Approved by the Governing Body on ...............................................................
Signed (Chair of Governors) ................................................................................
Published .................................................................................................................
Date for Next Review ............................................................................................
(not more than 12 months from the publication date)

Safeguarding and Child Protection Policy
Policy Statement
Keeping children safe from harm is an important aspect of our academy’s work.
Children in our academy can expect to feel safe from adults and from other children, including from bullying of all kinds. We make sure that children know how to tell us about their concerns and we look into them straightway. The academy listens to what children tell us and we regularly ask them what they think.
When we talk about safeguarding we mean helping all children to keep safe. This means teaching them to understand the risks around them and know what to do when they feel unsafe. We teach children acceptable behaviour towards others.
When we talk about child protection we mean supporting children who are at risk of significant harm or who have been significantly harmed. Significant harm means physical, emotional or sexual abuse, neglect. It also includes child sexual exploitation, female genital mutilation and radicalisation.
Staff in this academy have regular training so that they can recognise when children are at risk of harm or when they have been harmed. All staff know what to do if they are worried about a child. We frequently discuss safeguarding and child protection in our staff meetings. We make sure that new staff and other people who may work in our academy also know what to do before they start.
Some of our staff have extra training to take more responsibility for child protection and safeguarding. These staff are the Designated Safeguarding Leads and are responsible for making sure our safeguarding meets legal standards, that any concerns are dealt with quickly and make sure that any plans to keep individual children safe are carried out.
The Designated Safeguarding Leads work closely with other people outside the academy, like social workers, the police and health staff. To do this they will share information we have with them, but we will usually tell parents before we do so.
Other people in the academy have had training so that when we look for new staff we can follow safe recruitment standards, so that we can be as sure as possible that anyone who joins our academy is suitable to work with children. We follow the standards set by the government and carry out vetting checks with the
Disclosure and Barring Service.
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Staff in our academy know that they have to behave in a professional way at all times and that if they become concerned about another adult’s conduct they should speak to the Principal straightway. If staff are worried about the Principal, they should speak to the Chair of Governors.
Staff Responsible For Safeguarding and Child Protection
The people responsible for safeguarding and child protection in this academy are:
Principal Jackie Lomas Tel: 0161 336 5864
Designated Safeguarding Lead Lynn Triggs Tel: 0161 336 5864
Chair of Governors Mark Gaunt Tel: 0161 336 5864
Link Governor for safeguarding Mark Gaunt Tel: as above
Safeguarding Team:
Lynn Triggs (DSO), Jackie Lomas (Principal), Alison Kellock (Vice-principal)
Fiona Miles (Business Manager), Chris Lomas (Learning Mentor)
Where to find the Safeguarding and Child Protection policy
The Safeguarding and Child Protection policy is available on the academy’s website, but parents may also request a copy from the academy office.
Legislation
This policy has been developed in accordance with legislation established by the
Children Acts 1989 and 2004; the Education Act 2002, and in line with government publications: ‘Working Together to Safeguard Children’ 2015 and ‘Keeping
Children Safe in Education’ 2015. The policy also takes into account additional legislation where necessary, including the Counter Terrorism and Security Act
(2015) (the ‘Prevent Duty’) and the Serious Crime Act 2015 (Female Genital
Mutilation).
We also take into account the procedures set out in the Greater Manchester
Safeguarding Children Procedures Manual 2015
Role of the Governing Body
The Governing body takes seriously its responsibility under section 175 of the
Education Act 2002 to safeguard and promote the welfare of children; and to work together with other agencies to ensure there are effective arrangements within our academy to identify, assess, and support those children who are at risk of, or are suffering from significant harm.
The Governing Body must monitor compliance with all statutory requirements and to identify areas for improvement.
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At least annually the Designated Safeguarding Lead will prepare a safeguarding report to be tabled at a full Governing Body meeting.
Safeguarding and Child Protection
Safeguarding is what we do to keep all children in our academy safe from harm, child protection is one aspect of that and this policy addresses both these aspects.
Role of adults in the academy
All adults connected with the academy, including temporary staff, volunteers and governors, have a full and active part to play in protecting our children from harm, and that the children’s welfare is our paramount concern.
Development of a positive ethos
All staff believe that our academy should provide a caring, positive safe and stimulating environment that promotes the social, physical and moral development of the individual child.
The academy works hard to maintain a positive ethos and ensure that children feel safe whilst in the academy and on their way to and from the academy. Child at our academy feel safe, secure and listened to. At least once a year we organise formal opportunities for us to hear how the children feel about being at our academy.
Raising Concerns with the Designated Safeguarding Lead
Staff are expected to share any concerns they may have with the academy’s
Designated Safeguarding Leads (DSL). It is the responsibility of the DSLs to ensure that staff are effectively trained to recognise the signs and symptoms of abuse and neglect and to know how to pass on any concerns they may have.
Staff should always pass on their concern using the established procedures in the academy, but in ‘exceptional circumstances’ staff may report concerns directly to social care.
Children who are at greater risk of harm
The well-being of all children in our academy is supported, but we closely monitor and support those children who are at greater risk of harm, and those who have been abused or are at risk of being abused.
Academy Curriculum and Safeguarding
We use the curriculum to explore safeguarding issues in an age-appropriate way, so that children learn about the risks around them and what they can do to keep themselves safe.
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Internet and Social Media
The internet offers many opportunities to children, both socially and for their learning. Unfortunately, there is another side to the online world which can lead children towards being harmed. It is important that children learn about these risks and we take e-safety very seriously. We make sure that children are regularly reminded of the rules for safe internet use and teach them what to do if they are worried about anything the find online. In the academy we use filtering to keep children safe, but we know that many parents find setting up difficult, so we also make sure that parents are aware of the dangers too.
Key statutory and non-statutory guidance
The academy ensures that it has taken into account the following guidance in drawing up this policy. The governing body and senior leadership team regularly monitor the effectiveness of safeguarding and child protection.
 Working Together to Safeguard Children (2015)
 Keeping Children Safe in Education (2015)
 The Greater Manchester Safeguarding Children Procedures Manual (2015)
 Teacher Standards (2012)
 What to do if you think a child is being abused (2015)
 Information Sharing (2015)
 Disqualification under the Childcare Act 2006 (2015)
 Prevent duty: Departmental advice for academies and childcare providers
(2015)
 Serious Crime Act (2015)
 Education (Independent Academy Standards) Regulations (2014)
Expectations on staff
Staff are expected to read and follow the guidance set out in the following documents:
 Staff Code of Conduct
 Safeguarding and Child Protection policy
 Keeping Children Safe in Education (2015) (Part One)
Staff should also read:
 What to do if a child is being abused (2015)
We expect all staff in our academy to immediately report any concerns they have about a child to the Designated Safeguarding Lead.
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Record-keeping
Concerns about children’s welfare are kept securely, away from other pupil files and are shared only with those who have a ‘need to know’ about the contents.
The Child Protection Online Messaging System (CPOMS) is monitored daily by the
Safeguarding Team at Manor Green and appropriate actions are discussed with the DSO Lynn Triggs. When we need to transfer these child protection records to another academy, we will do so securely and separately to other pupil files. We will aim to transfer these records to the new academy’s Designated Safeguarding
Lead. We will also obtain a receipt to show that the records have been safely transferred.
Information Sharing
Information about children’s welfare may be shared with others outside the academy to help keep the child safe from harm. We will always aim to discuss sharing information with parents or carers before we do so, but this may not always be possible. If this is the case, the law allows us to share this information without asking first.
Attendance
To keep children safe from the risk of harm, we need to know where they are. We need to monitor the attendance of children in the academy so that we know they are safe. We work with parents to ensure children come to the academy regularly and will set up attendance plans to help improve matters when this is too low.
Attendance plans may involve the local authority, or attendance at court.
Children missing education
The academy has a responsibility to make sure that children are not missing education. Children have to stay on the register of our academy until we have been notified that they are now attending another academy. The new academy must contact us to request the child’s Unique Reference Number so that a transfer of records can take place. It is not sufficient for parents to tell us where the child has moved to.
If we are not able to confirm that the child is now attending a new academy, we will pass the information to the local authority’s ‘Children Missing Education’ team who will make further enquiries. More information about children missing from education can be found in Keeping Children Safe in Education (2015) page 13.
Practical Advice
This section of the policy offers practical advice about how to recognise the signs and symptoms of abuse and neglect and how to make a concern known to the
Designated Safeguarding Lead(s). The following guidance is taken from ‘What to do if you’re worried a child is being abused’ (2015)
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Possible indicators of abuse or neglect:
•
Children whose behaviour changes – they may become aggressive, challenging, disruptive, withdrawn or clingy, or they might have difficulty sleeping or start wetting the bed
• Children with clothes which are ill-fitting and/or dirty
•
Children with consistently poor hygiene
•
Children who make strong efforts to avoid specific family members or friends, without an obvious reason
•
Children who don’t want to change clothes in front of others or participate in physical activities
• Children who are having problems at school, for example, a sudden lack of concentration and learning or they appear to be tired and hungry
• Children who talk about being left home alone, with inappropriate carers or with strangers
•
Children who reach developmental milestones, such as learning to speak or walk late, with no medical reason
•
Children who are regularly missing from academy or education
• Children who are reluctant to go home after academy
•
Children with poor academy attendance and punctuality, or who are consistently late being picked up
• Parents who are dismissive and non-responsive to practitioners’ concerns
•
Parents who collect their children from academy when drunk, or under the influence of drugs
• Children who drink alcohol regularly from an early age
•
Children who are concerned for younger siblings without explaining why
• Children who talk about running away; and
•
Children who shy away from being touched or flinch at sudden movements
Physical abuse
Physical abuse is deliberately physically hurting a child. It might take a variety of different forms, including hitting, pinching, shaking, throwing, poisoning, burning or scalding, drowning or suffocating a child.
Physical abuse can happen in any family, but children may be more at risk if their parents have problems with drugs, alcohol and mental health or if they live in a home where domestic abuse happens. Babies and disabled children also have a higher risk of suffering physical abuse.
Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child. Physical abuse can also occur outside of the family environment.
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Some of the following signs may be indicators of physical abuse:
•
Children with frequent injuries;
•
Children with unexplained or unusual fractures or broken bones; and
• Children with unexplained: o bruises or cuts; o burns or scalds; or o bite marks.
Emotional abuse
Emotional abuse is the persistent emotional maltreatment of a child. It is also sometimes called psychological abuse and it can have severe and persistent adverse effects on a child’s emotional development.
Although the effects of emotional abuse might take a long time to be recognisable, practitioners will be in a position to observe it, for example, in the way that a parent interacts with their child. Emotional abuse may involve deliberately telling a child that they are worthless, or unloved and inadequate. It may include not giving a child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate.
Emotional abuse may involve serious bullying – including online bullying through social networks, online games or mobile phones – by a child’s peers.
Some of the following signs may be indicators of emotional abuse:
• Children who are excessively withdrawn, fearful, or anxious about doing something wrong;
• Parents or carers who withdraw their attention from their child, giving the child the ‘cold shoulder’;
•
Parents or carers blaming their problems on their child; and
• Parents or carers who humiliate their child, for example, by name-calling or making negative comparisons.
Sexual abuse and exploitation
Sexual abuse is any sexual activity with a child. You should be aware that many children and young people who are victims of sexual abuse do not recognise themselves as such.
A child may not understand what is happening and may not even understand that it is wrong. Sexual abuse can have a long-term impact on mental health.
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Sexual abuse may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside clothing. It may include non-contact activities, such as involving children in the production of sexual images, forcing children to look at sexual images or watch sexual activities, 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 commit acts of sexual abuse, as can other children.
Some of the following signs may be indicators of sexual abuse:
•
Children who display knowledge or interest in sexual acts inappropriate to their age;
•
Children who use sexual language or have sexual knowledge that you wouldn’t expect them to have;
• Children who ask others to behave sexually or play sexual games; and
•
Children with physical sexual health problems, including soreness in the genital and anal areas, sexually transmitted infections or underage pregnancy.
Child sexual exploitation is a form of sexual abuse where children are sexually exploited for money, power or status. It can involve violent, humiliating and degrading sexual assaults. In some cases, young people are persuaded or forced into exchanging sexual activity for money, drugs, gifts, affection or status. Consent cannot be given, even where a child may believe they are voluntarily engaging in sexual activity with the person who is exploiting them. Child sexual exploitation doesn't always involve physical contact and can happen online. A significant number of children who are victims of sexual exploitation go missing from home, care and education at some point.
Some of the following signs may be indicators of sexual exploitation:
• Children who appear with unexplained gifts or new possessions;
•
Children who associate with other young people involved in exploitation;
•
Children who have older boyfriends or girlfriends;
• Children who suffer from sexually transmitted infections or become pregnant;
• Children who suffer from changes in emotional well-being;
• Children who misuse drugs and alcohol;
•
Children who go missing for periods of time or regularly come home late; and
•
Children who regularly miss school or education or don’t take part in education.
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Female Genital Mutilation (FGM)
Female Genital Mutilation (FGM) is the non-medical, partial or total removal of the external female genital organs. This procedure is typically carried out on girls under
8 years old, although it can happen later. FGM is illegal in the UK and particularly affects girls and women from Africa.
Since 1985 it has been a serious criminal offence under the Prohibition of Female
Circumcision Act to perform FGM or to assist a girl to perform FGM on herself. The
Female Genital Mutilation Act 2003 tightened this law to criminalise FGM being carried out on UK citizens overseas. Anyone found guilty of the offence faces a maximum penalty of 14 years in prison.
The Serious Crime Act 2015 strengthened further the legislation on FGM and now includes:
 the right to anonymity for victims
 the offence of failing to protect a girl aged under 16 from the risk of FGM
 the provision of Female Genital Mutilation Protection Orders (FGMPO); and
 the duty on professionals (including teachers) to notify police when they discover that FGM appears to have been carried out on a girl under 18. o NB For academy staff this will occur from a disclosure and not a physical examination
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.
FGM is practised predominantly in North African countries, the Middle East and
Asia. Although there are communities where the girls are particularly at risk, FGM can occur anywhere in the UK.
The most significant countries for FGM are:
Burkina Faso
Ethiopia
Djibouti
Guinea
Egypt
Liberia
Eritrea
Mali
Mauritania
The Gambia
Sierra Leone Somalia
Risk factors for FGM include:
 low level of integration into UK society
 mother or a sister who has undergone FGM
Sudan
 girls who are withdrawn from PSHE
 visiting female elder from the country of origin
 being taken on a long holiday to the country of origin
 talk about a ‘special’ procedure to become a woman
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Any suspicion that a child might be at risk of FGM or has undergone FGM must be discussed with the Designated Safeguarding Lead.
Mandatory Reporting
Since July 2015 it is an offence not to notify the police when they “discover that
FGM appears to have been carried out on a girl under 18”.
Preventing Radicalisation
Extremism and radicalisation is another aspect of safeguarding children and young people. As with any other concern, the risk of harm is raised when young people are vulnerable and is often noticed when children change their behaviour, clothing or attitudes. In younger children, they may be repeating the language and comments of adults and staff should be alert to this. It should be remembered that adults may also show signs of radicalisation.
Early indicators of radicalisation or extremism may include:
• showing sympathy for extremist causes
• glorifying violence, especially to other faiths or cultures
• making remarks or comments about being at extremist events or rallies outside academy
• evidence of possessing illegal or extremist literature
• advocating messages similar to illegal organisations or other extremist groups
• out of character changes in dress, behaviour and peer relationships (but there are also very powerful narratives, programmes and networks that young people can come across online so involvement with particular groups may not be apparent.)
• secretive behaviour
• online searches or sharing extremist messages or social profiles
• intolerance of difference, including faith, culture, gender, race or sexuality
• graffiti, art work or writing that displays extremist themes
• attempts to impose extremist views or practices on others
• verbalising anti-Western or anti-British views
• advocating violence towards others
If staff are concerned about a child they should raise a safeguarding concern with the Designated Safeguarding Lead using the usual procedure.
Dealing with disclosures
Although staff frequently raise safeguarding concerns based on their observations of a child or hearing what they have said, often to other children, sometimes children tell adults specifically about their worries and anxieties or something that has happened to them.
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It is important to deal with these situations appropriately so that we can listen to what the child is telling us without being judgmental or interrupting the flow. It is more important to listen than to find out the facts. Should it become necessary, the child’s concerns can be investigated later by skilled practitioners.
Use open questions to gently encourage the child to keep talking, for example, asking ‘what happened next’, and not ‘did your uncle hit you on the leg’. Offer reassurance and don’t make any suggestions that may appear negative, like ‘I wish you’d told me this before’. Remember you don’t know what will happen next, so don’t promise that ‘everything will be alright now’.
It is important that children are not promised confidentiality or that you will ‘keep it a secret’. You must share the information you are given. If the child asks you not to tell anyone, you must say you can’t do that. Sometimes the child the stops talking; you must respect that. Just let them know they can come and talk to you again at another time, and remind them of other things they could do, talk to another adult or call a children’s helpline.
Write down your conversation as soon as possible, using the child’s actual words.
Keep your remarks factual and do not write down what you think the child means.
Report the disclosure to the Designated Safeguarding Lead straightaway.
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How to raise a Safeguarding or Child Protection Concern
It is important that concern forms are fully completed in a timely way. The details are important. To help the Designated Safeguarding Lead respond appropriately, please follow the guidance below.
• Enter all the admin details, including date of birth (we are asked for this when we report a concern to Children's Services or the police)
•
Include your full name (not initials)
• Make sure the concern is given in detail, preferably in the child's own words
•
To help describe injuries on the body, use a body chart. Number each injury you have noticed on the body chart at its location and list them on the concern form. Describe the size and shape of any marks. Do not try to explain what you think caused the marks. Do not take any photographs.
• Don't report what other people have told you - they must write their own concern form
•
Only write about one child on each concern form (use a separate form for each child)
•
Remember that concern forms are used in court cases and inquests as primary documents, so they must be complete and accurate.
•
Make sure you use a Concern Form to record your concern. Do not use other any other form or piece of paper. Writing on the back of other forms can cause confusion and error.
•
If you jotted your notes down on a piece of paper whilst talking to the student or immediately afterwards, attach that to the completed concern form.
• If there are no Concern Forms available, please see any member of the Manor
Green Child Protection Team who all have copies.
 Finally, contact a member of the safeguarding team.
•
Do not use email to send your concern, complete a hard copy concern form instead. Emails get missed, go to the wrong person and cannot be signed.
• Completed concern forms must be given immediately to Lynn Triggs or Jackie
Lomas (Principal). If they are off site, then give the completed form to Alison
Kellock, Fiona Miles or Chris Lomas
•
Please alert the safeguarding team to concerns as soon as possible. It can take several hours to deal with even urgent concerns and the earlier they can start the better.
•
Finally, please sign, date and time the concern form.
•
At Manor Green, teachers are able to access the online system Child
Protection Messaging(CPOMS) service where they can record low level concerns (Previously used the yellow books) regarding home issues, bullying, behavior and child protection. However, the blue Safeguarding Concern forms must be used for disclosures / other concerns that require immediate attention by the DSO, Lynn Triggs.
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Manor Green Primary Academy
Please complete this form if you have any concerns about a child
Pupil Name
Day/Date/Time
Member(s) of staff noting concern
DoB
Concern (Please describe as fully as possible)
Signature: Date:
Actions Taken
Date Person taking action Action Signature
Would you like feedback about this concern?  Yes  No Date Given………….
Please pass this form to the Designated Safeguarding Lead when completed
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Lead(s):
Managing Safeguarding Concerns about a Child
Designated Safeguarding Concern put in writing on a Safeguarding
The local authority Designated
Officer for concerns about adults concern form
Lynn Triggs (DSO) is: Tania Brown
Jackie Lomas
(Principal)
Hand concern form to:
Contact details:
Link Safeguarding
Governor:
The DSO – Lynn
Triggs
0161 342 4398 e-mail
Mark Gaunt tania.brown@tameside.gov.uk
Chair of Governors:
Mark Gaunt
Designated
Safeguarding Lead reviews concern form and makes a decision about next steps
Decision made to monitor the concern.
Decision made to discuss the concern informally with the parents/carers
Decision made to refer the concern to social care
Class teacher asked to monitor child and feedback to the
Designated
Safeguarding Lead within an agreed timescale
Monitor
Once discussed with parents Designated
Safeguarding Lead decides to record concern, monitor or refer to social care
In exceptional circumstances, concerns may be referred directly to children’s social care
Record
Designated
Safeguarding Lead records concern and keeps in confidential safeguarding file.
Refer
Designated
Safeguarding Lead discusses decision with a senior teacher or the Principal and agree to refer to social care
Contact Details
Social Care Referrals:
Tameside hub
0161 342 4343
Prevent/Channel
Referrals:
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