Safeguarding

1. Safeguarding

2. Level 2 Safeguarding Training
2022-23
KeepingChildrenSafe inEducation
September 2022

3. ‘WorkingTogether’ (2018)
“effectivesafeguardingofchildrencanonlybe
achievedbyputtingchildrenatthecentreofthe
system,andbyeveryindividualandagencyplaying
theirfullpart,workingtogethertomeettheneedsof
ourmostvulnerablechildren.”

4. Whatis
safeguarding?

5. Safeguarding
Child protection
Staff conduct
Curriculum
Managing
allegations against
staff
Safer recruitment
Health
and Safety
Behaviour
Attendance
Anti-bullying
Wellbeing of
pupils and staff
Sitesecurity
Physical contact / restraint

6. • WorkingTogether2018removedstatutory requirementfor LSCBs – inEssex, ESCB nameand brand was retained
as part of multi-agencysafeguarding arrangements(from September 2019)
• Aim is to improveoutcomes for childrenby coordinating thework of local agencies to safeguard and promote the
welfare of children
TheEssex Safeguarding Children Board
(ESCB):

7. Key documents for schools and other settings:
WorkingTogether(HMG,2018)
SETProcedures(ESCB,2022)
KeepingChildrenSafeinEducation(DfE,2022)

8. Working Together to Safeguard Children (HMG, 2018)
Two key principles:
 Safeguarding is everyone'sresponsibility: for services to beeffective each
individual and organisation should play their full part;
 A child centred approach:for services to beeffective they should bebased
on a clear understanding of the needs and views of children.

9. SETProcedures2022
ESCB
The Southend, Essex and Thurrock (SET) Procedures set out how
agencies and individuals should work together to safeguard and
promote the welfare of children and young people

10. Schools should implement their dutytosafeguardandpromote the welfare oftheir pupils
under theEducation Act2002by havingapolicy thatdemonstrates howtheschool will:
 Create and maintain a safe learning environment for children by having
arrangements in place to address a range of issues,
 Contribute to safeguarding and promoting the welfare of children through the
curriculum, by developingchildren’s understanding, awareness, and resilience;
 Identify where there are child welfare concerns and take action to address them,
in partnership with other agencies where appropriate.
SET Procedures – Duty to safeguard and promote welfare of pupils

11. SchoolsshouldensurethattheydesignateamemberoftheSLTwhohasbeenappropriately
trainedtotakeoverallresponsibility forsafeguardingarrangements
Thedesignated safeguardinglead (DSL)should ensure:
 all staff are aware of indicators of abuse, changes in behaviour that give rise to concern or the
failureofa child todevelop,andthatreportingarrangementsin thesecircumstancesarein place
 appropriate staff are competent to work in partnership with the local authority children’s social
careby:
 Contributingtotheassessmentofa child'sneeds;
 Implementing agreedactionstomeet thoseneeds
 setting’ssystemfor recording concernsor files relating tochild protection processesfor
individual childrenarekept safelyandsecurely andappropriately transferred attimeoftransition
fromone settingto another
SET Procedures – role of DSL

12. The role of Local Authority Designated Officer (LADO)
LADO is involved wherethereis a concernor allegation that someone working or
volunteering with children:
 Hasormayhaveharmedachild
 Mayhavecommittedacriminaloffenceagainstorrelatedtoachild
 Behavedtowardsachildorchildreninawaythatindicates theymayposea
riskofharmtochildren
 Suitability toworkwithchildren

13. Families where there are obstacles and resistance
 Large sibling groups / multiple children in family (additional pressureson
parents)
 Range of uncooperative behaviour by families towards professionals - fourtypes
of uncooperativeness:
 Ambivalence
 Avoidance
 Confrontation
 Violence
 Disguised compliance

14. Parentingcapacity:
There are many factors which can impact on parenting
capacity:
 Substancemisuse
 Mentalhealth
 Learningdisability

15. Cultural issues to consider:
Professionals should seek advice to gain better understanding, where there is a possibility
of cultural factors makinga familyresistantto havingprofessionals involved.
Professionals should:
 be aware of dates of the key religiousevents and customs;
 be aware of the cultural implicationsof gender;
 acknowledge cultural sensitivities and taboos e.g. dress codes
 consider asking for advice from local experts, who have links with the culture (be
awareof potential risksaround forced marriage)

16. Professional conflict resolution
Professionals providing services to children and their families should work co-
operatively across all agencies, using their skills and experience to make a robust
contribution to safeguarding children and promoting their welfare within the
frameworkofdiscussions, meetings,conferencesandcasemanagement
Concern or disagreement may arise over another professional's decisions, actions or
lack of actions - professionals should attempt to resolve differences in line with SET
procedures (S.11)

17. KeepingChildrenSafe inEducation
(DfE, 2022)

18. Keeping Children Safe in Education (DfE, 2022)
“Schoolsandcollegesandtheirstaffareanimportantpartofthe wider
safeguardingsystemforchildren”
Guidance applies to governing bodies, proprietors / academy trusts and management
committees of PRUs
Above persons should ensure that ALL STAFF read at least Part 1 (including Annex B)
and that mechanisms are in place to assist staff to understand and discharge their
role and responsibilities
‘Children’includes everyone under ageof 18

19. Part one: safeguardinginformationfor allstaff
Whatschoolandcollegestaff
shouldknowanddo

20. A child-centred and co-ordinated approach to safeguarding:
 Safeguarding and promoting the welfare of children (up to age 18) is everyone’s
responsibility
 All practitioners should ensure their approach is child-centred and consider, at all times,
whatis inthebest interests ofthe child
 No single practitioner canhaveafullpicture ofachild’s needs andcircumstances
 If children and families are to receive the right help at the right time, everyone who comes into
contact with them has a role to play in identifying concerns, sharing informationand taking
promptaction

21. Safeguarding and promoting the welfare of children is defined in
Keeping Children Safe in Education (DfE, 2022) as:
protecting childrenfrommaltreatment
preventingimpairment ofchildren’s mentalandphysical health
ordevelopment
ensuringthat childrengrowupincircumstances consistentwith
theprovisionofsafeandeffectivecare
taking action toenableall childrentohavethebestoutcomes

22. The role of staff:
Schoolandcollegestaffare ina positiontoidentifyconcernsearly,provide
helpforchildrenandpreventconcernsescalating
All staffhavea responsibilityto provideasafeenvironmentinwhich
childrencanlearn
All staffshouldbepreparedto identifychildrenwhomaybenefitfrom
earlyhelp(toprovidesupportas soonas aproblememerges ina child’slife)

23. What staff need to know: (1)
All staff should be aware of systems in school which support safeguarding (should be part of
staff induction). This includes:
the Child Protection Policy
the Behaviour Policy
the Staff Behaviour Policy (sometimes called acode of conduct)
safeguarding response to children who go missing from education
the role of the designated safeguarding lead (and
 identity of DL and any deputies)
The above documentation and a copy of Part 1 of KCSIE (and Annex B)should be provided
tostaff at Induction

24. What staff need to know: (2)
All staff should:
 receive appropriatesafeguardingand child protection training (including online safety)
which is regularly updated. In addition, all staff should receive updates (as required but at
least annually)
 be aware of the early help process, and understand their role in it (being particularly alert
to children with additional vulnerability or needs)
 be aware of the process for making referralstochildren’s social care
 know what todo if a child tells them they are beingabused, exploited or neglected
(involve theDSL)

25. What staff need to know: (3)
Allstaffshould:
 understand confidentiality andshare informationonly withthosewhoneed to beinvolved
(DSLordeputy)
 never promise a childthey will nottell anyoneabouta report ofabuse
 beable toreassure victimsthey are being takenseriously andthatthey will be supported
andkept safe
 ensure victimsdonot feel they are creating a problem byreportingabuse,or feel ashamedfor
doing so
 Be aware achild maynot feel ready or knowhow totell someonethey are being abused

26. What staff should look out for: (1)
Knowing whatto look for isvital to early identification of abuseandneglect.
All staff:
 should be aware of the signs of abuse and neglect so they are able to identify
children who may be in need of help or protection
 should always speak to the DSL or deputy if unsure
 should be aware that, in most cases, there is overlap of multiple issues (concerns
/ issues are rarely stand-alone events covered by one definition or label)

27. What staff should look out for: (2)
 should be aware that safeguarding incidents / behaviours can be associated
with factors outside theeducational setting
 should consider whether children are at risk of abuse / exploitation in
situations outside their families – range of extra-familial harms and children
can bevulnerable to multiple harms(contextual safeguarding)
 Should be aware that children areat risk ofonlineabuse, as well as face-to-
face(orboth concurrently)

28. Whatisabuse?

29. Abuse is…
…a form of maltreatment of a child. Somebody may abuse or neglect a
child by inflicting harm, or by failing to act to preventharm. Achild
may be abused by an adult or adults or another child or children.
Categories:
Physical
Emotional
Sexual
Neglect

30. Physical:
Mayinvolvehitting,shaking,throwing,poisoning,
burningorscalding,drowning,suffocatingorotherwise
causingphysicalharmtoachild.Physicalharmmayalso
becausedwhenaparent/carerfabricatesthesymptoms
of,ordeliberatelyinduces,illnessinachild.

31. Common SitesFor Accidental Injury
forehead
elbow
knee
nose
bony spine
forearm
hip
shin
chin

32. Common sitesfor non-accidentalphysicalinjury
CHEEK/SIDE OF FACE - bruising,
finger marks
EYES - bruising,
(particularly both eyes)
MOUTH- torn frenulum
SHOULDERS - bruising, grasp marks
GENITALS - bruising
BACK }
BUTTOCKS }
THIGHS }
Linear bruising. Outline of belt/buckles.
Scalds/burns
CHEST- bruising, graspmarks
UPPER&INNER ARM - bruising, grasp ma
NECK-bruising, graspmarks
EARS - Pinch orslap marks,
bruising
KNEES - graspmarks
SKULL– fracture,bruising orbleeding under
skull

33. Some of the following signs may be indicators of physical abuse:
 Children with frequentinjuries
 Children with unexplained or unusualfractures/ broken bones
 Children with unexplained:
 bruisesor cuts;
 burnsor scalds; or
 bite marks

34. Emotional: (1)
Thepersistentemotionalmaltreatmentofachild suchastocausesevere and adverse
effectsonthechild’semotionaldevelopment.Itmayinvolve:
 conveyingtoachildthattheyareworthlessorunloved,inadequate,orvalued only
insofar asthey meetthe needs ofanother person
 seeingorhearingtheill-treatmentofanother.It mayinvolve serious bullying
(including cyberbullying), causingchildren frequently tofeel frightened orindanger, or
theexploitation orcorruption ofchildren. Somelevelofemotionalabuseisinvolved
inalltypesofmaltreatmentofachild,althoughitmayoccuralone.

35. Emotional:(2)
not giving the child opportunities to express their views, deliberately
silencingthemor‘makingfun’ofwhattheysayorhowtheycommunicate
ageordevelopmentally inappropriateexpectations beingimposedon
children.Thesemayincludeinteractions that arebeyondachild’s
developmental capability aswellasoverprotectionandlimitation of
exploration andlearning,orpreventingthechildparticipating innormalsocial
interaction

36. Some of the followingsigns may be indicators of emotional
abuse:
 Children who are excessively withdrawn, fearful, or anxious about doing
something wrong
 Parentsor carerswho withdraw attention from their child, giving the child the
‘cold shoulder’
 Parentsor carersblaming their problems on their child
 Parentsor carerswho humiliate their child (eg: name-calling / making
negative comparisons )

37. Sexual:
Involvesforcingorenticingachildoryoungpersontotakepartinsexualactivities,not
necessarilyinvolvingahighlevelofviolence,whether ornotthechildisawareofwhatis
happening.The activities mayinvolvephysicalcontact, includingassaultbypenetration
(forexamplerapeororalsex)ornon-penetrativeactssuch asmasturbation,kissing,
rubbingandtouchingoutsideofclothing.Theymayalsoincludenon-contactactivities,
suchasinvolvingchildreninlookingat,orintheproductionof,sexualimages,watching
sexualactivities,encouragingchildrentobehaveinsexuallyinappropriateways, or
groomingachildinpreparationforabuse (including via the internet).
Sexualabuse isnot solely perpetrated by adultmales.Womencanalsocommit actsofsexual
abuse, ascanother children.

38. Some of the followingsigns may be indicators of sexual
abuse:
 Children who display knowledge / interestin sexual acts inappropriate to
their age
 Children who use sexual language / have sexual knowledge that you
wouldn’t expect them to have
 Children who ask othersto behave sexually /play sexual games
 Children with physical sexual health problems, including soreness in the
genital and anal areas, sexually transmitted infections / underage pregnancy

39. Neglect:
Persistentfailuretomeetachild’sbasicphysicaland/orpsychologicalneeds,likelyto
resultintheseriousimpairmentofthechild’shealthordevelopment. Neglect may
occurduringpregnancyasaresultofmaternal substance abuse. Onceachild isborn,
neglectmayinvolveaparentorcarer failingto:provideadequatefood,clothingand
shelter(including exclusion from home orabandonment); protect achild fromphysical and
emotional harmordanger; ensure adequatesupervision (includingthe useofinadequate
care-givers); orensure accesstoappropriatemedicalcare ortreatment.Itmayalso
include neglectof, orunresponsiveness to, achild’s basic emotional needs.

40. Some of the followingsigns may be indicators of neglect:
 Children living in a home that is indisputably dirty or unsafe
 Children who are hungry or dirty
 Children without adequate clothing (eg: not having a winter coat, shoes)
 Children livingin dangerous conditions (eg: around drugs, alcohol or violence)
 Children who are often angry, aggressive or self-harm
 Children who fail to receive basic healthcare
 Parents who fail to seek medical treatment when their children are ill or are injured

41. Othersafeguardingissues
Allstaffshouldhaveanawarenessofsafeguardingissuesthat
canputchildrenatriskofharm

42. Child on childabuse
All staff should:
 be aware children canabuse other children (inside and outside of
Education setting)
 be aware this can occuronline
 understandthat, even where abuseis not being reported, it does not
mean it’s not happening
 understandthe importance of challenging inappropriate behaviours
between children to ensuresettings are safe environmentsand that
thereis a cultureofnot tolerating unacceptablebehaviour

43. Child on childabuse
 Bullying (including online)
 Abusein intimatepersonalrelationships
between peers
 Physicalabuse
 Sexualviolence
 Sexualharassment
 Initiation/ hazingtypeviolence andrituals
 Causingsomeone to engage in sexual
activitywithoutconsent,such asforcing
someone tostrip,touchthemselves
sexually,ortoengage in sexualactivity
witha thirdparty
 Consensualandnon-consensualsharing
ofnudesandsemi nudesimagesandor
videos(sexting / youthproducedsexual
imagery)
 Upskirting

44. Sexual violence / harassment
Staff should be aware of the importance of:
 challenging inappropriate behaviours
 making clear that sexual violence and sexual harassment is not acceptable, will never be
tolerated and is not aninevitable part of growing up
 not tolerating or dismissing sexual violence or sexual harassment as ‘banter’, ‘part of
growing up’, ‘just having a laugh’ or ‘boys being boys’
 challenging physical behaviours (potentially criminal in nature), such as grabbing
bottoms, breasts and genitalia, pulling down trousers, flicking bras and lifting up skirts
 understanding that dismissing or tolerating such behaviours risks normalising them

45. The response to a report of sexualviolence / harassment
 Initialresponse very important –canencourageor undermine confidenceoffuture victims
to report
 Settingsnotrecognising, acknowledgingorunderstandingscale ofharassmentandabuseor
downplayingbehaviours canlead to cultureof unacceptablebehaviour
 Essential thatallvictimsreassured they have beentakenseriously andwill be supported
andkept safe
 Victims shouldnot feel they are creating a problem by reporting harmfulsexual behaviour,
nor bemadeto feelashamedfor reporting

46. ChildCriminalExploitation(CCE) and ChildSexual
Exploitation(CSE)
Whereanindividual/group takesadvantageofpowerimbalancetocoerce,
manipulateordeceiveachildintosexualorcriminalactivity:
 In exchange for something the victim needs / wants
 For financial / increased status of the perpetrator
 Through violence or threat of violence
Can affect male and female children, including those who have been moved for
exploitation (trafficked)

47. Child CriminalExploitation (CCE) and Child SexualExploitation (CSE) 1
 Canbeexploited byadult males orfemales, asindividuals orin groups
 Mayalso beexploited byother children, whothemselves maybe experiencing exploitation
(where thisis thecase, itis importantthatthe child perpetratoris alsorecognised asavictim)
 Rangeoffactorstomakea child vulnerable toexploitation
 sexualidentity
 cognitive ability
 learning difficulties
 communicationability
 physicalstrength,status
 accesstoeconomicorotherresources

48. Some of the following signs may be indicators of CCE / CSE:
 Children who appear with unexplained gifts / new possessions
 Children who associate with other youngpeople involved in exploitation
 Children who sufferfromchangesin emotional well-being
 Children who misuse drugs/ alcohol
 Children missing forperiods oftime / regularlycome home late
 Children who regularlymiss school or education

49. Child CriminalExploitation (CCE)
Canincludechildrenbeingforced ormanipulatedintotransportingdrugs/ money
throughcountylines,workingincannabisfactories,othercriminalactivityor
threatening/committingseriousviolencetoothers
Children involved in CCE:
 can become trapped – they (and their families) can be threatened with violence or
are entrapped / coerced into debt
 can be coerced intocarry weapons or start tocarry for protection
 mayhave been exploited tocommit crimes (although may not be recognised as a
victim)

50. Child SexualExploitation (CSE)
 Isa form ofsexual abuse(penetrative and non-penetrative),including
physical contact or non-contactactivities online
 Canbe a one-off occurrence,orover time
 may be without child’s immediate knowledge (throughothers sharing
images or videos ofthem on social media)

51. Children and the courtsystem
 Maybecalled togiveevidence
incourt,eitherforcrimes
committedor crimeswitnessed
 Guidesondifferentage groups-5-
11 and12-17
Children missing education (CME)
 Children going missing (particularly
repeatedly) is warning sign of
potential safeguarding issues
 Earlyintervention required to identify
underlying cause and toprevent
future risk

52. County Lines
Gangs/organisedcriminalnetworksinvolvedinexportingillegal drugs
usingdedicatedmobile phonelinesorotherformof‘deal line’
Offenders often use coercion,intimidation, violence (including sexual) and
weapons to ensure compliance ofvictims
Children increasingly being targeted / recruited on social media

53. County Lines -indicators
Indicators setoutfor CCE / CSE, plus potentially:
 Missing / subsequently found in other areas
 Victim / perpetrator of serious violence
 Involved in selling /moving / collecting money for drugs
 Exposed to techniques to conceal drugs (internally to avoid detection)
 Found in accommodation where there is drug activity (trap house / cuckooing)
 Bank accountused to facilitate drug dealing

54. Cybercrime
Criminalactivitycommittedusingcomputersand/ortheinternet:
 Cyber-enabled(crimesthat happenoffline butenabledatscaleandspeed
online)
 Cyber-dependent (crimescommitted onlybycomputer)
Children with particular skill and interestin computing and technologymay
inadvertently or deliberately strayinto cyber-dependent crime

55. Domestic abuse
 canencompassawiderangeofbehaviours
 maybeasingleincidentorapatternofincidents (canbe,butisnotlimitedto,
psychological, physical, sexual,financial oremotional)
 Childrencanbevictims ofdomesticabuse-theymaysee,hear,or
experiencetheeffectsofabuseathomeand/orsufferdomesticabusein
theirownintimaterelationships (teenagerelationship abuse)
 canhaveadetrimental andlong-termimpactonachild’s health,wellbeing,
development,andability tolearn

56. Domestic abuse (definedunder the DA Act 2021)
Behaviour of a person (A) towards anotherperson (B) is “domestic abuse” if:
(a) A and B are each aged 16or over and are personally connected toeach other, and
(b) the behaviour is abusive
The Act saysbehaviour is “abusive” ifit consists of any of the following:
(a)physical or sexual abuse;
(b)violent or threatening behaviour;
(c)controlling or coercive behaviour;
(d)economic abuse (see subsection (4));
(e)psychological, emotional or other abuse;
It does not matterwhether the behaviour consists of asingle incident or acourse of conduct

57. Domestic Abuse Act
 DA Act received Royal Assent inApril 2021
 Act recognises impact of DA onchildren as victims in own right,if they see,
hear or experience effectsof abuse
 Experiencing domestic abuse and/or violence can have a serious, long lasting
emotional and psychological impact on children
 Young people can also experience DA within their own intimate relationships (if
under 16, will not be legally recognised as DA, but may constitute a child protection
issue and require a response)

58. (So called) Honour-based abuse
FGM
 Partial ortotal removal of female
genitalia
 Mandatory reporting duty for
teachers
 National FGM Centre
Forcedmarriage
 Without consentofone/ both parties -
where violence, threats orany other
form of coercion is used
 Threats canbe physical or emotional
and psychological
 Forced Marriage Unit: fmu@fco.gov.uk

59. Mental Health
 Allstaffshould beaware mentalhealthproblems mayindicate achild hassuffered or is at
risk of suffering abuse
 Onlyappropriatelytrainedprofessionalsshouldattemptdiagnosisofamental healthproblem
(althoughEducationstaffarewell placed toobservechildren day-to-dayandidentifythosewhose
behavioursuggeststhattheymaybeexperiencing amentalhealthproblem orbeatriskof
developing one)
 It is keythatstaffareawareofhowa child’sprevious experienceofabusecanimpacton their
mentalhealth,behaviourandeducation
 Concerns shouldalwaysbe referred tothe DSLor deputy

60. Online safety
 Teaching online safety in school (DfE, 2019)
 Technology provides a platform that can facilitate harm
 3 mainareas of risk:
 Content: exposure toinappropriate / harmful material
 Contact: subjected to harmful onlineinteraction
 Conduct: personal online behaviour thatincreases the likelihood of / causes
harm

61. WhatisPREVENT?
Home Office / Prevent

62. Preventing radicalisation:
Extremism - the vocal or active opposition to our fundamental values,including the rule
of law, individual liberty and the mutual respect and tolerance of different faiths and
beliefs
Radicalisation - refers to the process by which a person comes to support terrorism and
extremistideologies associatedwith terroristgroups
Terrorism - action that endangers / causes serious violence to a person/people; causes
serious damage to property; or seriously interferes with / disrupts an electronic system.
The use or threat must be designed to influence the government or to intimidate the public
andis madeforthepurposeofadvancinga political,religious orideologicalcause

63. The Prevent Duty:
As of July 2015, theCounter-Terrorism and Security Act (HMG, 2015) placed a new
duty on schools and other education providers
Under S.26 of the Act, schoolsare required, in the exerciseoftheir functions, to
have “due regardto the need topreventpeople frombeing drawn into
terrorism”.Thisduty is known as the Preventduty
Schools expected to assess risk of children being drawn into terrorism, including
support for extremist ideas that arepartof terrorist ideology

64. Channel:
 Voluntary support programme to provide support at early stage to people identified as
vulnerable to being drawn into terrorism
 Multi-agency panel (Head of Education Safeguarding and Wellbeing sits on panel for
Education)
 Education setting invited to join meeting to contribute information and be involved in
plan
 Young person could refuse to consent, but that may constitute a child protection concern
if not willing to work with agencies and considered at risk

65. PREVENT in Essex
 PREVENTLead in all agencies (Head of Education Safeguarding and Wellbeing
is lead for Education)
 Dedicated PREVENTPolice team
 Countywide strategic Prevent Delivery Group brings togetherall keyagencies
 Essex PREVENT Strategy
 CHANNEL Panel –meets monthly

66. PREVENTin Essex1
 Advice and guidance through Children and Families Hub (they will signpost elsewhere if
appropriate)
 Referrals made through the Children and Families Hub (as with any other
safeguarding concern)
 Family Solutions maybe identified as an appropriate intervention – they work at early
stage with the young person and the family to address concerns (requires consent)
 Escalate to SocialCare where ‘risk of significant harm’

67. What staffshould do if concerned about a child – it could happen
here:
Staffmembersareadvisedtomaintainanattitudeof‘it
couldhappenhere’andshouldalwaysactinthebest
interestsofthechild

68. What staff should do if concerned about a child:
 Actonit immediately (donotassumeothershavetakenaction)
 Speak with the DSL (or deputy) – non availability of DSL should not delay appropriate action being
taken
 Do not assume that other professionals will share critical information - early information sharing
isvital foreffectiveidentification,assessment andallocationofappropriateservice provision
 Options foraresponse toconcerns will include:
 Managingsupport internally
 Anearly help assessment
 Referral forstatutoryservices

69. Early help
Where early help is appropriate, DSL or deputy will lead on linking with other
agenciesas appropriate
Cases should be keptunderconstant review –referral to children’s social care for
assessment for statutory services, if child’s situation does notappear to beimproving
oris getting worse
Essex Directory of services

70. Let children know you're listening

71. What to do if a child disclosesto you:
DO
 Listen carefully
 Establish the facts
 Make accurate notes (using the
child’s words) - date and sign these
 Reassurethe child they have done
the correct thing by telling you
 INFORMTHE DESIGNATED
SAFEGUARDINGLEAD
DO NOT
 Promise confidentiality
 Ask leading questions
 Useyour own words todescribe
something
 Investigate
 Make the child feel they are creating
a problem or feel ashamedfor
reporting abuse

72. Record keeping:
All concerns, discussions and reasons for decisions should be recorded in writing
and include:
 a clear and comprehensive summary of the concern
 details of how the concernwas followed up andresolved
 a note of any action taken, decisions reachedand the outcome

73. Concerns about anotherstaff member:
 All staffmembers shouldbemadeawareofboundariesofappropriatebehaviourandconduct – set
outin ‘StaffCode ofConduct’(andsignedforbyallstaff)
 PositionofTrust(Sexual OffencesAct 2003)
 Staffshould refer anyconcerns aboutanother memberof staff(includingsupplystaff/
volunteers) to Principal
 Ifconcernis aboutPrincipal, staffshould refer to ChairofGovernors
Remember – ‘it couldhappenhere’

74. Concerns about practice:
All staffshouldfeelable to raise concernsabout poor or unsafepractice /
potential failures in safeguarding arrangements –should know concernswill be
taken seriouslyby SLT
Where felt unabletodo so toan employer, orfelt issues notbeing addressed, may
contact the NSPCC whistleblowing helpline on: 0800 028 0285 (line is available from
8:00 AMto 8:00 PM, Monday to Friday) orbyemail at: help@nspcc.org.uk

75. It is important for children to receive the right help at the right time to address risks and
prevent issues escalating. Research and Serious Case Reviews have repeatedly shown the
dangers of failing to take effective action. Poor practice includes:
– failure to act on and refer the early signs of abuse and neglect
– poor record keeping
– failure to listen to the views of the child
– failure to re-assess concerns when situations do not improve
– sharing information too slowly
– a lack of challenge to those who appear not to be taking action

76. ‘WorkingTogether’ (2018)
“effectivesafeguardingofchildrencanonlybe
achievedbyputtingchildrenatthecentreofthe
system,andbyeveryindividualandagencyplaying
theirfullpart,workingtogethertomeettheneedsof
ourmostvulnerablechildren.”

78. EssexEffectiveSupport

79. EffectiveSupport for Childrenand Familiesin Essex (ESCB)
Essex Effective
Support for Children
and Families (ESCB
2021)

80. Essex EffectiveSupport Windscreen

81. Essex Children and Families Hub(CFH)
 ProvidesacentralpointwhereEssexpractitioners supportingandworkingwithchildren and
families, canrequest:
 information(signposting) tootherservices thatmaybeavailable(level 1&2)
 supportfromFamily Solutions(level 3)
 Child Protection- Consultationfromexperienced Children’sSocialCarepractitioners(level
3/4)
 Child Protection–priorityreferral(level 4)
Welcome to theChildren and Families Hub

82. Effective Support for Children and Families in Essex – Universal(Level 1)
Allchildrenwholiveintheareahavecoreneeds
suchasparenting,healthandeducation–
childrenaresupportedbytheirfamilyandin
universalservicestomeetalltheirneeds

83. Effective Support for Children and Families in Essex – Additional (Level 2)
Childrenandfamilieswithadditionalneeds
whowouldbenefitfromorwhorequireextra
helptoimproveeducation,parentingand/or
behaviour,ortomeetspecifichealthor
emotionalneedsortoimprovematerial
situation

84. Effective Support for Children and Families in Essex – Intensive (Level 3)
Vulnerable children and their families with multiple needs or whose needs are more
complex,suchaschildrenandfamilies who:
Haveadisability resulting incomplexneeds
Exhibitanti-social orchallenging behaviour
Sufferneglectorpoorfamily relationships
Havepoorengagementwith keyservicessuch
 Asschool andhealth
Arenotineducation orworklongterm

85. Effective Support for Children and Families inEssex – Specialist (Level 4)
 Children or young people who have suffered or are likely to suffer significant
harmasaresultofabuseorneglect
 Children with significant impairment of function / learning and / or life limiting
illness
 Children whoseparentsandwiderfamily areunabletocareforthem
 Familiesinvolvedincrime/misuseofdrugsatasignificant level
 Familieswith significant mental orphysical healthneeds

86. Key documents: (1)
Keeping Children Safe in Education (DfE 2022)
SET (Southend, Essex and Thurrock) Safeguarding andChild Protection Procedures (ESCB
2022)
Working Together (HMG 2018)
What to do if you're worried a child is being abused (HMG, 2015)
Relationships, Education (RE) and Relationships and Sex Education (RSE) and Health
Education (DfE, 2019)

87. Keydocuments:2)
Inspecting safeguarding in early years, education and skills (Ofsted, 2021)
PREVENT Duty Guidance (HMG, 2015) - Counter-Terrorism and Security Act
2015
Effective Support for Children and Families in Essex (ESCB 2021)
Sharing nudes and semi-nudes: advice for education settings working with
children and young people (UKCIS, 2020)
Teaching online safety in school (DfE, 2019)

88. EssexSchool Infolink:
EssexSchool Infolink (ESI) Safeguarding page
 Model Child Protection Policy
 Level 2 training programme
 Information onchild exploitation
 Information onPREVENT
 Training opportunities
 Key documents and useful resources
 Safeguarding Audit
 Termly briefings
 Howtomake a child protection
referral
 Howto manage allegations against
members of the workforce
 Templates for reporting and
recording concerns

89. EducationSafeguarding Team
Head of Education Safeguarding and Wellbeing:
Jo Barclay
Education Safeguarding Advisers:
Matthew Lewis
Hayley McLaren
educationsafeguarding@essex.gov.uk