Post on 22-Dec-2015
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“Working for all our Futures”
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Child Protection Right First Time & Every Time
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Safeguarding Children TrainingSafeguarding Children TrainingFrom Hertfordshire County Council resources and training for all workers in Hertfordshire
School: EYS Schools, Youth & Adult Divisions Nationwide
Designated Senior Person:
Chris Taylor Company Wide DSP
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Ice-breaker
Turn to the person next to you and introduce yourself, your role and what you are hoping to
gain from today.
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Exercise 1 ~ Role Play
1 x volunteer
•Michael is rummaging in the bins for food and is really hungry
•What do you do?
Please make notes while watching on what you would do in this case
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Exercise 2 ~ Role Play
1 x volunteer
•James is a co-worker and he chats with you about your manager who is getting friendly with a female student and informs you that he has warned him and so has all the other staff?
•What do you do?
Please make notes while watching on what you would do in this case
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Exercise 3 ~ Role Play
2 x volunteers
•Paul ~ Admin tells you that Jenny a student has told him that she is being abused by her granddad and that he wants you to inform her parents or he will as it’s so wrong
•What do you do?
Please make notes while watching on what you would do in this case
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Aims & Learning Outcomes
• Understand the safeguarding agenda for EYS 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 all staff
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Safeguarding Safeguarding C
Working Together to Safeguard Children (2010)
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Five Key Outcomes for WellbeingFive Key Outcomes for Wellbeing
Be healthy
• Stay safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic well-being
Children Act 2004
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CAF, Targeted Youth Services, Adolescent
Drug & Alcohol services, Housing …
Sch
ool, GP’s
,
child
ren
centr
es,
school n
urse,
HV’s …
Social Care,
CAMHS, police.
Disabled
children
services …
Targ
eted
Advi
ce
Ser
vice
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Vulnerable ChildrenVulnerable ChildrenThe 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.
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Vulnerability of Children with Vulnerability of Children with Learning Difficulties and DisabilitiesLearning Difficulties and Disabilities• Attitudes• Reluctance to challenge carers• Dependency on carers• Communication barriers• Lack of choice/participation• Disability• Isolation• Double discrimination• Time away from home• Criminal justice system• Limited ‘keep safe’ education
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Safeguarding FrameworkNational legislation and statutory guidance
Legal Duty• Section 175/157 Education Act 2002
Professional Duty• Working Together to Safeguard Children
(DCSF 2010)
• Safeguarding Children and Safer Recruitment in Education (DfES 2006)
• EYFS Statutory Framework 2012 (Early Years Settings)
• Teachers’ Standards (DfE 2012)
Non-statutory guidance
• Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings (2009)
Local procedures
• Hertfordshire Safeguarding Children Board Inter-agency Child Protection and Safeguarding Children Procedures Manual
http://www.hertssafeguarding.org.uk/
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Serious Case ReviewsSerious Case Reviews
Abuse and Neglect
Serious harm and concernabout how
professionalshave worked
together
Death
SeriousCase
Review
Learn lessons to improve individual
and collective work
to safeguardchildren
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Key MessagesKey MessagesListening 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
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Abuse and NeglectAbuse and NeglectAbuse 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 childor children.
(Working Together to Safeguard Children DCSF March 2010)
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Key Safeguarding PrinciplesKey Safeguarding Principles
• Any child can be abused regardless of age, gender, race, social/cultural background, faith or ability
• Assumptions about which children might be at risk and what type of adult might abuse a child are dangerous
• Every child has the right to be safeguarded
• Safeguarding children is everybody’s responsibility
• We all need to be able to recognise and respond to concerns about children
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Definitions of Abuse and NeglectDefinitions 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)?
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Physical AbusePhysical 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.
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Emotional AbuseEmotional AbuseEmotional 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.
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Emotional AbuseEmotional AbuseIt 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 maltreatmentof a child, though it may occur alone.
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NeglectNeglect
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.
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NeglectNeglectOnce 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 ordanger;
• 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’sbasic emotional needs.
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Sexual AbuseSexual AbuseSexual 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, watchingsexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet).
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Sexual AbuseSexual Abuse
Sexual abuse is not solely perpetrated by adult
males. Women can also commit acts of sexual
abuse, as can other children.
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Sexual GroomingSexual 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)
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Indicators of Physical AbuseIndicators 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
• 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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Indicators of Physical AbuseIndicators 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
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 AbuseIndicators 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
• Chronic running away
• Compulsive stealing
• Low self-esteem
• Social isolation – withdrawn, a ‘loner’
• Desperate attention-seeking behaviour
• Depression
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Indicators of Emotional AbuseIndicators of Emotional Abuse
In the parent:• Observed to be aggressive
towards child or others
• Previous 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
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
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Indicators of NeglectIndicators of Neglect
In the child:
• Abnormal voracious appetite at school or nursery
• Dirty and unkempt condition
• Inadequately clothed
• Dry sparse hair
• Untreated medical problems
• Inadequate social skills and poor socialisation
• Failure to thrive - under weight, small stature
• Constant tiredness
• Low self-esteem
• Disturbed peer relationships
• Self-harming behaviour
• Frequent lateness or non-attendance at school
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Indicators of NeglectIndicators of NeglectIn the parents:
• Failure to meet the child’s basic essential needs including health needs
• 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
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 Sexual AbuseIndicators 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
• Poor self-image, self-harm, self-hatred
• 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
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Indicators of Sexual AbuseIndicators of Sexual AbuseIn 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
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
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Safeguarding Role of EYS StaffSafeguarding Role of EYS Staff
Recognise
Respond
Investigate x
Attempt to resolve x
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RecogniseRecognise
• 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?
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Responding: Golden rulesResponding: Golden rules
• Take the child seriously
• Tell the child they have done the right thing by telling you
• Clarify if necessary
• Make an accurate record as soon as possible
• Inform the DSP without delay
• Promise confidentiality
• Investigate
• Ask leading questions
• Repeatedly question/ask the child to repeat the disclosure over and over
DO NOTDO
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InvestigateInvestigate
It is not the role of adults at EYS 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.
Your local DSP or Chris Taylor, Kelly Brooke, Donna Holton or John Smith at EYS Head Office
Your local DSP will inform the above for advice
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Attempt to ResolveAttempt to Resolve
It is not the role of adults at EYS 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.’
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Talking to Children about Safeguarding Talking to Children about Safeguarding Concerns Concerns
• When should adults talk to children?
• What is the purpose?
• What should adults say/not say?
• When should adults stop talking?
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RecordingRecording• 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
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What Happens Next?What Happens Next?The action a DSP takes will depend upon what other
information is available.
Possible DSP responses:
• Monitor concerns
• Discuss with parents / carers unless risk of harm
• Signpost to universal service/school action
• Complete single service request
• Initiate Common Assessment Framework ( CAF)
• Consult with the Targeted Advice Service
• Refer to specialist service Children’s Social Care (CSF) for support, or protection
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Safe Working Practice (SWP)Safe 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.
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SWP – key documentation in schoolsSWP – 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.
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Surely it’s not safe to teach pupils 1:1?
Can I givea distressed child
a hug?
Can I give a parent myhome phone number?
Is it acceptable to give a child a gift?
Can I assist with toileting?
I’m really stressed and worried that I’ll‘lose it’ with a pupil.
What can I do?
A pupil
has got a crush on me. What should I do?
Can I have a relationship
with a sixth former?
Areas of Staff VulnerabilityAreas of Staff Vulnerability
One of my pupils has asked to be my friend
on Facebook.Is that OK?
Can I remove a disruptive pupil
from my classroom?
Can I compliment a child on how they look?
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Abuse of Position of TrustAbuse 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.
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Further InformationFurther 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.thegrid.org.uk
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Key PrinciplesKey PrinciplesThe welfare of the child is paramount.
Staff should:
• Be responsible for their own actions and behaviour.
• Avoid conduct which would lead any reasonable person to question motivation/intention
• Work in an open and transparent way
• Discuss/take advice promptly from a senior member of staff about any incident which may give rise to concern
• Apply the same professional standards regardless culture disability gender, language racial origin religious belief / or sexual identity.
• continually monitor and review their practice and ensure they follow guidance
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Support for StaffSupport for Staff
• Safeguarding children is an emotive subject.
• Receiving a disclosure can be distressing.
• It is important to seek support from your local DSP.
Chris Taylor 07775953865
Kelly Brooke, Donna Holton John Smith
01438 745566
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Questions for DelegatesQuestions for Delegates
• Am I clear enough about my role in school and that of other key people?
• Am I clear about the relevant policies and procedures at EYS?
• Am I clear about what I should do if I am concerned about a child’s welfare?
• Am I clear about the appropriate sources of advice and support available to me?
• Is there anything I need to speak to the DSP about?
• Do I know who my DSP is????
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Revisiting Aims & Learning Outcomes
• Understand the safeguarding agenda for EYS 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 all staff
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Revisiting Role-play Exercises
• Exercise 1 ~ What would you do now
• Exercise 2 ~ What would you do now
• Exercise 3 ~ What would you do now
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Thank youRemember
Child Protection is
Everyone's Responsibility
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