusion of an investigation for causing emotional, psychological, physical
or sexual harm, neglect or risk of harm to children, the school is aware of its duty to refer that
person to the Independent Safeguarding Authority.
Use opportunities in the curriculum to listen to and to educate children and young people about
staying safe, about risky behaviour and about appropriate relationships.
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3. Roles & Responsibilities
The following groups and individuals will have the following roles and accountabilities in relation to The
Tutorial Foundation and in relation to ensuring effective safeguarding policy and procedures at the
school:
 The Tutorial Foundation is an independent special school registered with the Department for
Education and registered with Ofsted.
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The proprietors of the school are Julia Low and Karen Turner.
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The responsible individual for The Tutorial Foundation is Julia Low.
The Head Teacher ensures that:
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There is an open and honest culture in which everyone is confident in reporting incidents and
suspicions relating to keeping children safe from harm.
there is effective and full assessment of students on admission to The Tutorial Foundation with
full information about any abusive history
There is clear written procedural guidance and regular effective training for all school staff on
safeguarding. These would include guidance and training on disclosures, contacts between
children, contacts between staff and children, supervision of children and staff, confidentiality,
policy on lone working and behaviour support and restraint.
Training for staff will be provided regularly and at least annually and on induction by external
representatives from the Sheffield Safeguarding Children Board and by the Head Teacher and
other designated Safeguarding Officer at the school. Members of the school’s safeguarding team
will receive updated training, particularly in Child Protection every two years. The child
protection training will be multi-agency, in line with “Keeping Children Safe in Education” (2014
and 2015) and “Working Together to Safeguard Children” (2013, 2015).
All required paper and electronic forms for incidents, occurrences and safeguarding issues are
kept both in the school administrator’s office.
The school follows protocols set out in the Bromley Safeguarding Board guidance and works
effectively with the local authority, social services, the police and parents and carers.
Rapid, appropriate and effective action is taken in relation to every report about a child suffering
abuse.
All staff and volunteers have enhanced criminal records clearance and other required checks
before they are allowed to work with children.
A single register is kept by the Headteacher in a locked cupboard of all safeguarding concerns
and actions taken. Only the DCPO and those who deputise in that role have access to this.
An annual report on all safeguarding concerns is given when and where appropriate.
All prospective parents will be given a copy of the safeguarding policy upon enquiry for a place at
The Tutorial Foundation
The designated teacher for Looked After Children is the Head Teacher.
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All members of staff at The Tutorial Foundation will:
i. Report all incidents and suspicions of abuse and harm to children immediately to the Head Teacher or
another Safeguarding Officer in her absence and ensure that they have been recorded in writing
immediately and appropriately.
ii. Avoid asking leading questions or giving inappropriate guarantees of confidentiality to children and
young people, as the information they receive may need to be passed on to other agencies.
iii. Report to the police any evidence of serious abuse, incidents of children becoming involved in sexual
exploitation, unauthorized persons picking children up or contacting children or trying to make contact
with children outside the school.
iv. Report allegations or suspicions of abuse involving the Head Teacher or another member of staff at
the school to the designated officer of the Bromley Safeguarding Children Board.
4. Children with Special Educational Needs
The Tutorial Foundation will work with young people and children with a range of learning disabilities
and difficulties. These include Autistic Spectrum Disorder (ASD), Asperger’s syndrome, dyslexia,
dyspraxia, Attention Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder (ADD),
Oppositional Defiance Disorder (ODD), Behavioural, Emotional & Social Difficulties (BESD), some mental
health difficulties and Speech & Language Difficulties, such as semantic pragmatic disorder. Many
children and young people have identifiable combinations of some of these learning difficulties.
Working with groups of vulnerable children and young people such as these requires staff to adhere to
robust safeguarding protocols for the protection of vulnerable children with challenging behaviours and
for the protection of all staff and volunteers. At The Tutorial Foundation, we are committed to
excellence in safeguarding and child protection practice to support the welfare and progress of the
children and young people with special needs in our care.
5. Recruitment and Induction of Staff and Volunteers
The school is committed to safeguarding and promoting the welfare and safety of all children in its care and
expects all staff to share this commitment. Enhanced criminal records checks will be required for all staff and
volunteers. Enhanced criminal records checks are initiated and administered for the School by Chris Renew.
The school has a policy for recruitment and selection that helps to check that anyone working in school
is safe to work with children. As part of this policy, all staff and volunteers that are appointed to work in
school have an Enhanced Criminal Records check. This search highlights people who have a criminal
record or if previous allegations have been made them. If staff or prospective are found to have a
criminal record or have been barred with working with children or adults at risk, their appointment will
be rejected and the relevant Local Authority and police informed. Individuals who are not appointed on
these grounds may appeal to the Head teacher.
The Head Teacher has undertaken appropriate training on Safe Recruitment and she is always in the
interviewer for recruitment.
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New staff are inducted into safeguarding practices by one of the DCPO according to the Bromley
Safeguarding Children Board (SSCB) induction guidelines. It is the responsibility of the Head Teacher to
ascertain that new staff are familiar with procedures and policy, which affect the health and safety of all
at school but especially the children.
Volunteers or work experience providers who have regular or 1:1 contact with our vulnerable children
or young people must also have an Enhanced Criminal Records check. Visitors to the School who do not
have criminal records clearance will be accompanied by a member of staff on school premises and
under no circumstance be left alone with a child or group of children or young people.
6. Whistle Blowing
If members of staff or volunteers ever have any concerns about people working, paid or unpaid, at The
Tutorial Foundation, they have a duty to inform the Head Teacher accordingly. This can be done in
writing or verbally but staff should be prepared to discuss issues, confident in the knowledge that any
such matter will be dealt with sensitively and with the necessary degree of confidentiality. We
encourage a culture of honesty and openness. Concerns with regards to the practice of staff will be dealt
with HR support in accordance to the whistleblowing policy outlined in the staff handbook.
7. Commitment to Good Practice
The Tutorial Foundation will seek at all times to operate good practice principles and procedures in its approach
to safeguarding. Good practice will include:
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A positive and preventative curriculum that teaches children and young people how to make
good choices about healthy, safe lifestyles and how and who to ask for help if their health or
safety is threatened
Partnership with parents and carers - a commitment to an open and honest relationship with
and involvement of parents and carers at all stages of a child or young person’s education and
care.
A safe learning environment where it is okay to talk and children and young people will be
listened to; where learners feel safe in a secure environment; where they do not endure bullying,
racism or sexual harassment; where care and medical needs are met.
Inclusive practice so that all learners will be helped to fulfil their potential in an ethos/culture
where every child and young person feels included, particularly those not reaching the five
‘Every Child Matters’ outcomes for children
Safeguarding policies, procedures and guidance easily accessed documents that are understood
and used by all staff in accordance with local authority guidance, and are reviewed annually.
Well trained staff and management with appropriate levels of training; clear and confident about
what is expected of them in their day-to-day work in order to safeguard children and young
people.
Safe recruitment, selection and management practices to identify, deter, and reject people who
might abuse children or young people or are otherwise unsuited to work with them.
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High quality, integrated practice - a commitment to:
excellent initial assessment and analysis of special needs;
the early identification of children and young people with previously unidentified additional
needs;
speedy intervention with multi-agency co-operation;
effective methods of sharing information and communicating with funders, social services,
the police, referral agencies, other schools and children’s homes and parents.
We will put our commitment into practice. We will:
Be clear about safeguarding duties & responsibilities with staff, volunteers, children, young
people and parents/carers.
Discuss all safeguarding needs of a child or young person with their parent/carer as early as
possible, openly & honestly
Ensure all decisions made with the family put the safety & well-being of the child first
Arrange meetings at times & locations that enable parents/carers to attend, & consider their
wishes about who else should attend
Provide a comfortable and confidential room to talk in, where people feel they will be
listened to and their viewpoint valued
Ensure that discussions are easily understood, using appropriate means of communication
Recognise that age, development & culture can affect the understanding of an issue.
Support children and young people so that they can talk without the involvement or
knowledge of their parents/carers and so that they understand the limits of confidentiality.
Support & advise parents/carers about how to discuss issues with their child.
Intervene quickly to provide support and assessment. Include the views of other involved
practitioners, once they have been shared appropriately.
Discuss and agree all requests for support with the child and family.
Consider support networks and coping strategies for the child or young person.
Ensure support complies with our equality & diversity guidelines.
Inform the child/young person & family of the Tutorial Foundation complaints procedure.
Follow all policies and procedures with regard to individual and organisational safeguarding
roles and responsibilities.
Clearly identify a minimum of two staff with safeguarding responsibilities and ensure they
have the appropriate resources to fulfil the role.
Ensure all temporary & permanent staff & volunteers are appropriately trained in
safeguarding children, know their responsibilities & know to whom they can refer any concerns.
Monitor & support children/young people who have safeguarding needs and ensure they
are able to communicate their needs to staff and feel valued.
Provide curriculum-based awareness education of e.g. children’s needs, development,
abuse, neglect, anti-bullying, making appropriate friendships, treating others respectfully and
empathetically.
Ensure that parents understand & can fully access safeguarding policies /procedure through
our website and prospectus.
Keep confidential & securely stored safeguarding records, share information appropriately
with other agencies, attend meetings & conferences as required.
Ensure all staff are aware of how to deal with allegations of child abuse made against
members of staff, & are supported to do so and that swift and effective action is taken by the
Head Teacher in such circumstances and involving others as necessary.
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8. Safeguarding students who are vulnerable to extremism
Since 2010, when the Government published the Prevent Strategy, there has been an awareness of the
specific need to safeguard children, young people and families from violent extremism. There have been
several occasions both locally and nationally in which extremist groups have attempted to radicalise
vulnerable children and young people to hold extreme views including views justifying political,
religious, sexist or racist violence, or to steer them into a rigid and narrow ideology that is intolerant of
diversity and leaves them vulnerable to future radicalisation.
The Tutorial Foundation values freedom of speech and the expression of beliefs or ideology as
fundamental rights underpinning our society’s values. Both students and teachers have the right to
speak freely and voice their opinions. However, freedom comes with responsibility and free speech that
is designed to manipulate the vulnerable or that leads to violence and harm of others goes against the
moral principles in which freedom of speech is valued. Free speech is not an unqualified privilege; it is
subject to laws and policies governing equality, human rights, community safety and community
cohesion.
The current threat from terrorism in the United Kingdom may include the exploitation of vulnerable
people, to involve them in terrorism or in activity in support of terrorism. The normalisation of extreme
views may also make children and young people vulnerable to future manipulation and exploitation. The
Tutorial Foundation is clear that this exploitation and radicalisation should be viewed as a safeguarding
concern.
Definitions of radicalisation and extremism, and indicators of vulnerability to radicalisation
Radicalisation refers to the process by which a person comes to support terrorism and forms of
extremism leading to terrorism.
Extremism is defined by the Government in the Prevent Strategy as:
Vocal or active opposition to fundamental British values, including democracy, the rule of law, individual
liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition
of extremism calls for the death of members of our armed forces, whether in this country or overseas.
Extremism is defined by the Crown Prosecution Service as:
The demonstration of unacceptable behaviour by using any means or medium to express views which:
 Encourage, justify or glorify terrorist violence in furtherance of particular beliefs;
 Seek to provoke others to terrorist acts;
 Encourage other serious criminal activity or seek to provoke others to serious criminal acts; or
 Foster hatred which might lead to inter-community violence in the UK.
There is no such thing as a “typical extremist”: those who become involved in extremist actions come
from a range of backgrounds and experiences, and most individuals, even those who hold radical views,
do not become involved in violent extremist activity.
Students may become susceptible to radicalisation through a range of social, personal and
environmental factors - it is known that violent extremists exploit vulnerabilities in individuals to drive a
wedge between them and their families and communities. It is vital that school staff are able to
recognise those vulnerabilities.
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Indicators of vulnerability include:
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Identity Crisis – the student is distanced from their cultural or religious heritage and experiences
discomfort about their place in society;
Personal Crisis – the student may be experiencing family tensions; a sense of isolation; and low
self-esteem; they may have dissociated from their existing friendship group and become
involved with a new and different group of friends; they may be searching for answers to
questions about identity, faith and belonging;
Personal Circumstances – migration; local community tensions; and events affecting the student
country or region of origin may contribute to a sense of grievance that is triggered by personal
experience of racism or discrimination or aspects of Government policy;
Unmet Aspirations – the student may have perceptions of injustice; a feeling of failure; rejection
of civic life;
Experiences of Criminality – which may include involvement with criminal groups, imprisonment,
and poor resettlement / reintegration;
Special Educational Need – students may experience difficulties with social interaction, empathy
with others, understanding the consequences of their actions and awareness of the motivations
of others.
However, this list is not exhaustive, nor does it mean that all young people experiencing the above are
at risk of radicalisation for the purposes of violent extremism.
More critical risk factors could include:
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Being in contact with extremist recruiters;
Accessing violent extremist websites, especially those with a social networking element;
Possessing or accessing violent extremist literature;
Using extremist narratives and a global ideology to explain personal disadvantage;
Justifying the use of violence to solve societal issues;
Joining or seeking to join extremist organisations; and
Significant changes to appearance and / or behaviour;
Experiencing a high level of social isolation resulting in issues of identity crisis and / or personal
crisis.
The Tutorial Foundation seeks to protect children and young people against the messages of all violent
extremism including, but not restricted to, those linked to Islamist ideology, or to Far Right / Neo Nazi /
White Supremacist ideology, Irish Nationalist and Loyalist paramilitary groups, and extremist Animal
Rights movements.
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Our school, like all others, is required to identify a Prevent Single Point of Contact (SPOC) who will be
the lead within the organisation for safeguarding in relation to protecting individuals from radicalisation
and involvement in terrorism: this will normally be the Designated Child Protection Officer. The SPOC for
The Tutorial Foundation is Julia Low. The responsibilities of the SPOC are:
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Ensuring that staff of the school are aware that he is the SPOC in relation to protecting students
from radicalisation and involvement in terrorism;
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Maintaining and applying a good understanding of the relevant guidance in relation to
preventing students from becoming involved in terrorism, and protecting them from
radicalisation by those who support terrorism or forms of extremism which lead to terrorism;
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Raising awareness about the role and responsibilities of The Tutorial Foundation in relation to
protecting students from radicalisation and involvement in terrorism;
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Monitoring the effect in practice of the school’s RE curriculum and assembly policy to ensure
that they are used to promote community cohesion and tolerance of different faiths and beliefs;
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Raising awareness within the school about the safeguarding processes relating to protecting
students from radicalisation and involvement in terrorism;
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Acting as the first point of contact within the school for case discussions relating to students who
may be at risk of radicalisation or involved in terrorism;
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Collating relevant information in relation to referrals of vulnerable students to The Metropolitan
Police
When any member of staff has concerns that a student may be at risk of radicalisation or
involvement in terrorism, they should speak with the SPOC and to the Designated Child
Protection Officer if this is not the same person.
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Numerous factors can contribute to and influence the range of behaviours that are defined as
violent extremism, but most young people do not become involved in extremist action. For this
reason the appropriate interventions in any particular case may not have any specific connection
to the threat of radicalisation, for example they may address mental health, relationship, or drug
or alcohol issues.
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9. Meeting Statutory Requirements & Review
This policy fulfils the requirements of:
 the Children Act 1989 and 2004;
 the Care Standards Act 2000;
 The Education Act 2002.
 The Protection of Children Act 1999
 Sexual Offences Act 2003
 The Human Rights Act 1998
 Keeping Children Safe in Education (2014)
 Mental Capacity Act 2005 and also Deprivation of Liberty Safeguards (2009)
 Working Together to Safeguard Children (DFE 2013)
 No Secrets (Department of Health 2000)
 Keeping Children Safe in Education (2014)
10. Protecting Children from Abuse
Principles
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The welfare of the child is paramount.
All staff are responsible for Child Protection.
All staff must take responsibility for understanding the procedures.
Safeguarding incidents could happen anywhere and staff should be alert to possible concerns
being raised in the school and the home at anytime
All staff may raise concerns directly with Children’s Social Care services
Safeguarding concerns about adults in the school should be made to the Designated
Safeguarding Leads or to the Headteacher.
All staff should be aware of Child Sexual Exploitation and Female Genital Mutilation. All
cases of FGM should be reported to the police following the guidelines given in the link
below. https://www.gov.uk/government/publications/mandatory-reporting-of-femalegenital-mutilation-procedural-information.
All staff should be aware of the additional vulnerabilities for Look After Children
If abuse is suspected, your suspicions must be reported. Failure to do so is a disciplinary
matter.
Any area of doubt or concern regarding these procedures should be referred to the DCPO
(Designated Child Protection Officer).
The DCPO at school is Julia Low, Head Teacher. In her absence, the deputising DCPO will act up. This is
Emma Clyde or Marion Veal
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Procedures and Guidelines
Definitions of abuse
Child abuse has been defined as ‘harm to children under the age of 18, by parents, carers or others,
either by direct acts, or by failure to prevent abuse from happening’.
There are four categories of abuse;
1. Physical abuse – is the actual or likely physical injury to a child, or the failure to prevent injury. This
can include bodily assaults such as bruises, burns, abrasions, fractures, dislocations, wounds or marks of
physical restraint.
2. Neglect – is the persistent or severe neglect of a child, or the failure to protect the child from
exposure to any kind of danger. This can include failure to provide access to appropriate health, social
care or educational services, or the withholding of the necessities of life, such as medication, adequate
nutrition, clothing and heating. The persistent failure to provide these necessities can result in the
significant impairment of the child’s health or development, including failure to thrive.
3. Emotional abuse – the severe or persistent emotional ill-treatment or rejection of a child which leads
to adverse effects on a child’s behavioural and emotional development. It might include bullying,
shouting, threats of harm or abandonment, persistent ignoring, undermining, ridiculing, racial abuse,
deprivation of contact, blaming or controlling.
4. Sexual abuse – forcing or enticing a child or young person to take part in sexual acts, whether or not
the child understands what is happening, or is unable to give informed consent. It is also the failure to
prevent the sexual exploitation of a child. It can involve adults known to the child, (including family
members), carers, or other children. Sexual activity can include caressing, or fondling, mutual
masturbation, penetration or non-penetrative acts, encouraging children to behave in sexually
inappropriate ways, exposure to pornographic materials, being made to witness sexual acts, or to be
allowed access to any pornographic activities.
Recognition of Abuse
The following are indicators (not confirmation) of abuse. Staff need to be aware that a student may
disclose information about abuse.
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The child has an injury for which the explanation appears to be inconsistent.
The child’s behaviour, personality or performance may change. He/she may become more
aggressive or alternatively, withdrawn or sexually explicit.
The child may appear not to trust adults with whom they would be expected to have, or once
had, a close relationship, and do not appear to be able to mix socially or make friends.
His/her appearance may look increasingly neglected or he/she may lose or put on weight for
no apparent reason.
The child shows inappropriate sexual awareness for his/her age or cognitive ability and may
sometimes behave in sexually explicit ways.
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There are other signs or symptoms of child abuse. These are discussed in the compulsory Child
Protection training for staff.
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Staff need to be aware that care must be taken not to make assumptions or to misinterpret
information.
It is not your responsibility to decide whether a child is being abused.
It is your responsibility to act on your concerns immediately.
Never assume that someone else will have reported the same concern.
 Any concerns that you have about a child should be reported. You should record, date and
sign the information and pass to Julia Low (DCPO and Headteacher) as soon as possible.
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You must also keep in mind that disabled children and vulnerable young people are
particularly open to abuse, and may have added difficulties in communicating what is
happening (or has happened), to them.
Further information on Child Sexual Exploitation and Female Genital Mutilation
Child sexual exploitation (CSE) involves exploitative situations, contexts and relationships where young
people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some
cases simply affection) as a result of engaging in sexual activities. Sexual exploitation can take many
forms ranging from the seemingly ‘consensual’ relationship where sex is exchanged for affection or gifts,
to serious organised crime by gangs and groups.
What marks out exploitation is an imbalance of power in the relationship. The perpetrator always holds
some kind of power over the victim 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, sexual bullying including cyberbullying and grooming. However, it also
important to recognise that some young people who are being sexually exploited do not exhibit any
external signs of this abuse. What to do if you suspect a child is sexually exploited (2012)
Female Genital Mutilation (FGM): professionals in all agencies, and individuals and groups in relevant
communities, need to be alert to the possibility of a girl being at risk of FGM, or already having suffered
FGM. There is a range of potential indicators that a child or young person may be at risk of FGM, which
individually may not indicate risk but if there are two or more indicators present this could signal a risk
to the child or young person. Victims of FGM are likely to come from a community that is known to
practise FGM. Professionals should note that girls at risk of FGM may not yet be aware of the practice or
that it may be conducted on them, so sensitivity should always be shown when approaching the subject.
Warning signs that FGM may be about to take place, or may have already taken place, can be found on
pages 11-12 of the Multi-Agency Practice Guidelines referred to previously. Staff should activate local
safeguarding procedures, using existing national and local protocols for multi-agency liaison with police
and children’s social care. Female Genital Mutilation: Multi-agency practice guidelines (2011)
Looked after children. The most common reason for children becoming looked after is as a result of
abuse and/or neglect. On the IECHP the child’s legal status is recorded (whether they are looked after
under voluntary arrangements with consent of parents or on an interim or full care order) and contact
arrangements with birth parents or those with parental responsibility. The designated teacher for
Looked After Children is the Head Teacher
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Staff Training
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The DCPOs will undergo training every year in order to update their knowledge. The child
protection training will be multi-agency, in line with Working Together to Safeguard Children,
2013 and Keeping Children Safe in Education (2014).
All Child Protection training at the school is delivered by the DCPO or the local Safeguarding
Board.
 All new staff have an Introduction to Child Protection training

All staff must update their training at least every three years.
Procedures in Cases of Suspected or Actual Child Abuse
If a disclosure of abuse is made to a member of staff, the following procedure must be followed:
 Listen attentively to what the student is saying and show them that you believe everything
that is being said.
 Do not interrupt or challenge what the child is saying.
 Do not ask leading questions (thereby putting suggestions forward). If you need to ask a
question to clarify a point at the end of the disclosure, then only ask an open question (these
questions cannot be answered by a ‘yes’ or ‘no’)
 Thank the student for confiding in you and reassure them that they were right to do so.
 Staff must make it clear to the student that such information cannot be heard in total
confidence; tell them that you will need to inform the DCPO who will be able to help.
 The details of the disclosure should be written down, signed and dated by you as soon as
possible, (not in front of the student), and passed to the DCPO.
 The matter should be treated with complete confidentiality.
 Any member of staff who receives a disclosure of abuse, or has reasonable concern to
believe that abuse has taken place, can refer to a senior member of staff, but must refer to
the DCPO.
 No further interviewing of the student should take place in school by any member of staff.
 The DCPO and deputy DCPO will then agree a plan of action.
 All details, including the plan of action will be recorded by the DCPO and kept in the locked
Safeguarding file.
 Any referral to Social Services must be made without delay within 24 hours.
 Communication with carers and parents will be followed up by the DCPO, as and when
appropriate, and on the advice of the Social Care Team.
 The task of deciding whether or not, abuse has occurred rests with the professional agencies
(Children’s Social Care and the Police) – not school staff.
 For young people above the age of 16, Chapter 16 of the Mental Capacity Act (MCA) 2005’s
Code of Conduct outlines guidance on decision making to share information on behalf of an
individual who lacks the capacity to consent to its disclosure. If the member of staff believed
that sharing the information is in the best interests of the person, and they have documented
their reasoning and completed a Mental Capacity Assessment, they would be protected
under the MCA 2005.
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Action Concerning Medical Examination
If recent sexual assault is suspected, in order to preserve forensic evidence, the student should not be
medically examined other than by a Doctor approved by Social Services or the Police. An exception may
be made if there appears to be injuries so severe as to require immediate medical attention.
Action Concerning Allegations against a Member of Staff
It is essential that any allegation of abuse made against a member of staff is dealt with fairly, quickly and
consistently in order to provide effective protection for the child and at the same time, support the
person who is subject of the allegation.
The procedure for dealing with allegations against a member of staff should deal with all cases in which
it is alleged that a member of staff has:
 Behaved in a way that has harmed a child or may have harmed a child.
 Committed a criminal offence against a child.
 Behaved towards a child or children in a way that indicates that s/he is unsuitable to work
with children.
In cases where abuse of a student by a member of staff is suspected or alleged, the following procedure
should be followed.
 Allegations should be reported to the Headteacher and DCPO straight away.
 If an allegation is made against the Headteacher or the DCPO then it should be reported to
the appropriate local authority with safeguarding responsibility.
 Any allegation made against a member of staff must be reported to the appropriate local
authority.
 An accurate written record of the allegation must be made.
 The Local Authority Designated Officer must be contacted (www.bromleysafeguarding.org)
 In the absence of the Local Authority Designated Officer, the school will be directed to the
locality team, Team Manager or Duty Manager.
 Following discussion, the decision needs to be made whether it’s a Child Protection case,
disciplinary investigation or whether the allegation is unfounded.
 If the case involves any of the four categories of abuse, then this must take priority and a
Child Protection referral must be made.
 The school will also need to take advice from the Local Authority Designated officer regarding
informing parents and the accused.
 The school will take no further action as the police and/or Social Care will then proceed with
the investigation.
 The DCPO will inform Ofsted.
 In line with the guidance of the DFE “Dealing with allegations of abuse” (2010) the quick
resolution of that allegation should be a clear priority to the benefit of all concerned. At any
stage of consideration or investigation, all unnecessary delays should be eradicated.
 In response to an allegation staff suspension should not be the default option. An individual
should only be suspended if there is no reasonable alternative. If suspension is deemed
appropriate, the reasons and justification should be recorded by the school and the
individual notified of the reasons.
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



Allegations that are found to have been malicious should be removed from personnel
records and any that are not substantiated, are unfounded or malicious should not be
referred to in employer references.
For those cases where it is clear immediately that the allegation is unfounded or malicious,
then it is expected that they should be resolved within one week. Depending upon the
circumstances, it may be necessary to suspend the member of staff on full pay without
prejudice, while investigations are carried out.
The student concerned will receive help and support from relevant staff. The member of
staff accused of the allegation will also receive support from a named senior member of staff
and the case will be managed in accordance with the framework as set out in Working
Together to Safeguard Children (revised in 2013).
In addition to the Child Protection Policy, all staff must read and understand the
Whistleblowing Policy (Employment Policies). If anyone has a suspicion about another
member of staff, they must report it to the Headteacher (or in his absence the registered
manager). Failure to do so is a disciplinary matter. It is also essential that staff know and
follow the content of the School ‘Guidelines for Professional Practice’, in order to ensure
student and staff protection. Staff also need to read the E-Safety Policy.
Agency Responsibility and Statutory Provision in Child Abuse
Bromley Safeguarding Children Board
www.bromleysafeguarding.org
St Blaise
Room B40a
Civic Centre
Stockwell Close
Bromley, BR1 3UH
BSCB@bromley.gov.uk
0208 461 7816 / 0208 313 4324
BSCB Partner Agencies
> Children's Social Care Protocols & Procedures
> Bromley Healthcare
> Bromley Mytime
> Bromley Hospitals Trust
> London Probation Service
> South London and Maudsley NHS Trust
> Childrens Trust Bromley Partnerships
> London Borough of Bromley
> Metropolitan Police Service
> Metropolitan Police Service Child Abuse Investigation Command
> CAFCASS
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Multi-Agency Safeguarding Hub (MASH)
Telephone: 020 8461 7373 / 7379 / 7026
Address: Civic Centre, Stockwell Close, Bromley, BR1 3UH
Email: mash@bromley.gov.uk
mash@bromley.gcsx.gov.uk (secure)
Out of Hours Duty Service: 020 8464 4848
Annie Callanan - Interim Independent Chairperson.
Anita Gibbons - Head of Quality Assurance & Principal Social Worker.
Lorrisa Webber - Lead Officer for Education Safeguarding.
Sadie McClue - Designated Nurse for Safeguarding Children.
Howard Baines - Interim Business Manager.
Grace Fagan - Interim Quality Assurance & Performance Manager.
Hazel Blackman - Business Support Officer.
Tracy Lewis - Business Support Assistant (Training).
OFSTED: 0300 123 1231
These procedures have been produced in accordance with DCSF/DFE and
LSCB Guidelines:
• Working Together to Safeguard Children – 2006 (revised 2010)
• Keeping Children Safe in Education (2014)
• Children Act 2006 Dealing with allegations of abuse. Statutory guidance
(Department for Education. 2010)
Reference to Regulations and Standards
The Education (Independent School
Standards) (England) Regulations, 2010
(Amendments 2012, 2014)
(Amendments 2012)(Amendments
2012)
Others
Part 3 WH+S, para 7, 8
Keeping Children Safe in Education (2014, 2015)
Working Together to Safeguard Children (2013, 2015)
Dealing with allegations of abuse (2010)
What to do if you suspect a child is sexually exploited (2012)
Female Genital Mutilation: Multi-agency practice guidelines
(2011)
Policy Sign off and review
By whom
Policy signed off by
Reviewed by
Next Review By
Julia Low
Marion Veal
Julia Low
Date
13.7.15
13.7.15
13.7.16
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