1.
www.hertsdirect.org
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2.
Interim Safeguarding Children Training
School
Designated Senior Person
www.hertsdirect.org
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3.
Aims & Learning Outcomes
• Understand the safeguarding agenda for
schools and where child protection fits into it
• Define the different categories of child abuse
• Recognise your role in safeguarding children
• Explain how you should respond to child
welfare concerns
• Demonstrate knowledge of safe working
practice for school staff
www.hertsdirect.org
4.
Safeguarding
Protection from maltreatment
Preventing impairment to health and development
Ensuring that children are safe
Take action so children have the best outcomes
Working Together to Safeguard Children (2013)
www.hertsdirect.org
5.
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Five Key Outcomes for Wellbeing
• Be healthy
• Stay safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic well-being
Children Act 2004
www.hertsdirect.org
6.
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Meeting the Needs of Children and Families in Hertfordshire
www.hertsdirect.org
7.
Vulnerable Children
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The following groups of children can be marginalised and face social
exclusion therefore they may be more vulnerable to abuse.
•
•
•
•
•
Disabled children
Minority ethnic children
Children in public care system
Asylum seeker children
Children of parents with additional needs e.g. mental health, substance
misuse, learning disability
This may be because adults make assumptions, operate within
stereotypes, or because of barriers to disclosure e.g. language,
culture and power imbalances.
www.hertsdirect.org
8.
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Safeguarding Framework
National legislation and statutory
guidance
Non-statutory guidance
Legal Duty
• Section 175/157 Education Act 2002
•Guidance for Safer Working Practice
for Adults who work with Children and
Young People in Education Settings
(2009)
Professional Duty
• Working Together to Safeguard
Children (DFE 2013)
• Keeping Children Safe in Education
(DfE) April 2014
• EYFS Statutory Framework 2012
(Early Years Settings)
• Teachers’ Standards (DfE 2012)
www.hertsdirect.org
Local procedures
•Hertfordshire Safeguarding Children
Board Inter-agency Child Protection
and Safeguarding Children
Procedures Manual
http://www.hertssafeguarding.org.uk/
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9.
Serious Case Reviews
Death
Serious
Case
Review
Abuse and
Neglect
Serious harm
and concern
about how
professionals
have worked
together
www.hertsdirect.org
Learn lessons
to improve
individual
and collective
work
to safeguard
children
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10.
Key Messages
Listening to Children and Families
• Focus on the child
• Parental influence
• The voice of the child - time to talk?
• The impact of parental needs on the
child
Implications for practice
• Appropriate identification of abuse and response
• Follow policies and procedures
• Accurate recording
• Importance of history
• Respectful challenge is an essential tool
• Effective multi-agency working
www.hertsdirect.org
11.
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Abuse and Neglect
Abuse and neglect are forms of maltreatment of a child.
Somebody may abuse or neglect a child by inflicting harm,
or by failing to act to prevent harm.
Children may be abused in a family or in an institutional or
community setting, by those known to them or, more rarely,
by a stranger for example, via the internet.
They may be abused by an adult or adults, or another child
or children.
Working Together to Safeguard Children DCSF March 2010
www.hertsdirect.org
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12.
Definitions of Abuse and Neglect
• What is meant by the category of abuse you
have been assigned?
• What would a person need to do to cause this
type of abuse?
• What actions would you consider to be abusive
(specific to the category you are looking at)?
www.hertsdirect.org
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13.
Physical Abuse
Physical abuse may involve hitting, shaking,
throwing, poisoning, burning or scalding,
drowning, suffocating, or otherwise causing
physical harm to a child.
Physical harm may also be caused when a parent
or carer fabricates the symptoms of, or
deliberately induces, illness in a child.
www.hertsdirect.org
14.
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Emotional Abuse
Emotional abuse is the persistent emotional maltreatment
of a child such as to cause severe and persistent adverse
effects on the child’s emotional development.
It may involve conveying to children that they are
worthless or unloved, inadequate, or valued only insofar
as they meet the needs of another person.
It may include not giving the child opportunities to express
their views, deliberately silencing them or ‘making fun’ of
what they say or how they communicate.
www.hertsdirect.org
15.
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Emotional Abuse
It may feature age or developmentally inappropriate expectations
being imposed on children. These may include interactions that are
beyond the child’s developmental capability, as well as overprotection
and limitation of exploration and learning, or preventing the child
participating in normal social interaction.
It may involve seeing or hearing the ill-treatment of another. It may
involve serious bullying (including cyber bullying), causing children
frequently to feel frightened or in danger, or the exploitation or
corruption of children.
Some level of emotional abuse is involved in all types of maltreatment
of a child, though it may occur alone.
www.hertsdirect.org
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16.
Neglect
Neglect is the persistent failure to meet a child’s
basic physical and/or psychological needs, likely
to result in the serious impairment of the child’s
health or development.
Neglect may occur during pregnancy as a result
of maternal substance abuse.
www.hertsdirect.org
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17.
Neglect
Once a child is born, neglect may involve a parent or carer
failing to:
• provide adequate food, clothing and shelter (including
exclusion from home or abandonment);
• protect a child from physical and emotional harm or
danger;
• ensure adequate supervision (including the use of inadequate
care-givers); or
• ensure access to appropriate medical care or treatment.
It may also include neglect of, or unresponsiveness to, a child’s
basic emotional needs.
www.hertsdirect.org
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18.
Sexual Abuse
Sexual abuse involves forcing or enticing a child or young person to
take part in sexual activities, not necessarily involving a high level of
violence, whether or not the child is aware of what is happening.
The activities may involve physical contact, including assault by
penetration (for example, rape or oral sex) or non-penetrative acts
such as masturbation, kissing, rubbing and touching outside of
clothing.
They may also include non-contact activities, such as involving
children in looking at, or in the production of, sexual images, watching
sexual activities, encouraging children to behave in sexually
inappropriate ways, or grooming a child in preparation for abuse
(including via the internet).
www.hertsdirect.org
19.
Sexual Grooming
An abuser:
• Selects vulnerable children and families
• Builds up trust with victims
• Makes a child feel special or favourite
• Creates secrecy
• Alienates children from peers and family members
• Violates boundaries
• Uses threats
• Employs the use of the internet and mobile phones
• Grooms adults (across all categories of abuse)
www.hertsdirect.org
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20.
Indicators of Abuse Exercise
What indicators might you identify?
• Indicators in the child
e.g. behaviour, physical presentation, emotional
presentation etc
• Indicators in the parent
e.g. response towards the child, parents own needs etc
• Indicators in the family/environment
e.g. sources of stress, family history etc
www.hertsdirect.org
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21.
Indicators of Physical Abuse
In the child:
• Bruises – shape, grouping,
site, repeat or multiple
• Bite marks – site and size
• Burns and Scalds – shape,
definition, size, depth, scars
• Fractures- delay in seeking
medical attention, old
fractures,
• Injuries not typical of
accidental injury
• Fabricated or induced illness
www.hertsdirect.org
• Improbable or conflicting
explanations for injuries
• Repeated or multiple in juries
• Admission of punishment which
appears excessive
• Fear of parents being contacted
and fear of returning home
• Withdrawal from physical contact
• Aggression towards others
• Frequently absent from school
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22.
Indicators of Physical Abuse
In the parent:
• Parent with injuries
• Fear of medical help / parents
not seeking medical help
• Evasive or aggressive towards
child or others
• Refusal to discuss injuries
• Delay in seeking treatment
• Explanation inconsistent with
injury
• Over chastisement of child
www.hertsdirect.org
In the family/environment:
• Marginalised or isolated by the
community.
• History of mental health,
alcohol or drug misuse or
domestic violence.
• History of unexplained death,
illness or multiple surgery in
parents and/or siblings of the
family
• Past history in the family of
childhood abuse, self harm,
somatising disorder or false
allegations of physical or
sexual assault
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Indicators of Emotional Abuse
In the child:
• Over-reaction to mistakes
• Abnormal or indiscriminate
attachment
• Inappropriate emotional
responses
• Self harm
• Extremes of passivity or
aggression
• Drug/solvent abuse
www.hertsdirect.org
•
•
•
•
Chronic running away
Compulsive stealing
Low self-esteem
Social isolation – withdrawn, a
‘loner’
• Desperate attention-seeking
behaviour
• Depression
24.
Indicators of Emotional Abuse
In the parent:
In the family/environment:
• Observed to be aggressive
towards child or others
• Marginalised or isolated by the
community.
• Previous domestic violence
• History of mental health, alcohol
or drug misuse or domestic
violence.
• Intensely involved with their
children, never allowing anyone
else to undertake their child's
care.
• History of abuse or mental health
problems
• Mental health, drug or alcohol
difficulties
• Cold and unresponsive to the
child’s emotional needs
• Overly critical of the child
• Wider parenting difficulties
www.hertsdirect.org
• History of unexplained death,
illness or multiple surgery in
parents and/or siblings of the
family
• Past history in the carer of
childhood abuse, self harm,
somatising disorder or false
allegations of physical or sexual
assault
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25.
Indicators of Neglect
In the child:
• Abnormal voracious appetite at
school or nursery
• Constant tiredness
• Dirty and unkempt condition
• Disturbed peer relationships
• Inadequately clothed
• Self-harming behaviour
• Dry sparse hair
• Frequent lateness or nonattendance at school
• Untreated medical problems
• Inadequate social skills and poor
socialisation
• Failure to thrive - under weight,
small stature
www.hertsdirect.org
• Low self-esteem
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26.
Indicators of Neglect
In the parents:
In the family/environment:
• Failure to meet the child’s basic
essential needs including health
needs
• Marginalised or isolated by the
community.
• Leaving a child alone
• Failure to provide adequate
caretakers
• Keeping an unhygienic dangerous
or hazardous home environment
• Unkempt presentation
• Unable to meet child’s emotional
needs
• Mental health, alcohol or drug
difficulties
www.hertsdirect.org
• History of mental health, alcohol
or drug misuse or domestic
violence.
• History of unexplained death,
illness or multiple surgery in
parents and/or siblings of the
family
• Past history in the family of
childhood abuse, self harm,
somatising disorder or false
allegations of physical or sexual
assault
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Indicators of Sexual Abuse
In the child:
• Sexual knowledge or behaviour
inappropriate to age/stage of
development, or that is unusually
explicit
• Inexplicable changes in behaviour,
such as becoming aggressive or
withdrawn
• Reluctant to undress for PE
• Self-harm - eating disorders, self
mutilation and suicide attempts
• Running away from home
• Sexually exploited or indiscriminate
choice of sexual partners
www.hertsdirect.org
• Poor self-image, self-harm, selfhatred
• Pregnancy
• Poor attention / concentration (world
of their own)
• Sudden changes in school work
habits, become truant
• Withdrawal, isolation or excessive
worrying
• Inappropriate sexualised conduct
• Pain, bleeding, bruising or itching in
genital and /or anal area
28.
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Indicators of Sexual Abuse
In the parent:
• History of sexual abuse
• Excessively interested in the
child.
• Parent displays inappropriate
behaviour towards the child or
other children
• Conviction for sexual offences
www.hertsdirect.org
In the family/environment:
• Marginalised or isolated by the
community.
• History of mental health,
alcohol or drug misuse or
domestic violence.
• History of unexplained death,
illness or multiple surgery in
parents and/or siblings of the
family
• Past history in the carer of
childhood abuse, self harm,
somatising disorder or false
allegations of physical or
sexual assault
• Grooming behaviour
29.
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Safeguarding Role of School Staff
Recognise

Respond

Investigate
x
Attempt to resolve
x
www.hertsdirect.org
30.
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Recognise
• Listed as an indicator of abuse?
• Out of character for the child?
• Outside the ‘normal’ range of behaviours,
responses etc?
• Suggests a risk of harm?
www.hertsdirect.org
31.
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Responding: Golden rules
DO
DO NOT
• Take the child seriously
• Promise confidentiality
• Tell the child they have done the
right thing by telling you
• Investigate
• Clarify if necessary
• Make an accurate record as soon as
possible
• Inform the DSP without delay
www.hertsdirect.org
• Ask leading questions
• Repeatedly question/ask the
child to repeat the disclosure
over and over
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32.
Investigate
It is not the role of adults in school to investigate.
Once an adult has clarified that a concern is
present, cease questioning the child and pass the
information on to the DSP without delay.
www.hertsdirect.org
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33.
Attempt to Resolve
It is not the role of adults in school to resolve
safeguarding concerns.
Adults must not think ‘I can protect this child better
on my own.’
Adults working with a child often know something
which no one else knows – so share anything you
know with your DSP, even if you’re thinking
‘Someone else must have told them this.’
www.hertsdirect.org
34. Talking to Children about Safeguarding
Concerns
• When should adults talk to children?
• What is the purpose?
• What should adults say/not say?
• When should adults stop talking?
www.hertsdirect.org
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35.
Recording
• Child’s name and date of birth
• Date and time of the concern
• Factual account of what happened, where and who was
present, using the child’s own words staff to look at
• Any opinion / interpretation needs to be explained
• Your response
• Printed name and signature of person making the record
• Job title of person making the record
• Date and time of the record
www.hertsdirect.org
36.
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Safer Working Practice (SWP)
All staff should clearly understand the need to
maintain appropriate professional boundaries
in their dealings with young people.
An ongoing culture of vigilance should be maintained
within schools so that poor or unsafe practice is
identified at the earliest opportunity.
www.hertsdirect.org
37.
SWP – key documentation in schools
• Safeguarding policies (child protection, safer
recruitment, anti bullying, whistle blowing, physical
intervention)
• Code of conduct
• Staff handbook
Seek guidance from the senior leadership team.
www.hertsdirect.org
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38.
Areas of Staff Vulnerability
Can I have a
relationship
with a sixth former?
A pupil
has got a crush on me.
What should I do?
Can I give
a distressed child
a hug?
Can I remove
a disruptive pupil
from my
classroom?
One of my pupils
has asked to be my friend
on Facebook.
Is that OK?
Is it acceptable
to give a child a gift?
I’m really stressed
and worried that I’ll
‘lose it’ with a pupil.
What can I do?
Can I give a parent my
home phone number?
Can I compliment a
child on how they look?
Surely it’s not safe to
teach pupils 1:1? Can I assist with
toileting?
www.hertsdirect.org
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39.
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Abuse of Position of Trust
The Sexual Offences Act 2003 provides
that it is an offence for a person aged 18 or
over intentionally to behave in certain
sexual ways in relation to a child aged
under 18, where the adult is in a position of
trust in respect of the child.
www.hertsdirect.org
40.
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Further Information
Guidance for Safer Working Practice for Adults
who work with Children and Young People in
Education Settings (DCSF March 2009)
Available on the Hertfordshire Grid for
Learning
www.hertsdirect.org
41.
Support for Staff
• Safeguarding children is an emotive subject.
• Receiving a disclosure can be distressing.
• It is important to seek support from your DSP.
www.teachersupport.info – 0800 0562 561
www.hertsdirect.org
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42.
Revisiting Aims & Learning
Outcomes
• Understand the safeguarding agenda for
schools and where child protection fits into it
• Define the different categories of child abuse
• Recognise your role in safeguarding children
• Explain how you should respond to child welfare
concerns
• Demonstrate knowledge of safe working
practice for school staff
www.hertsdirect.org
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