Review date: by 1st September 2020 Agreed by Governors on ...516033]Child...1 Cambridge Park Academy...
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Cambridge Park Academy
Child Protection and Safeguarding Policy
Review date: by 1st September 2020
Agreed by Governors on 11th November 2019 Updated June 2020 Draft 2. with new DSL Darren Gardiner and New Deputy DSL Mrs T
Weller
Table of Contents
Child protection and safeguarding policy .............................................................................. 1
Table of contents ............................................................................................................................. 1
Policy statement and principles ................................................................................................ 3
Child protection statement ..................................................................................................................... 3
Policy principles ...................................................................................................................................................... 3
Policy aims ................................................................................................................................................................. 3
Safeguarding legislation and guidance .................................................................................... 4
Roles and responsibilities ............................................................................................................ 5
The Designated Safeguarding Lead (DSL): ................................................................................................. 6
The deputy designated safeguarding lead(s): ................................................................................. 6
Good practice guidelines and staff code of conduct ............................................................ 6
Abuse of position of trust ............................................................................................................. 6
Children who may be particularly vulnerable ...................................................................... 7
Children missing education ......................................................................................................... 7
Whistleblowing if you have concerns about a colleague ................................................... 8
Allegations against staff ................................................................................................................ 8
Staff training ..................................................................................................................................... 8
Safer recruitment ............................................................................................................................ 9
Volunteers .................................................................................................................................................... 9
Contractors ................................................................................................................................................... 9
Site security ....................................................................................................................................... 9
Extended school and off-site arrangements ........................................................................ 10
Staff/student online relationships .......................................................................................... 10
Child protection procedures ..................................................................................................... 10
Recognising abuse ................................................................................................................................... 10
Bullying ........................................................................................................................................................ 10
Taking action ............................................................................................................................................. 10
If you are concerned about a student’s welfare ............................................................................ 10
If a student discloses to you ................................................................................................................. 11
Notifying parents ...................................................................................................................................... 11
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Confidentiality and sharing information .............................................................................. 11
Referral to children’s social care ............................................................................................. 12
Reporting directly to child protection agencies ................................................................. 12
Flow Chart for reporting concerns ....................................................................................... 143
Mobile phones, cameras and videos .................................................................................... 144
Restrictive Physical Interventions ....................................................................................... 144
First Aid ......................................................................................................................................... 144
Personal/intimate care ............................................................................................................ 145
Peer on peer abuse .................................................................................................................... 145
Serious violence………………………………………………………………………………………………….16
Online safety……………………………………………………………………………………………………….16
Sexting ............................................................................................................................................... 16
Sexual exploitation of children ................................................................................................ 17
Honour-Based Violence .............................................................................................................. 17
Radicalisation and Extremism.................................................................................................. 18
Criminal exploitation of children………….…………………………………………………………….18
Private fostering arrangements ............................................................................................... 18
Related safeguarding portfolio policies ................................................................................ 19
Special Circumstances ............................................................... Error! Bookmark not defined.
Looked after children ............................................................................................................................. 19
Work Experience ...................................................................................................................................... 19
Appendix One ................................................................................................................................. 20
Four categories of abuse ................................................................. Error! Bookmark not defined.
Physical abuse ....................................................................................................................................................... 21
Emotional abuse ................................................................................................................................................... 22
Sexual abuse ........................................................................................................................................................... 22
Neglect ...................................................................................................................................................................... 21
Indicators of abuse .................................................................................................................................. 23
Appendix Two................................................................................................................................. 28
Appendix Three ............................................................................................................................. 29
Designated Safeguarding Lead: Mr Darren Gardiner Updated June 2020 Principal: Mr Mark Eames Date: September 2019 Nominated Governor: Mr Tony Collins Date: September 2019
Reviewed by:
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Policy statement and principles This policy applies to the whole school, including the School Ready centre, The Laurus provision and the Cromwell Road Campus, which provides educational provision for students who are also vulnerable young adults aged 18 and 19. This policy reflects the nature of the separate provisions and work cohesively together. This policy is one of a series in the school’s integrated safeguarding portfolio. (This should include, as a minimum, your school’s policies for child protection, staff behaviour, and recruitment, allegations against staff, complaints, student behaviour and online safety. This Policy is publically available on the School website and on request a copy may be obtained from the School Office. Our core safeguarding principles are:
safeguarding is everyone’s responsibility
the school’s responsibility to safeguard and promote the welfare of children is of paramount importance
safer children make more successful learners
policies will be reviewed at least annually unless an incident or new legislation or guidance suggests the need for an interim review.
Child protection statement We recognise our moral and statutory responsibility to safeguard and promote the welfare of all students. We endeavour to provide a safe and welcoming environment where children are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that children receive effective support, protection and justice. The procedures contained in this policy apply to all staff, volunteers and governors and is in
accordance with locally agreed interagency procedures. Printed copies of North East
Lincolnshire Local Safeguarding Partnership (LSP) procedures are available from the school
office, on request. Cambridge Park Academy recognises it is a relevant agent of referral and
not of investigation. Any person may make a referral (including whistle blowing) to external
agencies via the Multi Agency Safeguarding Hub Team (MASH) or the Local Authority
Designated Officer (LADO) and the Police, if necessary.
Policy principles
The welfare of the child is paramount
All children, regardless of age, gender, ability, culture, race, language, religion or sexual identity, have equal rights to protection
All staff have an equal responsibility to act on any suspicion or disclosure that may suggest a child is at risk of harm
Students and staff involved in child protection issues will receive appropriate support
Policy aims
To provide all staff with the necessary information to enable them to meet their child protection responsibilities
To ensure consistent good practice
To demonstrate the school’s commitment regarding child protection to students, parents and other partners
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Safeguarding legislation and guidance The following safeguarding legislation and guidance has been considered when drafting this policy:
Section 157 of the Education Act 2002 (Independent schools only, including academies
and Free Schools)
The Education (Independent School Standards) Regulations 2014 (Independent schools only, including academies and Free Schools)
The Safeguarding Vulnerable Groups Act 2006
The Teacher Standards 2012
Working Together to Safeguarding Children 2018
Working Together: Transitional Guidance 2018
Keeping Children Safe in Education 2019
What to do if you’re worried a child is being abused 2015
Section 40 of the Childcare Act 2006 to comply with welfare requirements of the Statutory Framework for the Early Years Foundation Stage.
Safeguarding Vulnerable Groups Act 2006
The Care Act 2014 for safeguarding vulnerable adults
Terminology
Safeguarding and promoting the welfare of children refers to the process of protecting children
from maltreatment, preventing the impairment of health or development, ensuring that children
grow up in circumstances consistent with the provision of safe and effective care and taking action
to enable all children to have the best outcomes.
Child protection refers to the processes undertaken to protect children who have been
identified as suffering or being at risk of suffering significant harm.
Staff refers to all those working for or on behalf of the school, full time or part time, temporary or
permanent, in either a paid or voluntary capacity.
DSL refers to the designated safeguarding lead at the school
Child includes everyone under the age of 18.
Parent refers to birth parents and other adults who are in a parenting role, for example step-
parents, foster carers and adoptive parents.
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Roles and responsibilities
The Cambridge Park Academy DSL and child protection team are as follows:
Designated Safeguarding Lead (DSL) and Prevent Officer for the whole school
Darren Gardiner Assistant Head teacher
Direct Line: 01472 230110 Mobile: 07747 864774 (twenty-four hours)
Email: [email protected]
Deputy Designated Safeguarding Lead (DSL) and Deputy Prevent Officer for the
whole school and responsible for Secondary
In the absence of the DSL inform the Deputy DSL: Tracey Weller.
Direct Line: 01472 230110 Mobile:07827924196 (twenty-four hours)
Email: [email protected]
Additional Safeguarding Support
If you are unable to contact the DSL or the Deputy DSL please contact the
Principal Mr Mark Eames (who is Designated Safeguarding Trained) on
Mobile: 07733089647 (twenty-four hours)
Child protection and safeguarding officer for Primary age students
In the absence of the DSL inform the Deputy DSL: Hayley Whitney-Smith, Child Protection
Officer.
Direct Line: 01472 230110 ext 255 Mobile: 07503 630292
Email: [email protected]
Child protection and safeguarding officer for Cromwell Road Campus (6th
Form and Laurus)
For concerns regarding students attending Cromwell Road Campus: Marianne Cottam, Child
Protection Officer.
Direct Line:014722 883574 Mobile: 07833232785.
Email: [email protected]
Link Governor for Safeguarding
Governor with responsibility for Safeguarding - Mr A Collins Chair of Governors
Email: [email protected]
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The Designated Safeguarding Lead (DSL):
The designated safeguarding lead (DSL) takes lead responsibility for safeguarding and
child protection (including online safety) in the school. The DSL has the status and authority
within the school to carry out the duties of the post, which include:
ensuring the child protection policies are known, understood and used appropriately by staff, reviewed annually and publically available
advising and supporting staff on child protection and safeguarding matters
encouraging a culture of listening to children
managing safeguarding referrals to children’s social care, the police, or other agencies
taking part in strategy discussions and inter-agency meetings
liaising with the “case manager” and the designated officer(s) at the local authority where allegations are made against staff
making staff aware of training courses and the latest local safeguarding arrangements available through the local safeguarding partner arrangements
transferring the child protection file to a child’s new school
undergoing training and receiving regular updates to maintain the knowledge and skills required to carry out the role, including Prevent awareness training. a. Conduct regular supervision of child protection team b. Complete safer recruitment training c. Create and maintain an annual Safeguarding calendar d. Coordinate CPOMs’s training for staff e. Give regular child protection and safeguarding updates to Senior Leaders
The deputy designated safeguarding lead(s): Is/are trained to the same level as the DSL and supports the DSL with safeguarding matters as appropriate. In the absence of the DSL, the deputy DSL carries out those functions necessary to ensure the ongoing safety and protection of students. In the event of the long-term absence of the DSL, the deputy will assume the functions above.
Good practice guidelines and staff code of conduct Good practice includes:
treating all students with respect
setting a good example by conducting ourselves appropriately
involving students in decisions that affect them
encouraging positive, respectful and safe behaviour among students
being a good listener
being alert to changes in students’ behaviour and to signs of abuse, neglect and exploitation
recognising that challenging behaviour may be an indicator of abuse
reading and understanding the school’s child protection policy, staff behaviour policy and guidance documents on wider safeguarding issues
being aware that the personal and family circumstances and lifestyles of some students lead to an increased risk of abuse
referring all concerns about a student’s safety and welfare to the DSL, or, if necessary, directly to police or children’s social care.
Abuse of position of trust All school staff are aware that inappropriate behaviour towards students is unacceptable and that their conduct towards students must be beyond reproach. Staff understand that under the Sexual Offences Act 2003 it is an offence for a person over the age of 18 to have a sexual relationship with a person under the age of 18, where that
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person is in a position of trust, even if the relationship is consensual. This means that any sexual activity between a member of the school staff and a student under 18 may be a criminal offence. Please refer to Cambridge Park Academy’s Staff Code of Conduct for full details.
Children who may be particularly vulnerable Some children may have an increased risk of abuse. Many factors can contribute to an increase in risk, including prejudice and discrimination, isolation, social exclusion, communication issues and reluctance on the part of some adults to accept that abuse can occur. To ensure that our students receive equal protection, we will give special consideration to children who are:
living away from home or in temporary accommodation
living in chaotic and unsupportive home situations
living transient lifestyles
affected by parental substance misuse, domestic violence or parental mental health needs
vulnerable to being bullied, or engaging in bullying
vulnerable to discrimination and maltreatment on the grounds of race, ethnicity, religion, disability or sexuality
do not have English as a first language
at risk of sexual exploitation, female genital mutilation, forced marriage or being drawn into extremism.
This list provides examples of additionally vulnerable groups and is not exhaustive. Special consideration includes the provision of safeguarding information and resources in community languages and accessible formats for children with communication needs.
Children with special educational needs and disabilities All students attending Cambridge Park Academy are in receipt of an Educational Health Care Plan (EHCP), therefore making them three times more likely to become victims of some form of abuse due to their disability or additional needs.
Children with special educational needs (SEN) and disabilities can face additional safeguarding challenges. Additional barriers can exist when recognising abuse and neglect in this group of children, which can include: • assumptions that indicators of possible abuse such as behaviour, mood and injury relate
to the child’s disability without further exploration; • the potential for children with SEN and disabilities being disproportionally impacted by
behaviours such as bullying, without outwardly showing any signs; and • communication barriers and difficulties in overcoming these barriers.
Staff are trained to manage these additional barriers to ensure this group of children are appropriately safeguarded.
NEL Children with SEND guidance
Children missing education Attendance, absence and exclusions are closely monitored. A child going missing from education is a potential indicator of abuse and neglect, including sexual abuse or exploitation, child criminal exploitation or mental health problems. The DSL will monitor unauthorised absence and take appropriate action including notifying the local authority, particularly where children go missing on repeated occasions and/or are missing for periods
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during the school day. Staff must also be alert to signs of children at risk of travelling to conflict zones, female genital mutilation and forced marriage.
Cambridge Park Academy work with Attendance Matters for their Education Welfare service.
NELC CME guidance
Whistleblowing if you have concerns about a colleague Staff who are concerned about the conduct of a colleague towards a student are undoubtedly placed in a very difficult situation. They may worry that they have misunderstood the situation and they will wonder whether a report could jeopardise their colleague’s career. All staff must remember that the welfare of the child is paramount. The school’s whistleblowing code can be found on the staff server, and on the Academy’s website, enables staff to raise concerns or allegations, initially in confidence and for a sensitive enquiry to take place. All concerns of poor practice or possible child abuse by colleagues should be reported to the headteacher. Complaints about the headteacher/principal should be reported to the chair of governors, chair of the management committee or proprietor. Staff may also report their concerns directly to children’s social care or the police if they believe direct reporting is necessary to secure action.
Allegations against staff When an allegation is made against a member of staff, our set procedures must be followed. The full procedures for dealing with allegations against staff can be found in Keeping Children Safe in Education (DfE, 2019) and in the school’s Allegations of Abuse against Staff policy and procedures.
Allegations concerning staff who no longer work at the school, or historical allegations will be reported to the police.
Staff training It is important that all staff receive training to enable them to recognise the possible signs of abuse, neglect and exploitation and to know what to do if they have a concern. New staff and governors will receive a briefing during their induction, which includes:
Part 1 of every new edition of Keeping Children Safe in Education (KCSIE), the latest
being September 2019 which includes Prevent. A multiple choice quiz on Keeping
Children Safe in Education (KCSIE) is also administered as part of the induction
programme for all staff and volunteers.
Section A of the Child Sexual Exploitation guidance produced February 2017 and six
questions checking understanding of the guidance.
Staff Code of Conduct
During the first 6 months of employment, all staff:
Will have completed the LSP 2 hour basics in Safeguarding Children for Schools and
Academies (delivered in house by the DSL) or completion of ‘Safeguarding Children
in Education’ e-learning from the LSP.
Will have completed the Prevent awareness e-learning module available free of
charge through the Home Office Website
Will have completed the FGM awareness e-learning training available free of charge
Will have completed the Anti-bullying Alliance e-learning modules.
Will have had a demonstration of the Child Protection Online Management system
(CPOMs) and shown how to complete the electronic concerns form within this
system.
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Will have training on the school Behaviour policy
Will have completed the basic Team Teach 6-hour course.
Appendix 3 is a copy of the school safeguarding induction record sheet, which all new staff
complete and get signed off within their 3-month probationary period. Completed records
are stored in staff personnel files.
All staff, including the DSL, headteacher (unless the headteacher is the DSL) and governors will receive an annual refresher each year. All staff will also receive safeguarding and child protection updates via email, e-bulletins, website access and staff meetings throughout the year.
Safer recruitment Our school complies with the requirements of Keeping Children Safe in Education (DfE 2019) and the local safeguarding partner arrangements by carrying out the required checks and verifying the applicant’s identity, qualifications and work history. The school’s Staff Recruitment policy and procedures set out the process in full and can be found on the Staff Shared drive, and on the Academy’s website. At least one member of each recruitment panel will have attended safer recruitment training. All relevant staff (involved in early years’ settings and/or before or after school care for children under eight) are made aware of the disqualification from childcare legislation and their obligations to disclose relevant information to the school. All staffed are issued with an electronic copy of the guidance, which is also available as a hard copy in the Staff room too. The school obtains written confirmation from supply agencies or third party organisations that agency staff or other individuals who may work in the school have been appropriately checked and are suitable to work with children. Trainee teachers will be checked either by the school or by the training provider, from whom written confirmation will be obtained confirming their suitability to work with children.
The school maintains a single central record of recruitment checks undertaken.
Volunteers Volunteers, including governors will undergo checks commensurate with their work in the school, their contact with students and the supervision provided to them. Under no circumstances will a volunteer who has not been appropriately checked be left unsupervised.
Contractors The school checks the identity of all contractors working on site and requests DBS with barred list checks where required by statutory guidance. Contractors who have not undergone checks will not be allowed to work unsupervised during the school day. Please refer to Cambridge Park Academy’s Safer Recruitment guidance for full details.
Site security Visitors to the school, including contractors, are asked to sign in and are given a badge, which confirms they have permission to be on site. Parents who are simply delivering or collecting their children do not need to sign in. All visitors are expected to observe the school’s safeguarding and health and safety regulations. The headteacher will exercise professional judgement in determining whether any visitor should be escorted or supervised while on site.
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Extended school and off-site arrangements All extended and off site activities are subject to a risk assessment to satisfy health and safety and safeguarding requirements. Where extended school activities are provided by and managed by the school, our own child protection policy and procedures apply. If other organisations provide services or activities on our site on behalf of our school, we will check that they have appropriate procedures in place, including safer recruitment procedures. When our students attend off-site activities, including day and residential visits and work related activities, we will check that effective child protection arrangements are in place.
Staff/student online relationships Staff are not permitted to add students, or parents onto any personal social media platform, they may operate. Cambridge Park Academy provides advice to staff regarding their personal online activity and has strict rules regarding online contact and electronic communication with students. Staff found to be in breach of these rules may be subject to disciplinary action or child protection investigation. All staff sign up to an acceptable use of ICT code upon appointment at the Academy, which provides further guidance on this area.
Child protection procedures
Recognising abuse To ensure that our students are protected from harm, we need to understand what types of behaviour constitute abuse and neglect. Abuse and neglect are forms of maltreatment. Somebody may abuse or neglect a child by inflicting harm, for example by hitting them, or by failing to act to prevent harm, for example by leaving a small child home alone. Abuse may be committed by adult men or women and by other children and young people. Keeping Children Safe in Education (DfE 2019) refers to four categories of abuse. These are set out at Appendix One along with indicators of abuse.
Bullying While bullying between children is not a separate category of abuse and neglect, it is a very serious issue that can cause anxiety and distress. All incidences of bullying, including cyber-bullying and prejudice-based bullying should be reported and will be managed through our tackling-bullying procedures which can be accessed from the Academy’s website, or by requesting a copy from the School Office.
Taking action Any child, in any family in any school could become a victim of abuse. Staff should always maintain an attitude of “it could happen here”. Key points for staff to remember for acting are:
in an emergency take the action necessary to help the child (including calling 999)
report your concern as soon as possible to the DSL, definitely by the end of the day.
do not start your own investigation
share information on a need-to-know basis only – do not discuss the issue with colleagues, friends or family
complete a record of concern on CPOMs
seek support for yourself if you are distressed.
If you are concerned about a student’s welfare There will be occasions when staff may suspect that a student may be at risk. The student’s
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behaviour may have changed, their artwork could be bizarre, they may write stories or poetry that reveal confusion or distress, or physical signs may have been noticed. In these circumstances, staff will try to give the student the opportunity to talk and ask if they are OK or if they can help in any way. Staff should add an incident online to CPOMs to record these early concerns. If the student does reveal that they are being harmed, staff should follow the advice below. Following an initial conversation with the student, if the member of staff has concerns, they should discuss their concerns with the DSL.
If a student discloses to you It takes a lot of courage for a child to disclose that they are being abused. They may feel ashamed, particularly if the abuse is sexual; their abuser may have threatened what will happen if they tell; they may have lost all trust in adults; or they may believe, or have been told, that the abuse is their own fault. Sometimes they may not be aware that what is happening is abusive. If a student talks to a member of staff about any risks to their safety or wellbeing, the staff member will, at the appropriate time, let the student know that in order to help them they must pass the information on to the DSL. The point at which they tell the student this is a matter for professional judgement. During their conversations with the students, staff will:
LISTEN to what the child has to say and take them seriously; reassure the child but
advise that you cannot promise to keep a secret. If there is a requirement for immediate
medical intervention, assistance should be called for.
RECORD in detail the circumstances and timings of the disclosure including the nature
and extent of any injuries, explanations given by the child and the action taken (which
may be used in any subsequent court proceedings), within 24 hours of the disclosure. Log
the exact wording on CPOMs.
YOU MUST NOT INVESTIGATE THE INCIDENT, ASK LEADING
QUESTIONS, OR REPEATEDLY QUESTION/ASK THE CHILD TO REPEAT
THE DISCLOSURE OVER AND OVER OR MAKE ASSUMPTIONS OR OFFER
ALTERNATIVE EXPLANATIONS
DO NOT PROMISE CONFIDENTIALITY
DO NOT APPROACH/INFORM THE ALLEGED ABUSER.
REPORT all suspicions, concerns, instances and allegations of actual or suspected child
abuse or neglect immediately to our DSL. In the absence of the DSL inform the Deputy
DSL. The LADO will then provide advice, instruction and direction as is relevant.
seek support if they feel distressed.
Notifying parents The school will normally seek to discuss any concerns about a student with their parents. This must be handled sensitively, and the DSL will contact the parent in the event of a concern, suspicion or disclosure. Our focus is the safety and wellbeing of the student. Therefore, if the school believes that notifying parents could increase the risk to the child or exacerbate the problem, advice will first be sought from children’s social care and/or the police before parents are contacted.
Confidentiality and sharing information
All staff will understand that child protection issues warrant a high level of confidentiality. Staff should only discuss concerns with the DSL, headteacher/principal or chair of governors (depending on who is the subject of the concern). That person will then decide who else needs to have the information and they will disseminate it on a ‘need-to-know’
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basis. Following several cases where senior leaders in school had failed to act upon concerns raised by staff, Keeping Children Safe in Education (2019) emphasises that any member of staff can contact children’s social care if they are concerned about a child. Child protection information will be stored and handled in line with the guidance from IRMS which forms part of our Data Protection Policy 2018.
Information sharing will take place in a timely and secure manner and where:
it is necessary and proportionate to do so; and
the information to be shared is relevant, adequate and accurate. Information sharing decisions will be recorded, whether or not the decision is taken to share. Yellow safeguarding files are held on any child where a concern has been noted and are stored in locked filing cabinets in the Safeguarding office. Any electronic information will be password protected on a separate server, within the two factor authentication of CPOMs and only made available to relevant individuals. Child protection information will be stored separately from the student’s school file and the school file will be ‘tagged’ with a yellow spot sticker to indicate that separate information is held. The DSL will normally obtain consent from the student and/or parents to share sensitive information within the school or with outside agencies. Where there is good reason to do so, the DSL may share information without consent, and will record the reason for not obtaining consent. If any member of staff receives a request from a student or parent to see child protection records, they will refer the request to the data protection officer or DSL. The GDPR and the Data Protection Act 2018 do not prevent school staff from sharing information with relevant agencies, where that information may help to protect a child. The school’s confidentiality and information-sharing policy is available to parents and students on request made in writing to the School Office.
Referral to children’s social care The DSL will make a referral to children’s social care if it is believed that a student is suffering or is at risk of suffering significant harm. The student (subject to their age and understanding) and the parents will be told that a referral is being made, unless to do so would increase the risk to the child. Any member of staff may make a direct referral to children’s social care if they genuinely believe independent action is necessary to protect a child. The Multi Agency Safeguarding Hub (MASH) can be contacted on 01472 326292. For vulnerable young adult (aged 18 or over), there is the Single Point of Access available on 01472 256256. Further support and information can be found at www.focusadultsocialwork.co.uk/single-point-of-access
Reporting directly to child protection agencies Staff should follow the reporting procedures outlined in this policy. However, they may also share information directly with children’s social care, police or the NSPCC if:
the situation is an emergency and the designated safeguarding lead, their deputy, the headteacher and the chair of governors are all unavailable
they are convinced that a direct report is the only way to ensure the student’s safety
for any other reason they make a judgement that direct referral is in the best interests of the child.
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FLOW CHART FOR RAISING SAFEGUARDING CONCERNS ABOUT A STUDENT
Other Relevant Policies
Decision made to
monitor the concern.
Decision made to
discuss the concern
informally with the
parents/carers
Decision made to refer
the concern to social
care
Once discussed with
parents Designated
Safeguarding Lead
decides to discuss
with parents, monitor
or refer to social care
Class teacher asked to
monitor child and
feedback to the
Designated
Safeguarding Lead
within an agreed
timescale
Designated
Safeguarding Lead
discusses decision
with a senior teacher
or the head and agree
to refer to social care
Contact Details
Multiagency
safeguarding Hub
(MASH)
01472 326292
All calls are answered by a
duty social worker
Prevent/Channel
Referrals:
police.uk
Designated
Safeguarding Lead
keeps concern form in
secure, confidential
safeguarding file.
Concern logged on
CPOMS
Designated
Safeguarding Lead
reviews incident form
and makes a decision
about next steps
Designated Safeguarding
Lead(s):
Darren Gardiner (DSL)
Mark Eames DSL Trained
Tracey Weller Deputy DSL
(Secondary)
Hayley Whitney-Smith
(Primary)
Marianne Cottam
(Cromwell Road Campus)
Governors:
Antony Collins (Chair of
Governors)
For local authority
Designated Officers
and for concerns
about adults:
Contact details:
01472 326118
ChildrensSafeguarding
andReviewingService@
Nelincs.gcsx.gov.uk
In exceptional
circumstances,
concerns may be
referred directly to
children’s social care
Monitor Refer
Discuss
Record
Refer Monitor
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14
Use of mobile phones, cameras and videos In general, staff should not use mobile telephones in the presence of students. Personal
mobile telephones should never be used for taking or storing images or recordings of
students. Any images or recordings should only be taken, edited or stored on school
computers unless with the express permission of the Head teacher. Photographs or
recordings should only be made where there is a legitimate school purpose. Images or
recordings should not be transmitted to third parties without permission of the Head teacher
or parents of the student involved. This guidance applies to all students. Any evidence of the
use of inappropriate images, or the misuse of images, will be reported to the school’s
Designated Safeguarding Officer, the Local Authority, Social Services and/or the police as
appropriate. Individual students will not be named in conjunction with their image and we
will never use an image of a child who is subject to a court order or whose parent/s or legal
guardian/s have not given their consent.
Please refer to the staff code of conduct for further information.
Restrictive physical interventions All staff at Cambridge Park Academy complete compulsory training in reduction of risk,
restrain and restriction through Team Teach in order to safeguard students from potential
dangers to themselves and others. All restrictive physical intervention is student specific,
integrated with other less intrusive approaches, and are clearly outlined of the Academy's
Positive Handling Guidance, with the aim of reducing risk when needed. All physical
interventions are recorded by hand in a bound book, as well as in an online database.
Restrictive physical interventions are not a standard way of managing students. All incidents
are analysed by the Behaviour lead weekly, as well as analysed each half term for patterns
and trends. Further detailed guidance can be found in the Positive Handling Policy.
First Aid In school there are trained members of staff who oversee first aid. There are a number of first
aid kits situated around school. When a student is poorly, or has suffered an accident during
the school day, or in an extra-curricular or offsite activity, there is a protocol for staff to
follow:
A person trained in first aid is consulted
The incident is logged in the accident book
A phone call home will be made and a note to parents/carers is issued
If there is any doubt at all a parent/carer is contacted
In the case of serious accidents / injuries emergency ambulance services will be
called.
Staff taking medication or other substance
Staff must seek medical advice if they are taking medication which may affect their ability to
care for students, and any staff medication must be secure and out of reach of all students at
all times. For guidance around giving students medicine please see separate Administering
Medication Policy.
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15
Intimate care For matters of an intimate nature, staff are informed to deal with a child with utmost
sensitivity and always to seek guidance from the Principal. In almost all situations the
parents will be asked to come into school immediately so that they are part of the decision
making process for such matters. In rare circumstances the appropriate emergency service
will be contacted as a matter of urgency before the parent.
Peer on peer abuse Children may be harmed by other children or young people. Staff will be aware of the harm caused by bullying and will use the school’s anti-bullying procedures where necessary. However, all staff recognise that children can abuse their peers and should be clear about the school’s policy and procedures regarding peer on peer abuse. All peer on peer abuse is unacceptable and will be taken seriously. Peer on peer abuse can take many forms, including:
physical abuse such as biting, hitting, kicking or hair pulling
sexually harmful behaviour/sexual abuse such as inappropriate sexual language, touching, sexual assault or rape
sexting including pressuring another person to send a sexual imagery or video content
teenage relationship abuse - defined as a pattern of actual or threatened acts of physical, sexual or emotional abuse, perpetrated against a current or former partner
upskirting – taking a picture under a person’s clothing without their knowledge
initiation/hazing - used to induct newcomers into an organisation such as sports team or school groups by subjecting them to a series of potentially humiliating, embarrassing or abusing trials which promote a bond between them
prejudiced behaviour - a range of behaviours which causes someone to feel powerless, worthless or excluded and which relates to prejudices around belonging, identity and equality, in particular prejudices linked to disabilities, special educational needs, ethnic, cultural and religious backgrounds, gender and sexual identity.
Abuse is abuse and should never be tolerated or passed off as ‘banter’ or ‘part of growing up’. Different gender issues can be prevalent when dealing with peer on peer abuse, for example girls being sexually touched/assaulted or boys being subject to initiation/hazing type violence. At our school, we take the following steps to minimise or prevent the risk of peer on peer abuse.
An open and honest environment where young people feel safe to share information about anything that is upsetting or worrying them.
Assemblies are used to provide a moral framework outlining acceptable behaviour and stressing the effects of bullying.
RE and PSHE are used to reinforce the message through stories, role play, current affairs and other suitable activities.
Staff will endeavour always to create surroundings where everyone feels confident and at ease in school.
We will ensure that the school is well supervised, especially in areas where children might be vulnerable.
All allegations of peer on peer abuse should be passed to the DSL immediately. They will then be investigated and dealt with as follows.
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16
Information gathering – children, staff and witnesses will be spoken with as soon as possible to gather relevant information quickly to understand the situation and assess whether there was intent to cause harm.
Decide on action – if it is believed that any young person is at risk of significant harm, a referral will be made to children’s social care. The DSL will then work with children’s social care to decide on next steps, which may include contacting the police.
Inform parents - as with other concerns of abuse, the school will normally seek to discuss concerns about a student with parents. Our focus is the safety and wellbeing of the student and so if the school believes that notifying parents could increase the risk to the child or exacerbate the problem, advice will first be sought from children’s social care and/or the police before parents are contacted.
Where allegations of sexual violence or sexual harassment are made, the school will act in accordance with the guidance set out in Keeping Children Safe in Education (2019). Supporting those involved The support required for the student who has been harmed will depend on their circumstance and the nature of the abuse. Support could include counselling, mentoring, the support of family and friends and/or support with improving peer relationships or some restorative justice work. Support may also be required for the student that harmed. We will seek to understand why the student acted in this way and consider what support may be required to help the student and/or change behaviours. Once those needs have been met, the consequences for the harm caused or intended will be addressed.
Serious violence All staff are made aware of indicators that children are at risk from or are involved with
serious violent crime. These include increased absence, a change in friendships or
relationships with older individuals or groups, a significant decline in performance, signs of
self-harm or a significant change in wellbeing, or signs of assault or unexplained injuries.
Unexplained gifts could also indicate that children have been approached by or are involved
with individuals associated with criminal gangs.
Online safety
As schools increasingly work online, it is essential that children are safeguarded from
potentially harmful and inappropriate material. The use of technology has become a
significant component of many safeguarding issues, such as child sexual exploitation,
radicalisation and sexual predation.
We have ensured that appropriate filters and monitoring systems are in place to manage the
content available to students, who can contact our students and the personal conduct of our
students online.
Sexting
There is no accepted definition of ‘sexting’ but most professionals agree that it refers to the sending or posting of sexually suggestive images, including nude or semi-nude photographs of a person under 18 years of age, via mobiles or over the internet. The UKCCIS advice document refers to this as ‘youth produced sexual imagery’. All incidents involving youth produced sexual imagery will be responded to as follows:
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17
The incident will be referred to the DSL immediately and the DSL will hold an initial review meeting with appropriate staff. If appropriate, there will be subsequent interviews with the young people involved.
Parents will be informed at an early stage and involved in the process unless there is good reason to believe that involving parents would put the young person at risk of harm.
At any point in the process, if there is a concern a young person has been harmed or is at risk of harm a referral will be made to children’s social care and/or the police immediately in accordance with this policy.
In some instances, it may be necessary to refer the matter to the police. Once a report is made to the police, the report must be recorded, and the police will investigate. This may include seizure of devices and interviews with the young people involved.
Sexual exploitation of children Sexual exploitation involves an individual or group of adults taking advantage of the vulnerability of an individual or groups of children or young people, and victims can be boys or girls. Children and young people are often unwittingly drawn into sexual exploitation through the offer of friendship and care, gifts, drugs and alcohol, and sometimes accommodation. Sexual exploitation is a serious crime and can have a long-lasting adverse impact on a child’s physical and emotional health. It may also be linked to child trafficking. The school includes the risks of sexual exploitation in the PSHE and SRE curriculum. A common feature of sexual exploitation is that the child often doesn’t recognise the coercive nature of the relationship and doesn’t see themselves as a victim. The child may initially resent what they perceive as interference by staff, but staff must act on their concerns, as they would for any other type of abuse. All staff are made aware of the indicators of sexual exploitation and all concerns are reported immediately to the DSL. NEL CSE guidance
Honour-Based Violence ‘Honour-based’ violence (HBV) encompasses crimes which have been committed to protect or defend the honour of the family and/or the community, including Female Genital Mutilation (FGM), forced marriage, and practices such as breast ironing. All forms of HBV are abuse.
FGM is the collective name given to a range of procedures involving the partial or total removal of external female genitalia for non-medical reasons. In England, Wales and Northern Ireland, the practice is a criminal offence under the Female Genital Mutilation Act 2003. The practice can cause intense pain and distress and long-term health consequences, including difficulties in childbirth.
FGM is carried out on girls of any age, from young babies to older teenagers and adult women, so school staff are trained to be aware of risk indicators. Many such procedures are carried out abroad and staff should be particularly alert to suspicions or concerns expressed by female students about going on a long holiday during the summer vacation period.
A forced marriage is a marriage in which a female (and sometimes a male) does not consent to the marriage but is coerced into it. Coercion may include physical, psychological, financial, sexual and emotional pressure. It may also involve physical or sexual violence and abuse. In England and Wales, the practice is a criminal offence under the Anti-Social Behaviour, Crime and Policing Act 2014.
Children may be married at a very young age, and well below the age of consent in England. School staff receive training and should be particularly alert to suspicions or concerns raised by a student about being taken abroad and not be allowed to return to England.
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A forced marriage is not the same as an arranged marriage. In an arranged marriage, which is common in several cultures, the families of both spouses take a leading role in arranging the marriage but the choice of whether to accept the arrangement remains with the prospective spouses.
Radicalisation and Extremism The government defines extremism as vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs.
Some children are at risk of being radicalised: adopting beliefs and engaging in activities which are harmful, criminal or dangerous. Islamic extremism is the most widely publicised form and schools should also remain alert to the risk of radicalisation into white supremacy extremism.
School staff receive training to help to identify signs of extremism. Opportunities are provided in the curriculum to enable students to discuss issues of religion, ethnicity and culture and the school follows the DfE advice Promoting fundamental British Values as part of SMCS (spiritual, moral, social and cultural education) in Schools (2014).
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/380595/SMSC_Guidance_Maintained_Schools.pdf
NEL Young People vulnerable to Radicalisation
Criminal exploitation of children Criminal exploitation of children is a geographically widespread form of harm that is a
typical feature of county lines criminal activity: drug networks or gangs exploiting children to
carry drugs and money from urban areas to suburban and rural areas, market and seaside
towns.
All staff are made aware of indicators that children are at risk from or experiencing criminal
exploitation. The main indicator is increased absence during which time the child may have
been trafficked for the purpose of transporting drugs or money.
County lines exploitation can affect any child under the age of 18 years. It can still be
exploitation even if the activity appears consensual, can involve force and/or enticement-
based methods of compliance and is often accompanied by violence or threats of violence.
County lines exploitation can be perpetrated by individuals or groups, males or females, and
young people or adults and is typified by some form of power imbalance such as age, gender,
cognitive ability, physical strength, status, and access to economic or other resources.
NEL CCS guidance
Private fostering arrangements A private fostering arrangement occurs when someone other than a parent or a close relative cares for a child for a period of 28 days or more, with the agreement of the child’s parents. It applies to children under the age of 16 or aged under 18 if the child is disabled. By law, a parent, private foster carer or other persons involved in making a private fostering arrangement must notify children’s services as soon as possible.
School staff should notify the Designated Safeguarding Lead when they become aware of private fostering arrangements. The DSL will speak to the family of the child involved check that they are aware of their duty to inform the LA. The school itself has a duty to inform the local authority of the private fostering arrangements.
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On admission to the school, we will take steps to verify the relationship of the adults to the child who is being registered. Where a member of staff becomes aware that a student may be in a private fostering arrangement, they will raise this with the DSL and the school should notify the local authority of the circumstances.
Related safeguarding portfolio policies This policy should be read alongside our other safeguarding policies, which are set out in
Appendix Two.
Looked after children The most common reason for children becoming looked after is as a result of abuse or neglect. The school ensures that staff have the necessary skills and understanding to keep looked after children safe. Appropriate staff have information about a child’s looked after legal status and care arrangements, including the level of authority delegated to the carer by the authority looking after the child. The designated teacher for looked after children and the DSL have details of the child’s social worker and the name and contact details of the local authority’s virtual head for children in care.
Extra – curricular Activities Where the Academy provides services or activities directly under the supervision or
management of Academy staff, the Academy’s arrangements for child protection and
safeguarding will apply. Where services or activities are provided separately by another body,
the Academy will seek assurance in writing that the body concerned has appropriate policies
and procedures in place to safeguard and protect children and young people and that there
are arrangements to liaise with the academy on these matters where appropriate.
Work Experience for students Work experience provides a number of benefits for young people at The 6th Form. It can
help with their development and also help them choose their vocation for later life. For
students to get the most out of this experience it is essential that the Academy and the
employers work together to ensure the students’ safety and wellbeing. The school has
detailed procedures to safeguard students undertaking work experience, including
arrangements for checking people who provide placements and supervise students on work
experience which are in accordance with the guidance in Keeping Children Safe in Education
(2019).
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Appendix One DfE Keeping children safe in education (KCSIE Sept 2019) further states that the type of
abuse and neglect include: Abuse and Neglect; Neglect; Physical abuse;
Extremism/Radicalisation; Domestic Violence; Drug/alcohol abuse; Emotional abuse; Abuse
of Trust; Sexual abuse; Children who sexually abuse; Child Sexual Exploitation; Child
exploitation and E-safety; Female Genital Mutilation; Forced Marriages; Safeguarding
Disabled Children; Disability and Vulnerability; Vulnerable Groups; Vulnerable Students;
Children in Need; Children who run away or go missing and Significant Harm.
The four broad areas of abuse are identified below.
Type of
harm
Definition Indicators for identification:
Physical
Abuse
The nature of the physical injury
is not consistent with the account
of how it occurred: or where there
is a definite knowledge or
reasonable suspicion that a
person having custody, charge or
care of the child or young person,
or any other person, inflicted or
knowingly did not prevent the
injury. This includes children or
young people to whom it is
suspected that poisonous
substances have been
administered. This also includes
children and young people at risk
of female genital mutilation.
unexplained injuries or burns,
particularly if they are recurrent
improbable excuses given to explain
injuries
refusal to discuss injuries or
untreated injuries
admission of punishment that
appears excessive
bald patches
withdrawal from physical contact
arms and legs kept covered in hot
weather
fear of returning home or fear of
medical help
self-destructive tendencies
aggression towards others
running away
Physical
Neglect
Children and young people under
the age of eighteen who have been
persistently or severely neglected
physically, to such an extent that
their health and development are
impaired. Particular attention is
drawn to food, hygiene, warmth,
clothing, supervision, stimulation,
safety precautions and medical
care. Serious inadequacies in
these areas may constitute
neglect.
constant hunger
poor personal hygiene
constant tiredness
poor state of clothing
emaciation
frequent lateness or non-attendance
at academy
untreated medical problems
low self-esteem
neurotic behaviour
no social relationships
running away
compulsive stealing or scavenging
doesn’t always have the appropriate
clothing for the weather/season
drinks alcohol regularly from an early
age
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is concerned for younger siblings
without explaining why
becomes secretive and reluctant to
share information
shows challenging/disruptive
behaviour at school.
is reluctant to get changed for sports
and/or doesn’t have kit
Reluctant to go home after school
unable to bring friends home or
reluctant for professionals to visit the
family home
poor school attendance and
punctuality
parents show little interest in child’s
performance and behaviour at school
parents are dismissive and non-
responsive to professional concerns
Emotional
Abuse
Where there is persistent
coldness, hostility, rejection,
ridicule or other psychological
pressures by the parent/carer, to
such an extent that the child or
young person’s behaviour and
development are impaired.
Exercise of undue pressure e.g. to
succeed academically beyond
reasonable expectation.
Emotional abuse can also include
being a victim or potential victim
in or of forced marriage or
controlling relationships.
Emotional abuse can occur at a
peer to peer level. E.g. blackmail.
physical, mental and emotional
development lags
admission of punishment which
appears excessive
over-reaction to mistakes
continual self-deprecation
sudden speech disorders
fear of new situations
inappropriate emotional responses to
painful situations
neurotic behaviour (for examples
rocking, hair twisting, thumb sucking)
self-mutilation
fear of parent/carers being contacted
extremes of passivity or aggression
drug/solvent abuse
running away
compulsive eating, scavenging
Sexual
Abuse
The involvement of dependent,
developmentally immature
children and young persons in
sexual activities that they do not
fully comprehend, to which they
are unable to give informed
consent, and which violate social
and family taboos. Sexual abuse
may also include exposure of
children to sexual stimulation
inappropriate to the child’s age
and level of development.
sudden change in behaviour or
academic performance
displays affection in a sexual way
inappropriate to age
tendency to cling or need constant
reassurance
tendency to cry easily
regression to younger behaviour, such
as thumb sucking, play with discarded
toys, acting like a baby
complaints of genital itching or pain
distrust of a familiar adult, or anxiety
about being left with a relative, a baby
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sitter or lodger
unexplained gifts of money
depression and withdrawal
apparent secrecy
wetting, day or night
sleep disturbances or nightmares
chronic illnesses, especially throat
infections and venereal disease
anorexia or bulimia
unexplained pregnancy
fear of undressing for gym
phobias or panic attacks
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Indicators of abuse Expert and professional organisations are best placed to provide up-to-date guidance and
practical support on specific safeguarding issues. For example, NSPCC offers information for
schools and colleges on the TES website and also on its own website
www.nspcc.org.uk/preventing-abuse/. Schools and colleges can also access broad
government guidance on the issues listed here via the GOV.UK website: child sexual
exploitation (CSE); bullying including cyberbullying; domestic violence; drugs; fabricated or
induced illness; faith abuse; female genital mutilation (FGM); forced marriage; gangs and
youth violence; gender-based violence/violence against women and girls (VAWG); mental
health; private fostering; radicalisation; hate; sexting; teenage relationship abuse;
trafficking. The table below is not exhaustive in anyway, but highlights some of the key
specific safeguarding issues.
Female
Genital
Mutilation
(FGM)
Female genital mutilation refers to
procedures that intentionally alter
or cause injury to the female
genital organs for non-medical
reasons. The practice is illegal in
the UK.
FGm usually takes place between
birth and around 15 years old;
however, it is believed that the
majority of cases happen between
the ages of 5 and 8.
For further guidance on
identification and support refer to
‘Keeping children safe in education
– statutory guidance for academies
and colleges’ – (September 2018)
and also to risk indicators outlined
in this policy.
Under Section 5B(6) of the
Female Genital Mutilation Act
(2003) it states:
Teachers must personally
report to the police cases
where they discover an act of
FGM appears to have been
carried out.
Low level of integration
into UK society.
Girls are withdrawn from
PSHE lessons.
Anxiety leading up to
holidays
Be alert around summer holidays,
as this is a time when families
may take their child abroad for
the procedure. Anxiety leading
up to holidays or changes in
attendance can be flags, if a girl
belongs to a community in
which FGM is practised.
Talk of a ‘special ceremony’
Government guidance also
suggests that sometimes a child
may even talk about a ‘special
ceremony’ that is going to take
place, although some girls are
not aware before being taken
abroad that they will be
undergoing FGM.
Extended absence
Extended absence from Academy
could point towards the
procedure having already taken
place. As with other forms of
abuse, that absence may well be
coupled with a change in
behaviour on the child’s return.
Psychological effects
Common psychological effects are
depression, anxiety and low
self-esteem.
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Physical signs
There may also be physical signs,
such as bladder problems,
complaints of pain or
discomfort when sitting still.
Child Sexual
Exploitation
(CSE)
Child sexual exploitation is a form
of child sexual abuse. It occurs
where an individual or group takes
advantage of an imbalance of
power to coerce, manipulate or
deceive a child or young person
under the age of 18 into sexual
activity (a) in exchange for
something the victim needs or
wants, and/or (b) for the financial
advantage or increased status of
the perpetrator or facilitator. The
victim may have been sexually
exploited even if the sexual activity
appears consensual. Child sexual
exploitation does not always
involve physical contact; it can also
occur through the use of
technology. (DfE 2017)
• going missing for periods of
time or regularly returning
home late
• skipping Academy or being
disruptive in class
• appearing with unexplained
gifts or possessions that cannot
be accounted for
• experiencing health problems
that may indicate a sexually
transmitted infection
• having mood swings and
changes in temperament
• using drugs and alcohol
• displaying inappropriate
sexualised behaviours, such as
over familiarity with strangers,
dressing in a sexualised manner
or sending sexualised images by
mobile phone (‘sexting’)
• they may also show signs of
unexplained physical harm such
as bruising and cigarette marks
• sexualised risk taking including
on the internet
• truanting during school time
• sporadic attendance/increasing
number of absences
• staying out overnight with no
explanation
• poor self-image and low self-
esteem
• self-harming (or suspected)
• eating disorders
• association with other young
people who are at risk of CSE
• reduced contact with family and
friends and other support
networks
• gang member or association
with gangs
(Taken from NSPCC website)
Criminal
exploitation
(CCE)
Gangs use children and vulnerable
people to move around drugs and
money. Gangs establish a base
typically by taking over the homes
• Lack of a safe/stable home
environment now or in the past
• Persistently going missing from
school or home and / or being
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of local vulnerable adults by force
or coercion in a practice referred to
as ‘cuckooing’.
‘County lines’ is the police term for
urban gangs supplying drugs to
suburban areas and market coastal
towns using dedicated mobile
phone lines or “deal lines”.
Criminal Exploitation of children
and vulnerable adults: county
lines guidance (2017)
found out-of-area
• Unexplained acquisition of
money, clothes or mobile
phones
• Excessive receipt of texts or
phone calls
• Relationships with controlling
older individuals or groups.
• Leaving home / care without
explanation
• Suspicion of physical assault or
unexplained injuries
• Parental concerns
• Carrying weapons
• Significant decline in school
results/performance
• Gang association or isolation
from peers or social networks
• Self-harm or significant changes
in emotional well-being
Radicalisation
As part of the Counter Terrorism
and Security Act 2015, schools have
a duty to ‘prevent people from
being drawn into terrorism’. This
has become known as the ‘Prevent
Duty’.
Radicalisation is defined in the
Government’s Prevent Strategy as
"the process by which a person
comes to support terrorism and
forms of extremism leading to
terrorism".
Children and Young People can
display various signs of
radicalisation. Some are able to
hide it so well that they are
indistinguishable from anybody
else, making it hard to identify
them as radicalised and
understand what their intentions
are or could be. The following are
some signs that could mean
somebody could be at risk of
radicalisation or is going through
a radicalisation process:
sudden or gradual change in
physical appearance
sudden or unexpectedly
wearing religious attire
getting tattoos displaying
various messages
unexpectedly growing a beard
unexpectedly shaving their
head (skinhead)
possesses unexplained gifts and
clothing (groomers will
sometimes use gifts such as
mobile phones and clothing to
bribe a young person)
cuts ties with their friends,
family or community
starts to become socially
withdrawn
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becoming dependent on social
media and the internet
begins to associate with others
who hold radical views
bullies or demonises other
people freely
begins to attend rallies and
demonstrations for extremist
causes
associates with known radicals
visits extremist websites,
networks and blogs
begins to complain, often with
anger, about governmental
policies, especially foreign
policy
advocates violence or criminal
behaviour
begins to believe in government
conspiracies
exhibits erratic behaviour such
as paranoia and delusion
speaks about seeking revenge
starts to exhibit extreme
religious intolerance
demonstrates sympathy to
radical groups
displays hatred or intolerance
of other people or
communities because they are
different
Forced
marriage
Schools/establishments do not
support the idea of forcing
someone to marry without their
consent and will follow LSCB
procedures to refer any child and
young person immediately to NEL
children’s services.
Depression
Self-harming
May talk of an up and coming
family holiday
Might not be able to attend after
school activities
May not be allowed to consider
going to college or university.
They or their parents’, may
request additional vaccinations
for a family holiday.
(Taken from government’s Forced
Marriage Unit website)
Honour based
violence
(HBV)
Honour based violence is a crime
or incident, which has or may have
been committed to protect or
defend the honour of the family
and/or community. Where it is
suspected that a child or young
self-harm
absence from school and
truancy
infections resulting from female
genital mutilation isolation
from peers
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person is at risk from honour based
violence, Cambridge Park Academy
will report those concerns to the
appropriate agency in order to
prevent this form of abuse taking
place.
being monitored by family
not participating in school
activities
unreasonable restrictions at
home
forced marriage.
Sexting
Involves the sharing of images or
videos of a sexual or indecent
nature that are generated by
children and young people under
the age of 18, of children and young
people aged under 18. It is against
the law to take, make, share or
possess such images. Sexting can
be a form of peer-on-peer abuse.
Sexting disclosures should follow normal safeguarding protocols.
Staff should: o Confiscate and
secure the device(s) involved
o Refer to the Designated Safeguarding Lead (DSL)
o Not view the images unless there is a good and clear reason to do so, based on the Designated Safeguarding Lead’s professional judgement
o Record the incident, whether or not a referral was made
Withdrawn
Uncomfortable, angry or
defensive when questioned
about eh secretive mobile
phone use
Overly protective of mobile
phone
Insist on texting in a private
place or turn their back to read
messages
Change in attitude to school
work
Individual indicators will rarely, in isolation, provide conclusive evidence of abuse. They should be viewed as part of a jigsaw, and each small piece of information will help the DSL to decide how to proceed.
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Appendix Two
Related Safeguarding policies
Staff code of conduct
ICT acceptable use policy
Behaviour and physical intervention policy
Personal and intimate care
Complaints procedure
Anti-bullying policy
Physical contact
Whistleblowing
SEN
Recruitment procedures
Managing allegations
Grievance and disciplinary
Confidentiality and information sharing
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Appendix Three
Safeguarding induction record sheet
Name: _____________________________ Date started: ______________
As part of my induction training at Cambridge Park Academy, I can confirm that I have completed the following:
Action Date completed Signature
Completed Educare FGM e-learning
Completed Educare PREVENT e-learning
Completed Educare ‘Safeguarding Children in Education’ e-learning
Completed Educare ‘E-safety for Practitioners’ e-learning
Completed Anti-bullying alliance 7 modules.
Received and read Part A of Keeping Children Safe in Education (2019)
Received and read Child Sexual Exploitation. Definition and Guidance for practitioners. (2017)
Completed a face to face session with the Designated Safeguarding Lead on the school’s policies and procedures for:
Child Protection
Staff Code of Conduct
Whistleblowing
Peer on peer abuse
Received a username and password to log onto CPOMs where all child protection concerns are logged.
I understand that if at any time I am unsure of anything relating to the safeguarding of students at the academy, I will discuss my concerns with a member of the safeguarding team, or a senior member of staff.
Signature: ________________________________ Date: __________________