POLICY ON CHILD PROTECTION
Hadith - Bukhari (#91) and Muslim
Abu Salmah
related that Abu Hurayrah
said, "The Prophet of
Allah
kissed Hasan ibn 'Ali while Aqra' ibn Habis was sitting nearby.
Aqra' said, 'I have ten children and have never kissed one of them.' The Prophet
looked at him and said, 'Those who show no mercy will not be shown
any mercy.'"
Child Protection policy
1. Context
▪
The protection of children is the proper concern of everyone in a position to help.
Primary responsibility for the care and protection of children rests with their parents,
but a range of services is available to help them with this task. Parents seeking help
for themselves make many referrals to agencies. Relatives, friends and neighbors
may also directly, or encourage families to seek help or alert statutory authorities to
children about whom they are concerned. All agencies with staff that are in direct
contact with children and families must be involved. (DfES Circular 10/95:
Protection
Children
from
Abuse,
p3).
▪
The safety and protection of children is of paramount importance to all those
involved
in
Education.
▪
Children can develop a special and close relationship with school staff, and view
them
as
significant
and
trustworthy
adults.
▪
It is not surprising therefore those children, if they have been abused, may confide or
disclose
to
a
teacher
or
other
member
of
staff.
▪
School staff are also in a unique position to notice any change in demeanor or
circumstances. There is the opportunity to notice injuries, marks or bruises when
children are doing PE which might indicate a child has been abused.
At BirchfieldIndependentGirlsSchool, we agree that the safety and protection of all students
is of paramount importance and that all staff will adhere to this policy and the child
protection procedures established by the area. (LEA) We will work appropriately with each
child, their family and other agencies to protect in all cases, the child.
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The school has adopted the LEA Code of Conduct for school staff accused of child abuse.
All staff will adhere to this code of conduct in line with national guidelines.
2. The Designated Teacher
▪
The designated person for child protection is the Head-teacher:
Mrs. Rehana Mogra
or the person to contact in her absence is:
Mrs Wajeeha Zeshan
▪
Those named above have received child protection training and will liaise in
accordance with Child Protection Procedures and LEA Personnel Procedures.
▪
They will keep a copy of the Child Protection Procedures in a file (located in the
Head-teachers
office)
and
make
these
available
to
staff.
3. The Staff
▪
All staff, including supply teachers and other visiting staff (e.g. school nurses) and
those supporting school trips, are informed of the designated teachers’ name(s) and
the school’s policy for the protection of children:
□ During their first induction to the school
□ Through the induction / Staff Handbook.
□ Information on relevant notice boards and the school management system
KSM
□ Whole staff training or briefing meetings – reviewed bi-annually
▪
All staff need to be on alert for signs of harm and abuse. They should report any
concerns if not immediately, as soon as possible, that day to the designated
teacher
or
Head-Teacher.
▪
The Child Protection Procedures are available for staff reference and is located in
the Head Teachers office.
4. Response in school
i.
Reporting to the designated teacher
Any concerns must be discussed with the designated teacher or their named deputy in
their absence, as soon as possible and at least by the end of the teaching session.
ii.
Immediate response to the child
It is vital that our actions do not abuse the child further or prejudice further enquiries,
for example:
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Listen to the pupil, if you are shocked by what is being said try not to show it.
It is OK to observe bruises but not to ask a child to remove or adjust their
clothing to observe them.
If a disclosure is made the pace should be dictated by the pupil without them
being pressed for detail by being asked such questions as “what did they do
next?” or “where did they touch you?” It is our role to listen not to
investigate. Use open questions such as “is there anything else you want to tell
me?” or “yes?” or “and?”
Accept what the pupil says. Be careful not to burden them with guilt by
asking questions such as “why didn’t you tell me before?”
Do acknowledge how hard it was for them to tell you this.
Don’t criticize the perpetrator, this may be someone they love.
Don’t promise confidentiality, reassure the pupil that they have done the
right thing, explain whom you will have to tell (the designated teacher) and
why. It is important that you don’t make promises that you cannot keep such
as “I’ll stay with you all the time” or “it will be alright now”.
5. Recording Information
▪
▪
▪
▪
▪
Make some brief notes at the time or immediately afterwards; record the date, time,
place and context of the disclosure or concern, recording facts and not assumption and
interpretation. Notes must be signed and dated. Template is available on staff shared
drive. Under student concern form.
Observed injuries and bruises are to be recorded on the Body Map. See Designated
Teacher. Copy available on shared drive
Note the non-verbal behavior and the key words in the language used by the pupil (do
not translate into “proper terms”).
It is important to keep these original notes and pass them to the designated teacher.
Note dates, times, who is present, positions in the room, anything factual about the
child’s appearance.
6. Support
Tell no-one else we must maintain confidentiality and the well-being and positive selfimage of the child since abused children often feel guilty. The fewer people they perceive
as knowing the better. Remember conversations can be overheard and rumors develop
quickly. Where you feel the need to support and wish to talk through your role, do so with
either the Deputy Head or the Head Teacher.
i.
Pupils and families
Our school recognizes that children who are abused or who witness violence many find it
difficult to develop a sense of self worth and to view the world in a positive way. This school
may be the only stable, secure and predictable element in the lives of children at risk.
This school will endeavor to support pupils through:
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The curriculum to encourage self-esteem and self-motivation.
The school ethos, which promotes a positive, supportive and secure
environment and which gives all pupils and adults a sense of being respected
and valued.
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ii.
The implementation of school behavior management policies.
A consistent approach, which recognizes and separates the cause of the
behavior from that which the pupil displays.
Regular liaison with other professionals and agencies that support pupils and
their families.
A commitment to develop productive, supportive relationships with parents,
whenever it is in the pupil’s interests to do so.
The development and support of a responsive and knowledgeable staff group
trained to respond appropriately in child protection situations.
Staff
Receiving a disclosure or observing signs of abuse can be very distressing you should discuss
your feelings with the designated teacher or other senior member of staff.
Incidents of a child protection nature can affect staff not directly involved; meetings should
be used to support staff in this situation.
Should you wish you are unable or do not wish to be involved:
Sensitively stop the children from telling you more but
Do not reject the child.
Say that you wish to help by contacting someone better qualified.
Contact Mrs. Mogra or Mrs. Zeshan
7. Confidentiality
Staff have the professional responsibility to share relevant information about the protection of
children with other professionals particularly investigating agencies. If a pupil confides in a
member of staff and requests that the information is kept secret, it is important that the
member of staff tells the child sensitively that he/she have a responsibility to refer for the
child’s own sake. Within that context, the child should, however, be reassured that the matter
will be disclosed only to the people who need to know about it. Staff who receive the
information about children and families in the course of their work should have the
information only within professional context. Child protection records should be kept
securely locked. (Para: 26/7, P.8; Protecting Children from Abuse, Circular 10/95)
8. Parents



Parents play an important role in protecting their children from abuse. The school is
required to consider the safety of the pupil and should a concern arise professional
advice will be sought prior to contacting parents.
The school will work with parents to support the needs of their child.
The school aims to help parents understand that the school, like all others, has a
responsibility to the welfare of all pupils and has a duty to refer cases to the Social
Services
in
the
interests
of
the
child.
9. When a pupil transfers to another school

If the pupil is on the child protection register, their Social Worker will be contacted by
the designated teacher and informed of the transfer.
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When the child changes schools within the authority, child protection records will be
passed on to the designated teacher at the receiving school.
When the child is moving to authority information will be passed onto the next
school’s designated teacher. Case conference minutes are not transferred but the date,
name of chair, local authority and outcome will be included on the records
transferred.
It is generally a requirement for the teacher of a student to attend a Child Protection
Case Conference. Where possible you will be accompanied by the designated teacher.
You should prepare a report presenting this to the chair at the start of the meeting.
The chair will gather all information and assess the risks you will be asked for your
view in respect of registration.
The designated teacher will be available to advise and support you.
Where no registration has taken place schools may be asked to monitor. It is your
responsibility to ask for clarity about information required, timescales, and reporting
methods.
10. Role of Governors
The named governor for Child Protection is Mr. A. Teladia. He will liaise with the
named teacher to ensure that procedures are available to all staff and governors. The
named governor will be the point of contact for other governors who may have concerns
or queries.
11. Curriculum
This school has a commitment to safeguarding children and equipping them for example
with the skills to understand their rights, appropriate forms of punishment and
chastisement. Citizenship and Tutorial sessions will be used to assist our students in
developing such skills.
Possible Indicators of Abuse
POSSIBLE SIGNS OF PHYSICAL ABUSE
Physical Signs:
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Unexplained injuries including improbable explanations
Untreated injuries
Recurrent injuries
Injuries with a pattern, e.g. hand/finger marks, discernible belt marks
Burns/scalds, e.g. cigarette marks, ‘dipping’ scalds
Bite marks
Symptoms of unexplained concussion
Admitted injuries caused by excessive punishment
Behavioural Signs:
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Fear of adult/carer including fear of returning home
Refusal to change for PE; keeping limbs covered
Fear of medical help
Self-destructive tendencies
Aggression towards others
Sudden, unexplained change in behaviour
Learning difficulties
Very low self-esteem including failure to respond to praise
Inhibited, cowers
POSSIBLE SIGNS OF NEGLECT
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Constant hunger
Poor personal hygiene
Constant tiredness
Poor clothing
Emaciated
Frequent lateness, earliness or non-attendance at school
Destructive tendencies
No social relationships
Compulsive stealing
Scavenging for food and clothes
No carer at home
Very low self-esteem
POSSIBLE SIGNS OF EMOTIONAL ABUSE
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Development delay (physical, mental, emotional)
Admission of punishment for misdemeanours/crimes which seems excessive
Over reaction to mistakes
Sudden speech disorders
Rocking, hair twisting/pulling etc.
Self mutilation
Extremes of passivity or aggression
Drug/solvent abuse
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Repeated running away
Scavenging for food or clothes
Extreme attention-seeking
Bedwetting
POSSIBLE SIGNS OF SEXUAL ABUSE
Behavioural
5-12 years:
 Hint about secrets
 Say a friend has a problem
 Begin lying, stealing, blatantly cheating
 Unexplained sources of money
 Stop enjoying activities previously enjoyed
 Reluctant to undress, e.g. for PE
 Refuse to see a particular person or show extreme dislike, refuse to go home
 Draw pictures depicting abuse
 Poor self-image, self-mutilation
 Takes over parenting role at home
 Regular running away
 act in a sexually inappropriate way for age
12+ years:
 chronic depression, suicidal
 excessive use of drugs
 unexplained memory loss, excessive daydreaming
 not allowed out or have friends visit
 truanting
Physical
5-12 years:
 urinary infections
 chronic ailments, stomach pains, headaches
 eating disorders, e.g. anorexia, bulimia
12+ years:
 unexplained pregnancy

sexually transmitted disease
Child Protection - Do's and Don'ts of working with children
It is essential that all staff working in schools are conscious of how they should conduct
themselves to minimize the risk of finding themselves as the subject of any child protection
processes. All staff should be aware of the following summary of things to do and not to do
when working with children.
DO:
Read and follow the school’s child protection procedures
Report any concerns about child welfare/safety
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Report any concerns about the conduct of other school staff/ volunteers/contractors
Record in writing all relevant incidents
Work in an open and transparent way
Discuss and report any incidents of concern or that might lead to concerns being raised about
your conduct towards a child
Report to the Headteacher any incidents that suggest a pupil may be infatuated with you or
taking an above normal interest in you
Dress appropriately for your role
Only use e-mail contact with pupils via the school’s system
Avoid unnecessary physical contact with children
Ensure you understand the rules concerning physical restraint
Where physical contact is essential for educational or safety reasons, gain pupil’s permission
for that contact wherever possible
Allow children to change clothes with levels of respect and privacy appropriate to their age,
gender, culture and circumstances
Use humour to defuse difficult situations
Avoid working in one-to-one situations with children where possible, except where this is
explicitly part of your role.
If working in a one to one situation with a child, ensure that you are within sight of another
adult – e.g. by having a door open/being behind a glass partition/working in one corner of a
room whilst another adult is operating elsewhere in the room.
Ensure Senior staff are aware of when and where you are holding a 1:1.
If you are unhappy about the venue arrangements, take this up with your Headteacher before
entering into these.
Avoid volunteering to house children overnight
Ensure that areas of the curriculum that may involve sexually explicit information are taught
in accordance with school policies
Be careful about recording images of children and do this only when it is an approved
educational activity
Fully co-operate with any investigation into child protection issues in the school. Listen to
pupils when they express concern (rumours) about staff which might appear to be just, and
check facts v fiction.
DON’T:
Take any action that would lead a reasonable person to question your motivation and/or
intentions
Misuse in any way your position of power and influence over children
Use any confidential information about a child to intimidate, humiliate or embarrass a child
Engage in activities out of school that might compromise your position within school
Establish or seek to establish social contact with pupils outside of school
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Accept regular gifts from children
Give personal gifts to children
Communicate with pupils in inappropriate ways, including personal e-mails and mobile
telephones.
Pass your home address, phone number, e-mail address or other personal details to
pupils/children.
Make physical contact secretive
Arrange to meet with pupils in closed rooms without senior staff being made aware of this in
advance.
Use physical punishment of any kind
Confer special attention on one child unless this is part of an agreed school plan or policy
Transport pupils in your own vehicle without prior management approval
Take, publish or share images of pupils or other children without their parents’ permission.
Access abuse images (sometimes referred to as child pornography) or other inappropriate
material
Abuse your position of trust with pupils
Allow boundaries to be unsafe in more informal settings such as trips out, out of school
activities etc
Appendix 1 - Child Protection Recording Form
Disclosure between: ____________________________________ and
____________________________________
or
Cause for concern raised by: ____________________________________
Date and time: ____________________________________
Persons present:
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Circumstances:
Disclosure/concerns Skin or body map attached: Yes/No
Signed:____________________________________
Date/time: ____________________________________
Report passed to CPO ____________________________________
Headmistress informed ____________________________________
Report passed to relevant authority by: ____________________________________
Appendix 2 - Body Map
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Child-protection Training Record
Group
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Date of last training
Training provider
Governor: A.Teladia
DSP Mrs. R.Mogra
DSP Mrs. W.Zeshan
All Teaching staff
All support staff
Jan 2010
April 2010
Feb 2012
Outcomes UK
Kidscape
Internal
Policy checked by the Governing Body on:
Policy to be reviewed on:
/
Signed:
__________________________
Chair of Governors
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/
/
/
.
.
Signed:
__________________________
Head Teacher