www.kidscape.org.uk
General Enqs: 020 7730 3300
Parents’ Helpline: 08451 205 204
Designated Person
We will look at:
•
•
•
•
•
General Child Protection and Safeguarding & ECM principles
and the role of the Organisation
Roles & Responsibilities
Legislative Framework (including OfSTED/ISI Evaluation)
Attitudes and Values
Myth-busting around:
• Talking to Children
• Information Sharing / Confidentiality
• Race and Culture
• Child abuse
• Acceptable Behaviour
www.kidscape.org.uk
Child Protection Designated
Person
•
Main Duties and Responsibilities:
•
•
Develop all aspects of the organisations’s child protection responsibilities.
Raise awareness through the dissemination of the organisations Policy and
information. The Child Protection Policy and other information should be
available to staff, parents and students in an appropriate and accessible form.
Develop a training strategy to ensure compliance and best practice.
Make sure that all new staff have received child protection information at
induction.
Cooperate with other agencies and professionals to promote the welfare of
students.
Establish and maintain links with the local authority departments and officers.
Suggest a child protection perspective for colleagues responsible for
recruitment, SEN, PSHE etc.
Develop and maintain effective reporting and recording system.
•
•
•
•
•
•
www.kidscape.org.uk
Main Duties and Responsibilities
cont:
•
•
•
•
•
•
•
•
Arrange for the secure storage, transfer or destruction of the
confidential child protection records.
Respond immediately to an emergency situation; arrange telephone
calls, meetings, negotiations, reports and monitoring.
Contact parents about child protection concerns (according to Child
Protection Policy procedures and in agreed circumstances).
Provide information, advice and support to students, staff and parents.
Work with students, parents and staff in a confidential manner.
Work with Heads of the organisation to ensure that actions from
strategy meeting and child protection plans are carried out.
Attend child protection training, updated at two-yearly intervals, and
additional training as appropriate.
Keep up to date with new legislation and guidance.
www.kidscape.org.uk
Central Premise
• Children and young people have a fundamental right
to be protected from harm
• Children and young people have a right to expect
organisations to provide a safe and secure
environment
• Therefore;
• the guiding principal of law and safeguarding / child
protection procedures is that the protection and
welfare of the child must always be the first priority
www.kidscape.org.uk
•
Response;
Organisations working with children have an overarching legal duty to
safeguard and promote the welfare of children
•
Staff are in a unique position to identify and help abused children and
to safeguard and promote their welfare
•
OfSTED New inspection arrangements:
•
Safeguarding will now be graded as a ‘inadequate’ judgement (i.e. if the
organisation is judged ‘inadequate’ or Graded 4 in this strand the
overall effectiveness is likely to be judged inadequate)
•
Inspectors are in general looking for:
• How well Safeguarding arrangements work in organisation at all
levels
• How well are Safeguarding concerns are identified and responded
to
www.kidscape.org.uk
So what are inspectors looking for?
 The school has clear policies, strategies and
procedures to ensure the safeguarding and
welfare of pupils, including those relating to
behaviour, bullying, health and safety, harassment
and discrimination and meets all required duties
 The school has established clear management
responsibilities in relation to child protection
including relevant designated staff
 The school monitors and evaluates the
effectiveness of its policies and practices
 Ensures that adults working with pupils are
appropriately recruited and vetted
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 Ensures that adults receive up-to-date, high quality,
appropriate training, guidance, support and
supervision to undertake the effective safeguarding
of pupils
 Encourages and enables pupils to report any
concerns or complaints including concerns about
poor or abusive practices
 Takes reasonable steps to ensure that pupils are
safe on the school site, for example by monitoring
visitors or volunteers or those using the premises
during school time
 Identifies concerns about possible abuse and/or
neglect and/or pupils who may have gone missing,
and refer such concerns promptly to the relevant
agencies
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 Records information relevant to safeguarding concerns
clearly and accurately and shares it appropriately, both
internally and with other agencies
 Helps pupils to keep themselves safe, including
encouraging pupils to adopt safe and responsible practices
and deal sensibly with risk for example:
When handling hazardous equipment and
materials.
Looking after themselves during outdoor
activities.
When attending alternative educational or workrelated provision.
Using the internet.
If they come into contact with groups that
encourage the use of violence
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The evidence they will use
The following list represents the evidence that schools
should have available for inspectors:
•
•
•
•
•
•
•
•
•
•
Behaviour policy
Anti-bullying policy
Health and safety policy
Child protection policy
Equal opportunities policy
Single Central Record
Risk assessments
Views of parents on safeguarding
Views of pupils on safeguarding
That designated staff are clearly identified and all
staff are aware who the named person is
www.kidscape.org.uk
•
•
•
•
•
•
•
•
•
•
•
•
•
Record of racist incidents
Record of bullying incidents
Child protection referral records
Minutes from discussions at governing body meetings
Policy evaluation schedule
Participation of a member of the governing body and
headteacher in Safer Recruitment Training
Schools Code of Practice
Staff recruitment policy
Training log
Evidence of discussions with pupils
Pupils surveys showing that they know what to do if they are
worried and who to talk to
Reports from social care meetings
Vulnerable pupil evidence trail
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Scenario exercises
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Simone
Simone is 9 years old. She lives with her parents and is an only child.
Simone enjoys school and is a well socialised child. Simone has a close
relationship with her parents. Ever since she was a baby Simone’s parents
have allowed her to sleep with them in their bed. Simone also regularly
bathes with her parents and enjoys bath time. Simone particularly likes to
play netball and attends a local netball club with her father. Simone’s father is
a keen photographer and often films Simone and her team mates with a
camcorder.
Carry out an initial assessment of these circumstances and discuss
them within your group.
Explain whether you feel ‘child abuse’ has occurred or is occurring.
Explain your feelings about Simone’s parents allowing her to bathe with them
and sleep in their bed.
What would you do now upon receiving this information?
Enter any possible signs of abuse on the indicators of abuse handout under
the correct heading.
www.kidscape.org.uk
Saranjit
Saranjit is 4 years old. He was born 2 weeks early and was slightly underweight.
He has been in and out of hospital during his short life. Some of the visits have
been instigated by his mother, others by his GP. The local GP has become
increasingly concerned about Saranjit’s health over the past 2 months. Saranjit’s
weight and height are below average and the GP has referred him to a
paediatrician for further tests. The GP is concerned that Saranjit is failing to thrive
and therefore wants further tests to be carried out to identify the cause. Saranjit’s
mother is very anxious about his condition and is finding the regular visits to the
hospital quite a strain as she has five other children and a husband to care for. She
has missed a recent hospital appointment for Saranjit because she had to take her
other children to school.
Carry out an initial assessment of these circumstances and discuss them
within your group
Explain whether you feel ‘child abuse’ has occurred or is occurring.
Explain your feelings in relation to Saranjit and his family situation.
Explain your attitudes and feelings toward the GP’s concerns that Saranjit is failing
to thrive.
What would you do now upon receiving this information?
Enter any possible signs of abuse on the indicators of abuse handout under the
www.kidscape.org.uk
correct heading.
Eve is 8 years old. She has recently moved to your school from a boarding
school in the UK. Her father has always worked in Norway, and you are
unsure why she has recently been moved here. She is brought to and
collected from school by her child minder. She arrives at school early, and is
collected late.
She is a very quiet subservient girl, and as yet has not made any friends. She
is anxious to please. Eve is always very well dressed, does well at school,
and is excellent at sports. She has the latest Ipad and mobile phone, also has
expensive clothes. Her father works in the oil sector and her mother does not
work at all. Neither her Mother nor Father has attended the school for award
ceremonies or to watch her play sport. Eve told her teacher that her Mum
said to her that they need a complete rest. She went on to say that her
parents are going to the Seychelles for a holiday, and they are not going to
take her even though it is over a school holiday period. They told her they
have found a very nice minder for her. Eve’s only real concern is that she has
not met the new child minder, and she tells you that she is worried what the
minder will be like and whether they will get on.
www.kidscape.org.uk
Adele
Adele is 14 and her boyfriend, Grant, is 17. Adele met Grant last year when they both went to a
school disco. At that time she was 13 and he was 16. They have been discussing their relationship
and regard themselves as ‘in love’ and committed to each other. For the last two months, since
Adele’s 14th birthday, they have been engaging in sexual experimentation amounting to no more
than heavy, but non-genital petting. Grant wants Adele to have full sexual intercourse but she is
unsure. Adele’s parents would be horrified if they knew that she and Grant had been getting as
close as they have and she is worried that, if she has sex with Grant, her parents will find out and
throw her out.
Furthermore, Grant lives with just his dad, and his dad has made no secret of the fact that he
would be happy to allow Adele to ‘stay over’ with Grant. Adele thinks Grant’s dad is a bit creepy
and is worried that if she does decide to have sex with Grant, the only place where this can
happen is at Grant’s house. Her best friend who is the same age but who is sexually active, and
with whom she has discussed her predicament, has encouraged her to ‘go all the way’ with Grant.
Carry out an initial assessment of these circumstances and discuss them within your
group:
Explain whether you feel ‘child abuse’ has occurred or is occurring.
Explain your feelings in relation to Adele’s current ‘predicament’ including any concerns you might
have about the attitudes of Grant and his father.
What would you do now upon receiving this information?
Enter any possible signs of abuse on the ‘indicators of abuse’ handout under the correct heading
www.kidscape.org.uk
Sam
Sam is 10 and his father has just smacked him on the back of the head three times for
stealing a packet of sweets from the local newsagents’. Sam’s best friend is the family dog,
Buster. Buster is a 2 year old Alsatian / Labrador cross. Sam is worried that Buster might be
taken away by the RSPCA because Sam’s neighbour has reported his father for constantly
beating the dog in the garden. Sam is devastated over the thought of losing his dog because
it means that he will not have anyone to play with at home, despite the fact that his father
always treats him to a new toy most weekends.
Sam’s teacher is worried about him because Sam always seems sad, particularly at ‘hometime’. She does not understand why Sam is unhappy because Sam’s father has a well-paid
job and she knows that the family live in a well-to-do area of town. Sam’s mother knows that
her husband beats the dog but she no longer intervenes because she too has been hit. In
any case, her view is that the family never wants for anything; she sees her husband as a
‘good provider’ and she does not want to jeopardise her otherwise comfortable lifestyle.
Carry out an initial assessment of these circumstances and discuss them within your
group
Explain whether you feel ‘child abuse’ has occurred or is occurring
Explain your feelings in relation to Sam’s current situation including the attitudes of his
mother and his teacher
Explain your attitude towards Sam’s father
What would you do now upon receiving this information?
Enter any possible signs of abuse on the ‘indicators of abuse’ handout under the correct
heading
www.kidscape.org.uk
Victoria
Victoria is 15 years old and missing from home and school. You’ve been told the following by a
good friend of Victoria who you asked as you were concerned about her absence.
She left home because her parents, who regard themselves as devout Roman Catholic, set strict
boundaries about her going out with her friends in the evening. Victoria’s father put a lock on her
bedroom door and made her stay in her room after 8pm on ‘school nights’. One Saturday afternoon
two months ago she packed an overnight bag and left home to stay in a bed-sit in a neighbouring
city centre with the older sister of a girl she met on the estate near her home address. This was the
latest episode in a series of attempts to leave home.
Her father regards her as ‘beyond control’. He thinks that Victoria is a bad influence on his other 3
daughters and has washed his hands of her. Victoria phones a ‘favourite’ teacher at her school
once every week to let her know she is safe but does not disclose her address. Her friend only
knows that the teacher is male, and that he and Victoria have ‘got on’ for some time now. Victoria
has made lots of new friends in the city and has begun to smoke cannabis that her ‘flat-mate’ gives
her. She also told her friend she has recently met a much older man who she has begun a
relationship with, and she now works two or three evenings a week in a massage parlour where she
has sex with ‘clients’ for payment, splitting her ‘takings’ with her new boyfriend.
Carry out an initial assessment of these circumstances and discuss this within your group
Explain whether you feel ‘child abuse’ has occurred or is occurring
Explain your feelings in relation to Victoria’s current situation including the part played by others
Explain your feelings in relation to each of Victoria’s parents.
Explain your feelings in relation to Victoria’s teacher.
What factors might affect the vulnerability of Victoria?
What would you do now upon receiving this information?
Enter any possible signs of abuse on the ‘indicators of abuse’ handout under www.kidscape.org.uk
the correct heading
You Know More Than You
Think!!
In your groups discuss and jot down your understanding of the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
What terms are used in child protection and safeguarding for the legal
thresholds for entry into social care intervention.
Where are these contained within legislation?
What other key legislation or statutory guidance is relevant to child protection in
organisations?
Can you name the two key documents that set out how child protection work is
underpinned in the UK and ensures an interagency approach?
Name the ‘Five ECM Outcomes’. (Helping children achieve more)
Name six key things that organisations must do in relation to safeguarding
Name three key things that organisations must not do.
Name the four categories of abuse
Which agency has lead responsibility for child protection
www.kidscape.org.uk
1. Terms used
When identified as requiring some level of intervention to promote their
health and wellbeing or to protect from harm, children are considered,
To be a;
- CHILD in NEED – promote health and development
Or to be a;
-
CHILD at RISK – protect from ‘Significant Harm’ or ‘Risk of
Significant Harm’
www.kidscape.org.uk
2. Legislation
• S17 (1) & (10)
Safeguard children and promote the
welfare of children who are in need.
• S47
Investigation so as to protect of children
from significant harm.
www.kidscape.org.uk
3. Other Key Legislation
Legislation:
• Misuse of Drugs Act 1971
•
•
•
•
Disability Discrimination Act 1995
Education Act 1996
Schools Standards & Framework Act 1998
SEN & Disability Act 2001
•
•
•
•
•
•
Female Genital Mutilation Act 2003
Sexual Offences Act 2003
Education Act 2002
Human Rights Act 1998
Children Act 2004
Education & Inspections Act 2006
Guidance: This list is indicative of some of the key legislation in this area and is not exhaustive
•
04217-2006BKT-EN: Safeguarding Children and Safer Recruitment in Education
(Includes: Dealing with Allegations of Abuse Against Teachers and Other Staff)
•
DCSF Guidance: The Use of Force to Control or Restrain Pupils Rev: Oct 07
•
0338-2006BKT-EN: Information Sharing Practitioners Guide
•
DfES 0092/2004: Drugs Guidance for Schools
•
1448-2005DCL-EN: Managing Medicines in Schools and Early Years Settings
•
04320-2006 DOM-EN: What To Do If You’re Worried a Child is Being Abused Rev: Dec 06
•
DfES 1081/2004: Every Child Matters: Change for Children - Government
guidance on requirements of Children Act 2004
www.kidscape.org.uk
4. Two Key Documents
• Local Child Protection Procedures.
Issued by Local Child Protection Committee 2003, in association with:
•
Association of London Government
•
Police Service
•
Association of Directors of Social Services
•
NHS
•
Probation
•
Association of London Chief Education Officers
3rd Edition Published in 2007 and brings Local Child Protection Procedures line with Working Together 10
and the Children Act 2004, which reflects the Every Child matters Change for Children programme.
• Working Together to Safeguard Children
2010.
Issued jointly by HM Government Departments:
•
Department of Health
•
Home Office
•
Department for Education & Skills
Paragraphs 2.121 to 2.131 of particular relevance to schools
www.kidscape.org.uk
5. The ‘Five Outcomes’
1. Be Healthy
2. Stay Safe
3. Enjoy and Achieve
4. Make a Positive Contribution
5. Achieve Economic Well-being
These are national outcomes, and are clearly
linked to statutory duties. (s38 E&I Act 06 & s10 Children Act 04)
www.kidscape.org.uk
SHEEP
•
•
•
•
•
Stay safe
Healthy
Enjoy and achieve
Economic Wellbeing
Positive contribution
www.kidscape.org.uk
6. Six Key Things you must
do
1. Have a Designated Senior Member of staff for child protection
2. Provide a safe environment
3. Use the curriculum to contribute to child protection, including an understanding
of acceptable behaviour, how to identify, understand and manage risk, and how
to speak up.
4. Act if they have concerns that a child may be ‘missing’ or has ‘disappeared’ or if
any aspect of a pupils transfer raises concerns over a child’s welfare
5. Recognise ‘significant harm’ and act upon it
6. Have policies and procedures on:
–
–
–
–
–
–
Child Protection
Allegations Reporting
Behaviour/Discipline
Bullying
Restraint
Racism
-
Whistleblowing
Safer Recruitment
This is not an exhaustive list of policies that schools must have in place but indicative of those that relate to safeguarding
www.kidscape.org.uk
7. Three Key Things you
Must Not do
1. Must not use any form of Corporal
Punishment
2. Must not ignore Child Protection
concerns
3. Must not carry out their own
investigations.
www.kidscape.org.uk
8. Four Categories of Abuse
Physical Abuse: May include hitting, shaking, throwing, poisoning, burning,
scalding, drowning, suffocating or otherwise causing physical harm to a child including the
fabricating the symptoms of (or deliberately causing) ill health to a child
Emotional Abuse: Is the persistent emotional ill-treatment of a child such as to
cause severe and persistent adverse effects on the child’s emotional development. This
may involve conveying to children that they are worthless, unloved or unvalued or
developmentally inappropriate expectations are made or causing children to frequently feel
frightened or the exploitation or corruption of children.
Sexual Abuse: Involves forcing or enticing a child to take part in sexual activities,
whether or not the child is aware of what is happening. Such activities may involve sexual
acts (penetrative or non-penetrative) or may include involving children in watching or taking
part in pornographic material or to encourage children to behave in sexually inappropriate
ways
Neglect: Is the persistent failure to meet a child’s basic physical and/or psychological
needs, likely to result in the serious impairment of the child’s health or development such
as failing to provide adequate food, shelter (including keeping children safe), clothing, or
neglect of or unresponsiveness to a child’s basic emotional needs.
www.kidscape.org.uk
Who takes the lead?
• Social Services Department
Social Care Division was formally the: Local Authority’s Social Services
Department Children’s Services
The Children Act 1989 and The Education Acts 1996 and 2002 place
statutory responsibilities on Local Authorities and schools & FE
colleges with respect to child protection, in addition to their ordinary
Duty of Care, including a duty to cooperate and a duty to report CP
concerns.
www.kidscape.org.uk
What has this to do with you?
EVERYTHING !
www.kidscape.org.uk
What does this mean for me?
All staff have a statutory duty to:
Safeguard and Promote
the Welfare of Children,
and have a common law:
Duty of Care
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What does this mean for me?
Definition:
Safeguard and Promote the Welfare of Children?
This means contributing to:
•
The protection of children from maltreatment;
•
The prevention of impairment of children’s health or development;
•
Ensuring that children are growing up in circumstances consistent
with the provision of safe and effective care; and
•
Undertaking that role so as to enable those children to have
optimum life chances and to enter adulthood successfully.
Source: Children Acts 1989 & 2004
www.kidscape.org.uk
What does this mean for me?
A Shared Objective
Everyone in the education service (CYPS & Schools / Education
Settings) must share an objective to help keep children and
young people safe by contributing to:
–
The provision of a safe environment for children and young
people
–
identifying children and young people who are suffering or who
are likely to suffer significant harm
–
take appropriate action with the aim of making sure that
children are kept safe both at home and at organisations
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What does this mean for me?
Achieving these aims requires
systems designed to:
– Prevent unsuitable people from working with children and young
people i.e. safe recruitment procedures & single central vetting
records
– Promote safe practices and challenge poor and unsafe practices
in the ‘whole school’ or service context
– Identify instances where there are grounds for concern about a
child’s welfare and initiate / take appropriate action to keep them
safe
– Contribute to effective partnership working between all those
involved with providing services for children
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Recognition & Response
Remember;
• Children may be abused or neglected through the infliction of
harm,
or through a failure to act to prevent harm
• Abuse can occur in a family, institutional or community setting
• Children are most at risk from the ‘familiar’, ‘ordinary’ & ‘normal’
• Generally the perpetrator may or may not be known to the child,
such as;
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Recognition & Response
• Professionals:
– EG: Child-minders, teachers, youth workers, domiciliary/residential
staff, social workers, governors, volunteers, police officers.
• Strangers / Predators:
– EG: Paedophiles, hepophiles, online grooming, abduction, assault,
trafficing.
• Children:
– EG: Child-on-Child physical, emotional or sexual abuse in school or
elsewhere
• Family members etc:
– EG: Siblings, mother, father, aunt, uncle, grandparents, family
friends
www.kidscape.org.uk
Recognition & Response
Identifying perpetrators…
CAN YOU IDENTIFY WHICH INDIVIDUALS ARE
CONVICTED PERPETRATORS OF
CHILD ABUSE?
www.kidscape.org.uk
Recognition & Response
Identifying perpetrators…
CAN YOU IDENTIFY WHICH INDIVIDUALS ARE
CONVICTED PERPETRATORS OF
CHILD ABUSE?
www.kidscape.org.uk
What does this mean for me?
Duty of care also means that:
1.
You must not use any form of Corporal Punishment in any setting
2.
You must not take you anger or frustrations out on children
3.
You must not ignore Child Protection concerns
4.
You must not minimise a child’s disclosure
5.
You must not try to give an alternative explanation
6.
You must not talk to the child’s parents about a child protection matter unless you have
sought prior advice or have been asked to do so
7.
You must not act alone – share your concerns
8.
You must not promise to keep things a secret
9.
You must not carry out your own investigations.
www.kidscape.org.uk
Duty of Care: Safe Working Practices
One to One Working
•
If 1:1 working unavoidable you should ensure that:
– You consider any specific needs of the child/ren involved
– Such needs are recognised in any risk management plan
– As far as possible you have an ‘open door policy
– As far as possible you avoid using ‘engaged or ‘do not disturb signs’
– Appropriate staff know that you are working 1:1 and at what times
– Ensure that the 1:1 room has vision panels in the door – not obscured
– As far as possible that your 1:1 is in an easily visible room – passing traffic
– As far as possible that your 1:1 is not in a remote or secluded area
– Always leave yourself in a position to be caught!
www.kidscape.org.uk
Duty of Care: Safe Working Practices
Social Contact
•
You have a professional not personal relationship with children
•
You must get approval for any planned social activity with children
•
You must advise management of any social contact with a child or their
family which gives rise for concern
•
You should be alert to the fact that unplanned social contact may be
misconstrued as grooming
•
You should refrain from sending personal messages to children
NOTE: Avoid Social Networking sites: Politely refuse to be ‘friends with
pupils on Facebook, MySpace, etc
Avoid exchanging personal numbers – no personal calls / texts
www.kidscape.org.uk
What all staff need to know?
CP Basics:
• Do I know who the organisations designated lead for CP is?
• Do I have the policies & procedures on:
–
–
–
–
–
Child protection
Behaviour/ Discipline
Restraint
Bullying
Allegations against staff
• Do I have my organisation’s reporting forms:
– Concern / Incident / Restraint
• Do I know who to report which concerns to:
– Head / Chair / CP Lead / LAC Lead / SENCo
• Do I know what to do in an emergency?
www.kidscape.org.uk
Recognition & Response
• The protection and welfare of a child
must always be our first priority,
however;
– when faced with complex issues we may
find it difficult to keep our focus on the
child and elements that contribute to
ensuring their safety
– See Local Child Protection Procedures
5.1.7
“Good Practice Checklist”
as follows
www.kidscape.org.uk
Good practice checklist (1)

Have you been able to speak to the child alone?

Can you still do so?

Where will the child be for the next 24 hours?

Is the child at immediate risk of harm (physical, sexual,
emotional)?

What information do you have about the child and their family?

(Have you completed a CAF or equivalent?)
www.kidscape.org.uk
Good practice checklist (2)

Are there other children (siblings, peers) who could be at risk of
harm?

Is the mother at risk of harm?

Does she and the child/ren have a safety plan?

Is it safe to discuss your concerns with the child’s parents – or
will doing so put the child at greater risk of harm?

Is there a reason that makes it likely that the child will resist
efforts to safeguard him/her (e.g. fear of a pimp, need for drugs)?

Have you recorded everything that has been said to you by the
child, the parents / family, and other professionals?

Have you recorded everything you have said to others?
www.kidscape.org.uk
Good practice checklist (3)

Is there disagreement between health staff about the diagnosis of
non-accidental injury?

If there is, it must be resolved before the child is allowed home.

Have you discussed your concerns with your agency’s nominated
safeguarding children adviser?

If not, have you been able to reflect on your concerns with a
colleague (in your or another agency) who has appropriate
expertise?

Have you complied with your agency’s child protection
procedures?

Is there a need to inform the police because a crime has been
committed?
London Child Protection Procedures 5.1.7
www.kidscape.org.uk
Duty of Care
Abuse of Trust
• Sexual behaviour with or towards children is unacceptable,
and unlawful.
• Sexual Offences Act 2003 (s16-19)
– It is an offence for a person over 18 to have a sexual relationship
with a child under 18 where that person is in a position of trust in
respect of that child (e.g. teacher / youth worker / TA / caretaker
etc.), even if that relationship is consensual. This applies where the
child is in full-time education and that person works in the same
establishment as the child, even if they do not teach the child.
www.kidscape.org.uk
Talking to Children about CP Issues
Guidance
• Be aware
– Children may disclose a range of things that may be happening to
them, this may include;
•
•
•
•
•
•
•
•
Pregnancy
Historical abuse
Sexual activity
Sexual exploitation
Domestic violence
Abuse by other children
Young carer
Suicidal thoughts
•
•
•
•
•
•
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Drug abuse
Prostitution
Self harm
Forced marriage
Honour based violence
Trafficking
Fabricated illness
Bullying
Falling out with friends
This list is indicative not exhaustive
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What is parental
responsibility?
While the law does not define in detail what parental responsibility is,
the following list sets out the key roles:
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providing a home for the child
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having contact with and living with the child
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protecting and maintaining the child
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disciplining the child
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choosing and providing for the child's education
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determining the religion of the child
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agreeing to the child's medical treatment
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naming the child and agreeing to any change of the child's name
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accompanying the child outside the UK and agreeing to the child's
emigration, should the issue arise
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being responsible for the child's property
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appointing a guardian for the child, if necessary
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allowing confidential information about the child to be disclosed
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Who has parental
responsibility?
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A mother automatically has parental responsibility for her child from
birth. However, the conditions for fathers gaining parental responsibility
varies throughout the UK.
For births registered in England and Wales
In England and Wales, if the parents of a child are married to each
other at the time of the birth, or if they have jointly adopted a child, then
they both have parental responsibility. Parents do not lose parental
responsibility if they divorce, and this applies to both the resident and
the non-resident parent.
This is not automatically the case for unmarried parents. According to
current law, a mother always has parental responsibility for her child. A
father, however, has this responsibility only if he is married to the
mother when the child is born or has acquired legal responsibility for his
child through one of these three routes:
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Parental Responsibility
• (from 1 December 2003) by jointly registering the
birth of the child with the mother
• by a parental responsibility agreement with the
mother
• by a parental responsibility order, made by a court
• Living with the mother, even for a long time, does not
give a father parental responsibility and if the parents
are not married, parental responsibility does not
always pass to the natural father if the mother dies.
• All parents (including adoptive parents) have a legal
duty to financially support their child, whether they
have parental responsibility or not.
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Information Sharing
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7 Key questions for information sharing
1. Is there a clear and legitimate purpose for
sharing information?
2. Does the information enable a living person
to be identified?
3. Is the information confidential?
4. Do you have consent?
5. Is there sufficient public interest?
6. Are you sharing appropriately and securely?
7. Have you properly recorded your decision?
www.kidscape.org.uk
Information Sharing.
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7 Golden rules for information sharing
1. Remember that the DPA is not a barrier to
sharing information
2. Be open and honest with the person or family
3. Seek advice if you are in any doubt
4. Share with consent where appropriate
5. Consider safety and well-being
6. Necessary, proportionate, relevant, accurate
timely, and secure
7. Keep a record of your decision and reasons
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Raft and Plan.
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Relevant
Accurate
Factual
Topical
Proportionate
Legal
Accountable
Necessary
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Significant Harm

Family context

Child’s development in family, social and
cultural environment

Special needs

Nature of the harm

Impact on child’s health or development

Adequacy of parental care
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Assessment Triangle
parenting
capacity
child’s developmental
needs
CHILD
safeguarding
and promoting
welfare
family and environmental factors
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Significant Harm

Receive information over time

Add this to what you already know

Put it into the context of what is
already known

Consider its significance

What is your assessment of risk?
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Assessment of risk of harm
Information received over time
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Talking to Children about CP Issues
Guidance
• If you are worried about the welfare of a child you can;
– Talk to the child
– Talk to the child’s parents or guardians. (Check first to see if this is advisable)
TAKE CARE!
You are not carrying out your own Child Protection investigation,
but establishing whether to act upon your concerns!
Try to say as little as possible yourself
If you have to prompt, ask open questions and do not lead or put
words in the child’s mouth
Do not discount or minimise anything
Keep a written record of your conversation, who said what etc.
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Talking to Children about CP Issues
Guidance
• Remember;
– You are making ‘friendly enquiries’ to gain sufficient information to
decide about what to do next
– You are not interviewing the child about any alleged abuse
Some General Principles;
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Do not promise confidentiality
Keep an open mind : do not judge
Make then feel comfortable in your presence
Reassure them
Accept their language – even if it is unconventional
Be patient, even if the child is hesitant
Say as little as possible yourself
Listen to the child – it is not up to you to decide on the ‘truth’
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A Child Discloses
1. Ask questions only in relation to the disclosure
in an open manner to establish exactly what
they are saying.
2. Have regard for their welfare.
3. Listen to the child.
4. Never stop a child who is freely disclosing
abuse.
5. Record date, time, place, and exact words
used.
6. Record all subsequent meetings with the child.
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Questioning Children
Use open, or open specific questions as much as
possible
What, where, when, who, why and how.
Tell me, explain to me, describe to me, show me.
(TEDS)
A good example of an open question is “
“.
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Broad areas of responsibility for the designated
senior person for child protection
•Refer cases of suspected abuse or allegations to
the relevant investigating agencies.
•Act as a source of support, advice and expertise
within the establishment when deciding whether to
make a referral by liaising with relevant agencies.
•Liaise with head-teacher/manager or
principal/CEO to inform him or her of any issues
and on-going investigations and ensure there is
always cover for this role.
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Broad areas of responsibility for the
designated senior person for child
protection
• To recognise how to identify signs of abuse and
when it is appropriate to make a referral.
• To have a working knowledge of how Local
Safeguarding Children Boards (LSCBs) operate and
the conduct of a child protection case conference,
and be able to attend and contribute to these
effectively when required to do so.
• To ensure each member of staff has access to and
understands the organisations child protection policy,
especially new or part-time staff who may work with
different establishments.
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Broad areas of responsibility for the
designated senior person for child
protection
• To ensure all staff have induction training covering
child protection and are able to recognise and report
any concerns immediately they arise.
• To be able to keep detailed, accurate and secure
written records of referrals or concerns.
• To obtain access to resources and attend any
relevant or refresher training courses at least every
two years.
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Broad areas of responsibility for the
designated senior person for child
protection
• Ensure the establishment's child protection
policy is updated and reviewed annually and
work with the governing body/CEO/Trustees
or proprietor regarding this.
• Ensure parents see copies of the child
protection policy, which alerts them to the fact
that referrals may be made and the role of the
establishment in this, so as to avoid conflict
later.
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When making a referral the Designated Person should have
available;
The child’s name, date of birth, address, race, religion, language and
any known special needs
Parents/carers names, address,
The reason for your concern
Any other known factors within the family which may be contributing to
the problem
Lack of any elements of the above information should not deter you from
contacting Social Services
The maintenance of good records along with notes kept of significant
events or conversations will assist with any referral and subsequent
investigation.
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In 1991 a survey was done by the Child Abuse Studies Unit of the
University of North London and revealed that one in two girls (59%) and
one in four boys (27%) will experience child sexual abuse by the time they
are 18.
(Definition of abuse any event or interaction which the young person
reported as abusive/unwanted before the age of 18.)
Other surveys also confirm the high occurrence of sexual abuse in our
society:
• 38% of girls sexually abused before the age of 18
• (Diana Russell et al The Secret Trauma 1986)
• 16% of boys are sexually abused before the age of 18
(David Finkelhor et al Sexual Abuse in a National Survey 1990)
A later study in 2000 (Cawson: NSPCC) also exposes that sexual abuse
continues to be extremely prevalent in the UK with 11% of boys under 16
and 21% of girls under 16 experiencing sexual abuse in childhood.
The Internet also has made more readily available images of child sexual
abuse. About 1.5m UK adults had seen child abuse online, the Internet
Watch Foundation said in a report in October 2007.
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In 2005-2006 of the 11,976 children calling
Childline about sexual abuse:
• 94% of knew their abuser
• 59% of abusers were family members,
• 35% were acquaintances
• 5% were strangers
• 22% of girls cited their father as the abuser
• 20% of boys cited their father as the abuser
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Abusers also appear no different to any other
man or woman and come from every social strata
– builders, doctors, teachers or religious leaders.
DEH Russell completed a study in 1986 (The
Secret Trauma NY1986) of 152 women who had
been incestuously sexually abused:
• 32% of the perpetrators had upper middle class
occupations
• 34% had middle class occupations
• 34% had lower class occupations.
There was also no extraordinary racial or ethnic
preponderance among the abusers beyond that
of the general population.
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Child sexual abuse may have been with us
throughout the ages, but it has remained hidden,
and it is only relatively recently in the UK that
legislation protecting the victim has been
implemented. Because sexual abuse was not seen
it was believed to not exist. It is has only been since
the 1980s that professional attention from social
workers to GPs to teachers have been mobilised to
look more closely at child sexual abuse. The ball
actually started rolling after a survey was taken in
1986 by the BBC Programme “That's Life” asking
viewers for their help in an investigation into child
abuse. Three thousand adults (of whom 90% were
women) completed the survey and 90% of them
said they had experienced child sexual abuse.
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Any questions?
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