Safeguarding Policy

Policy on Safeguarding and Child Protection

A. Named staff/personnel with specific responsibility for Safeguarding

and Child Protection

Director 1: Robert George Merchant

Director 2: Stuart Alexander Goodson

PURPOSE OF A SAFEGUARDING AND CHILD PROTECTION POLICY

An effective whole school child protection policy is one which provides clear

direction to staff and others about expected codes of behaviour in dealing with

child protection issues. An effective policy also makes explicit the school’s

commitment to the development of good practice and sound procedures. This

ensures that child protection concerns and referrals may be handled sensitively,

professionally and in ways which prioritise the needs of the child.

1. INTRODUCTION

All schools are expected to play their part in keeping children safe. These

responsibilities for maintained and independent schools (including academies) are set

out in section 175 of the Education Act 2002 and the Education (Independent School

Standards) Regulations 2014 (made under section 94 of the Education and Skills Act

2008). These require Governing Bodies and Proprietors to ensure that arrangements

are made to safeguard and promote the welfare of children at the school.

There are three main elements to our Safeguarding and Child Protection Policy.

(a) Prevention:

Creating a positive school atmosphere, teaching and pastoral support to

pupils where children have opportunities to have a voice and that their

wishes and feelings are listened to and taken into account.

(b) Protection:

By following agreed procedures, ensuring staff are trained to recognise

possible signs and symptoms of abuse and are trained and supported to

respond appropriately and sensitively to child protection concerns.

To pupils and school staff and to children who may have been abused.

This policy applies to all adults, including volunteers, working in or on behalf of

the school.

3. TIME OUT BOXING LTD COMMITMENT

We recognise that high self-esteem, confidence, peer support and clear lines of

communication with trusted adults helps all children, and especially those at risk of, or

suffering abuse.

TIME OUT BOXING LTD will therefore:

(a) Establish and maintain an ethos where children feel secure and are

encouraged to talk, and are listened to. That they have opportunities to talk

and their wishes and feeling are sort, listened to and taken into account.

(b) Ensure that children know that there are adults in the school who they can

approach if they are worried or are in difficulty.

children with the skills they need to stay safe and / or communicate their

fears or concerns about abuse.

(d) Include in the curriculum material which will help children develop realistic

attitudes to the responsibilities of adult life, particularly with regard to

childcare and parenting skills. To enable them to develop to their full

potential and enter adulthood successfully.

(e) Ensure that every effort will be made to establish effective working

relationships with parents and colleagues from other agencies.

4. FRAMEWORK

Effective safeguarding systems are those where:

• The child's needs are paramount, and the needs and wishes of the child, be

they be a baby or infant, or an older child, should be put first, so that every

child receives the support they need before a problem escalates;

• All professionals who come into contact with children and families are alert

to their needs and any risks of harm that individual abusers, or potential

abusers, may pose to those children;

• All professionals share appropriate information in a timely way and can

discuss concerns about an individual child with the Designated

Safeguarding Lead (DSL) and recognise their responsibilities in sharing

information with the local authority children's social care where they feel that

appropriate action has not been taken by the DSL or their concerns have

not been taken seriously.

• High quality professionals are able to use their expert judgement to put the

child's needs at the heart of the safeguarding system so that the right

solutions can be found for each individual child;

• All professionals contribute to whatever actions are needed to safeguard

and promote the child's welfare and take part in regularly reviewing the

outcomes for the child against specific and outcomes.

Safeguarding is the responsibility of all adults and especially those working with

children. The development of appropriate procedures and the monitoring of good

practice are the responsibilities of the Lancashire Safeguarding Children Board

(LSCB).

5. ROLES AND RESPONSIBILITIES

The Governing Body/proprietor must ensure that:

• they comply with their duties under legislation. They must have regard

to this guidance to ensure that the policies, procedures and training in

their schools or colleges are effective and comply with the law at all

times.

• Schools and colleges should have a senior board level (or equivalent)

lead to take leadership responsibility for the organisation’s

safeguarding arrangements.

• there are appropriate policies and procedures in place in order for

appropriate action to be taken in a timely manner to safeguard and

promote children’s welfare.

• the above policies and procedures, adopted by governing bodies and

proprietors, particularly concerning referrals of cases of suspected

abuse and neglect, are followed by all staff.

• there are appropriate safeguarding responses to children who go missing

from education, particularly on repeat occasions, to help identify the risk of

abuse and neglect including sexual abuse or exploitation and to help

prevent the risks of their going missing in future.

• an appropriate senior member of staff, from the school or college

leadership team, is appointed to the role of designated safeguarding

lead. The designated safeguarding lead should take lead

responsibility for safeguarding and child protection. This should be

explicit in the role-holder’s job description.

• during term time the designated safeguarding lead and or a deputy

should always be available (during school or college hours) for staff in

the school or college to discuss any safeguarding concerns. It is a

matter for individual schools and colleges and the designated

safeguarding lead to arrange adequate and appropriate cover

arrangements for any out of hours/out of term activities.

• the designated safeguarding lead and any deputies should undergo

training to provide them with the knowledge and skills required to carry

out the role. The training should be updated every two years.

• the school or college contributes to inter-agency working in line with

statutory guidance Working together to safeguard children.

• their safeguarding arrangements take into account the procedures and

practice of the local authority as part of the inter-agency safeguarding

procedures set up by the LSCB.

• they recognise the importance of information sharing between

professionals and local agencies.

• all staff members undergo safeguarding and child protection training at

induction. The training should be regularly updated. Induction and

training should be in line with advice from the LSCB.

• In addition all staff members should receive regular safeguarding and

child protection updates (for example, via email, e-bulletins, staff

meetings), as required, but at least annually, to provide them with

relevant skills and knowledge to safeguard children effectively.

• they recognise the expertise staff build by undertaking safeguarding

training and managing safeguarding concerns on a daily basis.

Opportunity should therefore be provided for staff to contribute to and

shape safeguarding arrangements and child protection policy.

• appropriate filters and appropriate monitoring systems are in place.

• children are taught about safeguarding, including online, through

teaching and learning opportunities, as part of providing a broad and

balanced curriculum.

• should prevent people who pose a risk of harm from working with

children by adhering to statutory responsibilities to check staff who work

with children, taking proportionate decisions on whether to ask for any

checks beyond what is required; and ensuring volunteers are

appropriately supervised. The school or college should have written

recruitment and selection policies and procedures in place.

• at least one person on any appointment panel has undertaken safer

recruitment training.

• there are procedures in place to handle allegations against teachers,

headteachers, principals, volunteers and other staff.

• There must be procedures in place to make a referral to the Disclosure

and Barring Service (DBS) if a person in regulated activity has been

dismissed or removed due to safeguarding concerns, or would have

been had they not resigned. This is a legal duty and failure to refer

when the criteria are met is a criminal offence.

• their child protection policy includes procedures to minimise the risk of

peer on peer abuse and sets out how allegations of peer on peer abuse

will be investigated and dealt with. The policy should reflect the different

forms peer on peer abuse can take, make clear that abuse is abuse and

should never be tolerated or passed off as “banter” or “part of growing

up”. It should be clear as to how victims of peer on peer abuse will be

supported.

• Governors and proprietors should ensure sexting and the school or

colleges approach to it is reflected in the child protection policy.

• the child protection policy reflects the different gender issues that can

be prevalent when dealing with peer on peer abuse.

• where there is a safeguarding concern the child’s wishes and feelings

are taken into account when determining what action to take and what

services to provide. Systems should be in place for children to express

their views and give feedback. Ultimately any systems and processes

should operate with the best interests of the child at their heart.

• staff have the skills, knowledge and understanding necessary to keep

looked after children safe. In particular, they should ensure that

appropriate staff have the information they need in relation to a child’s

looked after legal status

• they appoint a designated teacher to promote the educational

achievement of children who are looked after and to ensure that this

person has appropriate training.

• their child protection policy reflects the fact that additional barriers can

exist when recognising abuse and neglect of children with special

educational needs (SEN) and disabilities

TIME OUT BOXING LTD should ensure that:

• the policies and procedures adopted by the Governing Body or Proprietor,

particularly concerning referrals of cases of suspected abuse and neglect, are

fully implemented and followed by all staff;

• s/he will be the case manager and liaises with the LA designated officer

(LADO) in the event of allegations of abuse being made against a member of

staff or volunteer

• s/he receives appropriate child protection training which is regularly updated

• s/he will ensure that sufficient resources and time are allocated to enable the

staff to discharge their responsibilities, will help to create an environment

where all staff and volunteers feel able to raise concerns about poor or unsafe

practice in regard to children and will address any concerns sensitively and

effectively in a timely manner in accordance with the agreed whistle blowing

policies.

TIME OUT BOXING LTD are expected to:

• Refer cases of suspected abuse to the local authority children’s social

care as required;

• Support staff who make referrals to local authority children’s social care;

• Refer cases to the Channel programme where there is a radicalisation

concern as required;

• Support staff who make referrals to the Channel programme;

• Refer cases where a person is dismissed or left due to risk/harm to a

child to the Disclosure and Barring Service as required; and

• Refer cases where a crime may have been committed to the Police as

required.

• Liaise with the headteacher or principal to inform him or her of issues

especially ongoing enquiries under section 47 of the Children Act 1989

and police investigations;

• As required, liaise with the “case manager” (as per Part four) and the

designated officer(s) at the local authority for child protection concerns

(all cases which concern a staff member); and

• Liaise with staff on matters of safety and safeguarding and when

deciding whether to make a referral by liaising with relevant agencies.

Act as a source of support, advice and expertise for staff.

• undergo training to provide them with the knowledge and skills required

to carry out the role. This training should be updated at least every two

years.

• undertake Prevent awareness training

• refresh their knowledge and skills at regular intervals, as required, but

at least annually, to allow them to understand and keep up with any

developments relevant to their role

• Understand the assessment process for providing early help and

intervention, for example through locally agreed common and shared

assessment processes such as early help assessments;

• Have a working knowledge of how local authorities conduct a child

protection case conference and a child protection review conference

and be able to attend and contribute to these effectively when required

to do so;

• Ensure each member of staff has access to and understands the

school’s or college’s child protection policy and procedures, especially

new and part time staff;

• Are alert to the specific needs of children in need, those with special

educational needs and young carers;1

1 Section 17(10) Children Act 1989: those unlikely to achieve a reasonable standard of health and

development without local authority services, those whose health and development is likely to be

significantly impaired without the provision of such services, or disabled children.

• Are able to keep detailed, accurate, secure written records of concerns

and referrals;

• Understand and support the school or college with regards to the

requirements of the Prevent duty and are able to provide advice and

support to staff on protecting children from the risk of radicalisation;

• Obtain access to resources and attend any relevant or refresher training

courses; and

• Encourage a culture of listening to children and taking account of their

wishes and feelings, among all staff, in any measures the school or

college may put in place to protect them.

• ensure the school or college’s child protection policies are known,

understood and used appropriately;

• Ensure the school or college’s child protection policy is reviewed

annually (as a minimum) and the procedures and implementation are

updated and reviewed regularly, and work with governing bodies or

proprietors regarding this;

• Ensure the child protection policy is available publicly and parents are

aware of the fact that referrals about suspected abuse or neglect may

be made and the role of the school or college in this; and

• Link with the local LSCB to make sure staff are aware of training

opportunities and the latest local policies on safeguarding.

• always be available (during school or college hours) for staff in the

school or college to discuss any safeguarding concerns and arrange

adequate and appropriate cover arrangements for any out of hours/out

of term activities.

Who is available within the Local Authority to offer advice and support to TIME

OUT BOXING LTD

ESSEX LADO 03330139797

6. PROCEDURES

‘Where it is believed that a child is suffering from, or is at risk of significant harm, we

will follow the procedures set out in the document produced by the local Safeguarding

Children Board and follow the action chart in the appendices within this policy.

All staff will have access to the Safeguarding and Child Protection policy and will

work within it.

A copy of the policy will be made publicly available via the TIME OUT BOXING

LTD website or by other means

All parents/carers will be made aware of the TIME OUT BOXING LTD

responsibilities in relation to safeguarding and that the school will refer all cases

of suspected abuse to Children's Social Care via a statement in the prospectus.

All staff will receive induction on day one including a copy of relevant policies.

All staff via staff meetings will be advised of changes to policy and procedures

including when the Safeguarding and Child Protection Policy has been updated.

7. CONFIDENTIALITY

Confidentiality is an issue which needs to be discussed and fully understood by all

those working with children, particularly in the context of child protection.

Staff will be reminded on a regular basis of the 7 Golden Rules and within

Safeguarding training will be informed that they must never promise to keep

secrets, that if a child ask them to keep a secret they will tell them that them that

cannot keep secrets and that any information that indicates that they or another

child or adult is being harmed or is at risk of being harmed will be shared with

DSLs/backup DSLs named within this policy.

Professionals can only work together to safeguard children if there is an

exchange of relevant information between them. This has been recognised in

principle by the courts. Any disclosure of personal information to others,

[including Children’s Social Care Services], must always have regard to both

common and statute law.

Normally, personal information should only be disclosed to third parties (including

other agencies) with the consent of the subject of that information (Data

Protection Act 1998, European Convention on Human Rights, Article 8).

Wherever possible, consent should be obtained before sharing personal

information with third parties. In some circumstances, consent may not be

possible or desirable but the safety and welfare of a child dictate that the

information should be shared. The law permits the disclosure of confidential

information necessary to safeguard a child or children. Disclosure should be

justifiable in each case, according to the particular facts of the case, and legal

advice should be sought if in doubt.

9. RECORDS AND MONITORING

Well-kept records are essential to good child protection practice. Our school is clear

about the need to record any concerns held about a child or children within our school,

the status of such records and when these records, or parts thereof, should be shared

with other agencies.

All concerns regarding children and any disclosures made will be recorded on

the school's agreed proforma. This will be done as soon as possible and within

24 hours of the disclosure and then given to the DSL or if not available will be

given to the backup DSL. . It is recognised that in some cases the initial reporting

to the DSL will be verbal to enable a timely response to the concerns raised.

The DSL will then make a decision regarding any further action in accordance

with the LSCB Continuum of Need and thresholds guidance.

Where a referral to Children's Social Care and/or the police is required, it will

normally be the DSL that undertakes this action, but recognising that anyone can

make a referral to CSC and/or the police.

The child protection files will be stored under lock and key in a central place and

only those who are DSL trained will have open access to them. The DSL/backup

DSL will share information on a need to know basis.

Where children leave the school/college will ensure their child protection file is

transferred to the new school or college as soon as possible and in accordance

with LSCB best practice guidance, this will be within 15 working days of the

child going off roll. It is recognised that best practice is that there will be a

verbal handover between the DSL and the DSL at the receiving school/college

prior to the file transfer happening. This will be transferred separately from the

main pupil file, ensuring secure transit and confirmation of receipt should be

obtained.

10. SUPPORTING PUPILS AT RISK

TIME OUT BOXING LTD recognises that children who are abused or who witness

violence may 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. Whilst at school, their behaviour may still be challenging

and defiant and there may even be moves to consider suspension or exclusion from

school.

It is also recognised that some children who have experienced abuse may in turn

abuse others. This requires a considered, sensitive approach in order that the child

can receive appropriate help and support2.’

We will endeavour to support pupils through:

(a) The curriculum, to encourage self-esteem and self-motivation;

(b) 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;

under the Code of Practice, 1993 Education Act)3;

(d) A consistent approach, which recognises and separates the cause of

behaviour from that which the child displays. This is vital to ensure that all

children are supported within the school setting;

(e) Regular liaison with other professionals and agencies who support the

pupils and their families, in-line with appropriate confidentiality parameters;

(f) A commitment to develop productive, supportive relationships with parents,

whenever possible and so long as it is in the child’s best interests to do so;

(g) The development and support of a responsive and knowledgeable staff

group trained to respond appropriately in child protection situations.

We recognise that, statistically, children with behavioural difficulties and

disabilities are particularly vulnerable to abuse. School staff who work, in

any capacity, with children with Special Educational Needs and disabilities,

and/or emotional and behaviour problems will need to be particularly

sensitive to signs of abuse and be aware that additional barriers can exist

when recognising abuse and neglect in this group of children. This can

include:

• assumptions that indicators of possible abuse such as behaviour, mood

and injury relate to the child’s disability without further exploration;

• children with SEN and disabilities can be disproportionally impacted by

things like bullying- without outwardly showing any signs; and

communication barriers and difficulties in overcoming these barriers

Teachers and other adults in school are well placed to observe any physical,

emotional or behavioural signs which indicate that a child may be suffering

significant harm. The relationships between staff, pupils, parents and the

public which foster respect, confidence and trust can lead to disclosures of

abuse, and/or school staff being alerted to concerns.

Definitions

As in the Children Acts 1989 and 2004, a child is anyone who has not yet

reached his/her 18th birthday.

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 others (e.g. via the internet. They

may be abused by an adult or adults, or another child or children.

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.

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 and how

they communicate. 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 or a child, though it may occur alone.

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). Sexual abuse is not solely perpetrated by adult males. Women

can also commit acts of sexual abuse, as can other children.

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. 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 caregivers)

• ensure access to appropriate medical care or treatment

It may also include neglect of, or unresponsiveness to, a child’s basic

emotional needs.

11. TAKING ACTION TO ENSURE THAT CHILDREN ARE SAFE.

It must also be stressed that children can be exposed to a range of issues, whether

that be in their home environment or communities, examples of these would be where

there is domestic abuse, drug or alcohol misuse, parental mental ill health issues,

children vulnerable to violent extremism (radicalisation), female genital mutilation,

honour based violence, child sexual exploitation and gang activity, then children may

also be particularly vulnerable and in need of support or protection. The procedures

relating to these issues and others are detailed in the LSCB procedures.

Bruising to Non-Mobile Children (LSCB Procedures 1.3 points 24 – 26)

All non-mobile children who are observed with injuries / bruises must be considered

as possible subjects of non-accidental injury and referred for immediate paediatric

assessment (non-mobile children include very young children or children of any age

with motor development delays or physical disabilities that restrict mobility);

In addition:

When there is no explanation or there is cause for concern about the explanation

that is offered for the injury the child must be referred to children’s social care to

consider the need for a S.47 enquiry, as per current procedures;

Even if the explanation appears satisfactory children’s social care (CSC) should still

be informed of the referral for paediatric assessment (as per current procedures). In

these circumstances CSC will review its records and any relevant information will be

shared with the examining paediatrician. CSC will also assist with further information

gathering at the request of the examining paediatrician should this be required

Go to Flowchart in Appendix 3 for procedure

12. Specific Safeguarding Issues

Expert and professional organisations are best placed to provide up-to-date

guidance and practical support on specific safeguarding issues. For example,

information for schools and colleges can be found on the TES, MindEd and the

NSPCC websites.

Keeping Children Safe in Education 2024, lists a range of specific safeguarding issues,

these are encompassed in London Safeguarding Children Board Procedures, within

section 5 (Children in Specific Circumstances)

There is also further information regarding some of these issues:

Radicalisation:

Radicalisation refers to the process by which a person comes to support terrorism

and forms of extremism. There is no single way of identifying an individual who is

likely to be susceptible to an extremist ideology. It can happen in many different

ways and settings. Specific background factors may contribute to vulnerability which

are often combined with specific influences such as family, friends or online, and with

specific needs for which an extremist or terrorist group may appear to provide an

answer. The internet and the use of social media in particular has become a major

factor in the radicalisation of young people.

Modern Slavery

The Modern Slavery Act 2015 places a new statutory duty on public authorities,

including schools, to notify the National Crime Agency (NCA) (section 52 of the Act)

on observing signs or receiving intelligence relating to modern slavery, e.g. human

trafficking, slavery, sexual and criminal exploitation, forced labour and domestic

servitude. The public authority (including schools) bears this obligation where it has

‘reasonable grounds to believe that a person may be a victim of slavery or human

trafficking’.

Currently, victims of human trafficking who are identified by a ‘first responder’,

including local authorities, can be referred to the NCA via the NRM (National Referral

Mechanism) however this is on a voluntary basis and with the adult victim’s consent.

Children do not need to give their consent to be referred to the NCA.

Female Genital Mutilation:

Female Genital Mutilation (FGM) comprises all procedures involving partial or total

removal of the external female genitalia or other injury to the female genital organs. It

is illegal in the UK and a form of child abuse with long-lasting harmful consequences.

Professionals in all agencies, and individuals and groups in relevant communities,

need to be alert to the possibility of a girl being at risk of FGM, or already having

suffered FGM.

Indicators:

FGM: multi agency practice guidelines:

https://www.gov.uk/government/publications/female-genital-mutilation-guidelines

From, October 2015, all teachers who discover (either by disclosure by the victim or

visual evidence) that FGM appears to have been carried out on a child under the age

of 18 must immediately report this themselves to the police and involve CSC as

appropriate. (Statutory duty to report from October 2015 – section 5B of the FGM Act

2003 (s74 as inserted – Serious Crime Act 2015).

Child Sexual Exploitation:

Sexual exploitation of children and young people under 18 involves exploitative

situations, contexts and relationships where young people (or a third person or

persons) receive „something‟ (e.g. food, accommodation, drugs, alcohol,

cigarettes, affection, attention, gifts, money) as a result of them performing, or

others performing on them, sexual act or activities. Child sexual exploitation

grooming can occur through the use of technology without the child's immediate

recognition; for example being persuaded to post sexual images on the

Internet/mobile phones without immediate payment or gain. In all cases, those

exploiting the child/young person have power over them by virtue of their age,

gender, intellect, physical strength and/or economic or other resources. Violence,

coercion and intimidation are common, involvement in exploitative relationships

being characterised in the main by the child or young person's limited availability

of choice resulting from their social/economic and/or emotional vulnerability”

Via the curriculum this staff will raise awareness around positive healthy

relationships and where appropriate specifically raise awareness of CSE and the

grooming process.

Children missing from education (CME):

A child going missing from education is a potential indicator of abuse or neglect. It is

essential that all staff are alert to signs to look out for and the individual triggers to be

aware of when considering the risks of potential safeguarding concerns such as

travelling to conflict zones, Female Genital Mutilation, Honour Based Violence and

forced marriage.

Peer on Peer Abuse:

Staff should recognise that children are capable of abusing their peers. Abuse

is abuse and should never be tolerated or passed off as “banter” or “part of

growing up”.

Victims of peer abuse should be supported as they would be if they were the

victim of any other form of abuse, in accordance with this policy.

Children and young people who abuse others should be held responsible for

their abusive behaviour, while being identified and responded to in a way that

meets their needs as well as protecting others. Allegations of peer abuse will

be taken as seriously as allegations of abuse perpetrated by an adult.

Peer on peer abuse can manifest itself in many ways. Some forms of peer on

peer abuse are:

Sexting

Sexting is when someone sends or receives a sexually explicit text, image or video.

This includes sending ‘nude pics’, ‘rude pics’ or ‘nude selfies’. Pressuring someone

into sending a nude picture can happen in any relationship and to anyone, whatever

their age, gender or sexual preference.

However, once the image is taken and sent, the sender has lost control of the image

and these images could end up anywhere. By having in their possession, or

distributing, indecent images of a person under 18 on to someone else, young

people are not even aware that they could be breaking the law as stated as these

are offences under the Sexual Offences Act 2003.

The School will follow the guidance recommended by the Local Authority

which can be found at:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/55157

5/6.2439_KG_NCA_Sexting_in_Schools_WEB__1_.PDF

Initiation/Hazing

Hazing is a form of initiation ceremony which is used to induct newcomers into an

organisation such as a private school, sports team etc. There are a number of

different forms, from relatively mild rituals to severe and sometimes violent

ceremonies.

The idea behind this practice is that it welcomes newcomers by subjecting them to a

series of trials which promote a bond between them. After the hazing is over, the

newcomers also have something in common with older members of the organisation,

because they all experienced it as part of a rite of passage. Many rituals involve

humiliation, embarrassment, abuse, and harassment.

Prejudiced Behaviour

The term prejudice-related bullying refers to a range of hurtful behaviour, physical or

emotional or both, which causes someone to feel powerless, worthless, excluded or

marginalised, and which is connected with prejudices around belonging, identity

and equality in wider society – in particular, prejudices to do with disabilities and

special educational needs, ethnic, cultural and religious backgrounds, gender, home

life, (for example in relation to issues of care, parental occupation, poverty and social

class) and sexual identity (homosexual, bisexual, transsexual).

Teenage relationship abuse

Teenage relationship abuse is defined as a pattern of actual or threatened acts of

physical, sexual, and/or emotional abuse, perpetrated by an adolescent (between

the ages of 13 and 18) against a current or former partner. Abuse may include

insults, coercion, social sabotage, sexual harassment, threats and/or acts of physical

or sexual abuse. The abusive teen uses this pattern of violent and coercive

behaviour, in a heterosexual or same gender relationship, in order to gain power and

maintain control over the partner.

Procedures for dealing with peer on peer abuse are available via the LSCB and

should always be followed:

For all Safeguarding issues:

a) Staff must immediately report:

• any suspicion that a child is injured, marked, or bruised in a way

o which is not readily attributable to the normal knocks or scrapes

o received in play

• any explanation given which appears inconsistent or suspicious

• any behaviours which give rise to suspicions that a child may have suffered

harm (e.g. significant changes in behaviour, worrying drawings or play)

• any concerns that a child may be suffering from inadequate care, ill treatment,

or emotional maltreatment

• any concerns that a child is presenting signs or symptoms of abuse or neglect

• any significant changes in a child’s presentation, including nonattendance

any hint or disclosure of abuse or neglect received from the child, or from any

other person, including disclosures of abuse or neglect perpetrated by adults

outside of the family or by other children or young people any concerns

regarding person(s) who may pose a risk to children (e.g. staff in school or

person living in a household with children present) including inappropriate

behaviour e.g. inappropriate sexual comments; excessive one-to-one

attention beyond the requirements of their usual role and responsibilities; or

inappropriate sharing of images.

b) Responding to Disclosure

Disclosures or information may be received from pupils, parents or other

members of the public. School recognises that those who disclose such

information may do so with difficulty, having chosen carefully to whom they

will speak. Accordingly all staff will handle disclosures with sensitivity. Any

child who has communication difficulties will be given access to express

themselves to a member of staff with the appropriate skills.

Such information cannot remain confidential and staff will immediately

communicate what they have been told to the DSL and make a contemporaneous

record using the school pro forma.

13. SAFER SCHOOLS, SAFER STAFF

The School Staffing Regulations require governing bodies of maintained schools to

ensure that at least one person on any appointment panel has undertaken safer

recruitment training.

In line with part three of KCSiE 2016, governing bodies and proprietors will take

steps to prevent people who pose a risk of harm from working with children by

adhering to statutory responsibilities to check staff who work with children, taking

proportionate decisions on whether to ask for any checks beyond what is required;

and ensuring volunteers are appropriately supervised. The school or college should

have written recruitment and selection policies and procedures in place. See flow

chart in Appendix 5

A person who is prohibited from teaching must not be appointed to work as a teacher

in such a setting. A check of any prohibition can be carried out using the Teacher

Services’ system.

A section 128 direction prohibits or restricts a person from taking part in the

management of an independent school, including academies and free schools. The

grounds on which a section 128 direction may be made by the Secretary of State are

found in the relevant regulations.

Governors in maintained schools are required to have an enhanced criminal records

certificate from the DBS.

There is a legal requirement for employers to make a referral to the DBS where

they think that an individual has engaged in conduct that harmed (or is likely

to harm) a child; or if a person otherwise poses a risk of harm to a child.

In line with part four of KCSiE 2024, governing bodies and proprietors will ensure

there are procedures in place to handle allegations against members of staff and

volunteers. Such allegations should be referred to the LADO at the local authority.

There must also be procedures in place to make a referral to the Disclosure and

Barring Service (DBS) if a person in regulated activity has been dismissed or

removed due to safeguarding concerns, or would have been had they not resigned.

If the allegation is against a member of staff/volunteer then the Head Teacher is the

Case Manager who deals with this and liaises with the Local Authority. If the allegation

is against the Head Teacher then the Case Manager who deals with this is the Chair

of Governors.

In all instances, the Case Manager has no role of investigation at the onset of the

allegation and advice should be sort from the LADO (Local Authority Designated

Officer for Allegations)

Parents or carers of a child or children involved should be told about the allegation as

soon as possible if they do not already know. However, there will be some cases that

require a strategy discussion with CSC and/or the police and it will be within the

strategy discussion that decisions are made as to what information can be disclosed

to parents or carers. (KCSIE 2015 para122, p39)

Confidentiality in relation to allegations.

In the event of an allegation being made, our school/college will make every effort to

maintain confidentiality and guard against unwanted publicity. Parents and carers will

be made aware that under s141F of the Education Act 2011, there is a prohibition on

reporting or publishing allegations about teachers, this includes via social media eg

Facebook, Twitter etc and if breached this could lead to prosecution. If parents or

carers wish to apply to the court to have reporting restrictions removed, they will be

advised to seek legal advice.

The level of DBS certificate required, and whether a prohibition check is required, will

depend on the role and duties of an applicant to work in a school or college, as

outlined in this guidance. It is recognised that for most appointments, an enhanced

DBS certificate, which includes barred list information, will be required as the

majority of staff will be engaging in regulated activity (as defined in KCSiE 2024)

13. ONLINE SAFETY

As schools and colleges increasingly work online it is essential that children are

safeguarded from potentially harmful and inappropriate online material. Children

are taught about safeguarding, including online, through teaching and learning

opportunities, as part of providing a broad and balanced curriculum. This may

include covering relevant issues through personal, social, health and economic

education (PSHE), tutorials (in FE colleges) and/or – for maintained schools and

colleges – through sex and relationship education (SRE).

Mobile phones, computers and other digital devices can be a source of fun,

entertainment, communication and education. However, we know that some adults

and young people will use these technologies to harm children. The harm may include

sending hurtful or abusive texts and emails; enticing children to engage in sexually

harmful conversations online; inappropriate/indecent webcam filming and

photography or face-to-face meetings.

The school’s online safety policy/use of mobile technology/ICT security policy will

explain how we try to keep pupils safe in school when using the internet and mobile

technology. These can be found on the school website and in the office.

14. USE OF MOBILE PHONES AND CAMERAS

Children have their photographs taken to provide evidence of their achievements for

developmental records (The Early Years Foundation Stage, EYFS 2024).

Staff, visitors, volunteers and students are not permitted to use their own mobile

phones to take or record any images of children for their own records during session

times.

Procedures

Under the Data Protection Act 1998, the school must seek parental consent to take

photographs and use video recorders. Photographs will be stored on the office

computer. This is password protected. Photos should be uploaded ASAP and then

deleted from the device.

The schools digital camera/s or memory cards must not leave the school setting

unless on an official school trip. Photos are printed/uploaded in the setting by staff

and once done images are then immediately removed from the cameras memory.

Photographs are taken at sporting events and school trips.

It is acknowledged that often photographs may contain other children in the

background.

Parents will be reminded at school events that they are NOT to take /use

photographs of other children or to put them onto social network sites.

On admission, parents will be asked to sign the consent for photographs to be taken

in school or by the media for use in relation to promoting/publishing the school. This

consent will last for a maximum of 5 years only. This does not cover any other

agency and if any other agency requests to take photographs of any child then

separate consent before photographs are taken will be sought.

Staff are not to use their mobile phones in schools unless there is an emergency and

then and only then they can use the phone in the school office away from any

children.

Staff cameras and mobile phones are prohibited in all toilet areas

Children will not be permitted to have mobile phones in school at any time.

16. RELATED SCHOOL SAFEGUARDING POLICIES

Safeguarding is not just about protecting children from deliberate harm (child

protection). It includes:

Ø protecting children from maltreatment

Ø preventing impairment of children’s health or development

Ø ensuring that children are growing up in circumstances consistent with

Ø the provision of safe and effective care

Ø taking action to enable all children to have the best outcomes

and relates to:

• pupils’ health and safety

• the use of reasonable force

• meeting the needs of pupils with medical conditions

• providing first aid

• educational visits and work experience

• intimate care

• internet or online safety

• appropriate arrangements to ensure school security, taking into

account the local context.

• rigour with which absence is followed up

• decision-making process involved in taking pupils off roll

• care taken to ensure that pupils placed in alternative provision are safe

at all times

Safeguarding can involve a range of potential issues such as:

• Child sexual exploitation

• Bullying including online bullying (cyberbullying)

• Domestic abuse

• Drugs and/or alcohol

• Fabricated or induced illness

• Faith abuse

• Female genital mutilation

• Forced marriage and honour based violence

• Gangs and youth violence

• Gender based violence/violence against women and girls

• Mental health

• Private fostering

• preventing radicalisation (Children who may be vulnerable to violent

extremism)

• Sexting

• Teenage relationship abuse

• Trafficking.

Related school policies include:

• Attendance, admissions & exclusions

• Anti-bullying

• Behaviour

• Child Protection

• Children Missing Education

• Care and control / positive behavior

• Complaints

• Discipline

• Educational Visits

• Equal opportunities

• Online Safety inc Acceptable Use Policy ( AUP)

• Extended Services/ before and after school

• Equality

• First Aid (inc. medicines, intimate personal care etc)

• Health and Safety

• Home School Agreements

• Induction

• Intimate Personal Care

• Managing Allegations

• PSHE inc Sex and Relationships Education

• Restrictive Physical Intervention

• Recruitment and Selection

• Special Needs

• Staff behaviour/codes of conduct

• Staff Discipline

• Use of photographs/videos/ imagery

• Whistle blowing

SCHOOL CHILD PROTECTION PROCEDURES

The Designated Safeguarding Lead will ensure that the school Child Protection

policy is made publically available and that parents are aware of the fact that all

cases of suspected abuse or neglect will be referred to Children's Social Care

and the school/colleges' role within this. That staff know the policy and use it

appropriately, it is reviewed and updated regularly along with the governing body/

proprietors/management committee.

What Should Staff/Volunteers Do If They Have Concerns About A Child or

Young Person in School?

Education professionals who are concerned about a child’s welfare or who

believe that a child is or may be at risk of abuse should pass any information to

the Designated Safeguarding Lead (DSL) in school; this should always occur as

soon as possible and certainly within 24 hours (see Flowchart at Appendix 1):

The Designated Safeguarding Lead is: Stuart Alexander Goodson

Staff should never:

• Do nothing/assume that another agency or professional will act or is acting.

• Attempt to resolve the matter themselves, the process in our school is that

all concerns are reported to the DSL/backup DSL, if no one who is DSL

trained is contactable, then the concerns are reported to the next most

senior member of staff.

What should the DSL consider right at the outset?

• Am I dealing with ‘risk’ or ‘need’? (By definition, a child at risk is also a child

in need. However, what is the priority / level and immediacy of risk / need?)

• Can the level of need identified be met in or by the school or by accessing

universal services/undertaking a level 2 CAF/TAF without referral to

Children’s Social Care

• By working with the child, parents and colleagues?

• What resources are available to me / the school and what are their

limitations?

• Is the level of need such that a referral needs to be made to Children’s

Social Care which requests that an assessment of need be undertaken?

(Level 3 on the Continuum of Need (CoN))

• Is the level and/or likelihood of risk such that a child protection referral

needs to be made (i.e. a child is suffering or is likely to suffer significant

harm? (Level 4 on the CoN)

• What information is available to me: Child, Parents, Family and

Environment?

• What information is inaccessible and, potentially, how significant might this

be?

• Who do/don’t I need to speak to now and what do they need to know?

• Where can I access appropriate advice and/or support?

• If I am not going to refer, then what action am I going to take? (e.g. CAF,

time-limited monitoring plan, discussion with parents or other professionals,

recording etc)

Feedback to Staff Who Report Concerns to the Designated Safeguarding

Lead

Rules of confidentiality dictate that it may not always be possible or appropriate

for the Designated Safeguarding Lead to feedback to staff who report concerns

to them. Such information will be shared on a ‘need to know’ basis only and the

Designated Safeguarding Lead will decide which information needs to be shared,

when and with whom. The primary purpose of confidentiality in this context is to

safeguard and promote the child’s welfare.

Thresholds for Referral to Children’s Social Care (CSC)

Where a Designated Safeguarding Lead or back up considers that a referral to

CSC may be required, there are two thresholds for (and their criteria) and types

of referral that need to be carefully considered:

(i) Is this a Child In Need?

Under section 17 (s17(10)) of the Children Act 1989, a child is in need if:

(a) He is unlikely to achieve or maintain, or to have the opportunity to

achieve or maintain, a reasonable standard of health or development,

without the provision of services by a local authority;

(b) His health or development is likely to be impaired, or further impaired,

without the provision of such services;

(ii) Is this a Child Protection Matter?

Under section 47(1) of the Children Act 1989, a local authority has a duty

to make enquiries where they are informed that a child who lives or is found

in their area:

(a) is the subject of an Emergency Protection Order;

(b) is in Police Protection; or where they have

suffer significant harm.

Therefore, it is the ‘significant harm’ threshold that justifies statutory

intervention into family life. A professional making a child protection referral

under s.47 must therefore provide information which clearly outlines that a

child is suffering or is likely to suffer significant harm.

The Designated Safeguarding Lead will make judgements around ‘significant

harm’, levels of ‘need’ and 'risk' when to refer.

Making Referrals to CSC

(Guidance for the Designated Safeguarding Lead)

Ø LEVEL 1 – needs and risks are met through Universal Services or simple

specific agency response

Ø LEVEL 2 – evidence of some unmet needs and low risk. Targeted Service

Provision via CAF/TAF

Ø LEVEL 3 – higher levels of unmet needs and medium risk. Child in Need

(CIN)

Ø LEVEL 4 – Significant unmet needs and high risk. Child Protection (CP) and

Looked After Children.

The link below enables access to the documents to enable a referral to CSC

In response to a referral, Children's Social Care may decide to:

• Provide advice to the referrer and/or child/family;

• Refer on to another agency who can provide services;

• Convene a Strategy Meeting (within five working days);

• Provide support services under Section 17;

• Undertake a Statutory Assessment (completed within 45 working days);

• Convene an Initial Child Protection Conference (within 15 working days of

a Strategy Meeting)

• Accommodate the child under Section 20 (with parental consent);

• Make an application to court for an Order

• Take no further action

• Step down to Wellbeing, Prevention and Early Help

Feedback from Children's Social Care

Upon receiving referral, Children's Social Care will decide on a course of

action. They should acknowledge receipt of a written referral within ONE

working day. If the referrer has not received an acknowledgement within

THREE working days they should make contact with the relevant manager in

the Children's Social Care Team. The Children's Social Care manager is

responsible for ensuring that the referrer and the family (provided this does

not increase any risk to the child) are informed of the outcome of the referral

and reasons for supporting the decision. This will be done as soon as possible

and, in all cases, within a maximum of 7 working days.

Risk Assessment ‘Checklist’

q Does/could the suspected harm meet the LSCB definitions of abuse?

q Are there cultural, linguistic or disability issues?

q I am wrongly attributing something to impairment?

q Does the chronology indicate any possible patterns which could/do impact

upon the level of risk?

q Are any injuries or incidents acute, cumulative, and/or episodic?

q Did any injuries result from spontaneous action, neglect, or intent?

q Explanations consistent with injuries/behaviour?

q Severity and duration of any harm?

q Effects upon the child’s health/development?

q Immediate/longer term effects?

q Likelihood of recurrence?

q Child’s reaction?

q Child’s perception of the harm?

q Child’s needs, wishes and feelings?

q Parent’s/carer’s attitudes/response to concerns?

q How willing are they to cooperate?

q What does the child mean to the family?

q What role does the child play?

q Possible effects of intervention?

q Protective factors and strengths of/for child (i.e. resilience/vulnerability)

q Familial strengths and weaknesses?

q Possibilities?

q Probabilities?

q When and how is the child at risk?

q How imminent is any likely risk?

q How grave are the possible consequences?

q How safe is this child?

q What are the risk assessment options?

q What are the risk management options?

APPENDIX 1: TAKING ACTION ON CHILD WELFARE/PROTECTION

CONCERNS IN SCHOOL

Staff member has concerns about a child’s health, development, safety or welfare

Discusses with Designated Safeguarding Lead (DSL) as soon as possible (and certainly within 24 hours)

Action agreed and recorded by DSL

Designated Safeguarding Lead considers

• Context & history/information available/inaccessible

• Explanations & contemporaneous life events

• Uses Framework for Assessment & CAF

• Evidence and nature of risk/need

• Balance of Probabilities

A Level of Need Is Identified

§ What level of need is identified?

§ What are the parent’s/child’s views?

§ What services might be accessed:

a) in school; b) via the LA; c) via direct referral to non statutory agencies

§ Can these meet the level of need identified?

Child suffering or likely to suffer

significant harm

Inform parents of intention to refer unless

this would:

• Increase risk to child

• Impede investigation

• Cause undue delay

Yes No

Access

Input

Monitor

Record

S.17 Child In Need

CSC Referral

to CSC – best

practice to obtain

consent but not

needed

S.47 Child Protection Referral

Telephone call to The Customer Service

Centre 0300 1236720/

EDT 03001236721/2 (out of hours)

CSC referral form

emailed within 48 hrs

cypreferrals@lancashire.gov.uk

Review

Assessment

Advice

Services

No Further Action/

Ongoing Monitoring and Support

APPENDIX 2: TALKING AND LISTENING TO CHILDREN

If a child wants to confide in you, you SHOULD

• Be accessible and receptive;

• Listen carefully and uncritically, at the child’s pace;

• Take what is said seriously;

• Reassure children that they are right to tell;

• Tell the child that you must pass this information on;

• Make sure that the child is ok ;

• Make a careful record of what was said

You should NEVER

• Investigate or seek to prove or disprove possible abuse;

• Make promises about confidentiality or keeping ‘secrets’ to children;

• Assume that someone else will take the necessary action;

• Jump to conclusions, be dismissive or react with shock, anger, horror etc;

• Speculate or accuse anybody;

• Investigate, suggest or probe for information;

• Confront another person (adult or child) allegedly involved;

• Offer opinions about what is being said or the persons allegedly involved;

• Forget to record what you have been told;

• Fail to pass this information on to the correct person (the Designated Senior

Leader).

Children with communication difficulties, or who use alternative/augmentative

communication systems

• While extra care may be needed to ensure that signs of abuse and neglect are

interpreted correctly, any suspicions should be reported in exactly the same

manner as for other children;

• Opinion and interpretation will be crucial (be prepared to be asked about the

basis for it and to possibly have its validity questioned if the matter goes to court).

Recordings should

• State who was present, time, date and place;

• Be written in ink and be signed by the recorder;

• Be passed to the DSL or backup immediately (certainly within 24 hours);

• Use the child’s words wherever possible;

• Be factual/state exactly what was said;

• Differentiate clearly between fact, opinion, interpretation, observation and/or

allegation.

What information do you need to obtain?

• Schools have no investigative role in child protection

• Never prompt or probe for information, your job is to listen, record and pass on;

• Ideally, you should be clear about what is being said in terms of who, what,

where and when;

• The question which you should be able to answer at the end of the listening

process is ‘might this be a child protection matter?’;

• If the answer is yes, or if you’re not sure, record and pass on immediately to the

Designated Safeguarding Lead /Head Teacher/line manager.

If you do need to ask questions, what is and isn't OK?

• Never asked closed questions i.e. ones which children can answer yes or no to

e.g. Did he touch you?

• Never make suggestions about who, how or where someone is alleged to have

touched, hit etc

• If we must, use only ‘minimal prompts’ such as ‘go on … tell me more about

that … tell me everything that you remember about that … … ‘

• Timescales are very important: ‘When was the last time this happened?’ is an

important question.

What else should we think about in relation to disclosure?

• Is there a place in school which is particularly suitable for listening to children

e.g. not too isolated, easily supervised, quiet etc

• We need to think carefully about our own body language – how we present will

dictate how comfortable a child feels in telling us about something which may be

extremely frightening, difficult and personal;

• Be prepared to answer the ‘what happens next’ question;

• We should never make face-value judgements or assumptions about individual

children. For example, we ‘know that [child…………] tells lies’;

• Think about how you might react if a child DID approach you in school. We need

to be prepared to offer a child in this position exactly what they need in terms of

protection, reassurance, calmness and objectivity;

• Think about what support you could access if faced with this kind of situation in

school.

APPENDIX 3 Bruises to Non Mobile Children Flow Chart

The flowchart below has been developed to assist health, education, early years and social care practitioners

in following the agreed multi-agency procedure where a non-mobile child is observed with bruising and/or

injuries.

Bruising/Injury on a non-mobile child observed by a

practitioner – refer to paragraphs 24 to 26 in section 1.3 of

LSCB policies

Decide if child requires urgent medical

help and if needed phone 999

Discuss bruising/injury with

parent(s)/carer(s) and record accurately the

explanation provided. Record position,

presentation and size of bruising/injury –

discuss with parent(s)/carer(s) the need for a

paediatric assessment, contact with CSC and

provide the parent leaflet from section 1.3

Refer immediately to on-call

paediatrician (for non-health

professionals this can be done through

the hospital switchboard) for assessment

providing the explanation from

parent(s)/carer(s) and inform CSC.

Paediatrics to liaise with CSC

throughout process of assessment.

Accidental Injury Suspected NAI

Refer parent(s)/carer(s)

for services advising

on accident prevention

Initiate s.47 enquiry