This document provides guidance for schools and colleges on keeping children safe. It outlines their statutory duty to safeguard children and defines child abuse and neglect. It describes the role of designated safeguarding leads and the actions staff should take if they have concerns, including making referrals to children's social care. It also covers specific safeguarding issues like child sexual exploitation and female genital mutilation.
School Health Education see also: Health Promotion is the process of transferring health knowledge during a student's school years (K-12). Its uses are in general classified as Public Health Education and School Health Education.
School health is part of nursing care for the community care provider. To monitor the school students health conditions and health education to students and teachers.
If you are interested with the lecture, please send me an email at martzmonette@yahoo.com and state the purpose of your request. Thank you so much and God bless you!
An update for ISA Headteachers on changes to the EYFS Statutory Framework 2012.
A presentation by Samantha Jaspal, Headteacher of Berkhamsted Pre-Prep and Day Nursery on Wednesday 6th March 2013
Trio World Academy has implemented Child Protection and Complain Redressal policy to safe guard its students. This policy is copyrighted material DO NOT COPY .
Please contact school to know more about it Call - 080 40611222
School Health Education see also: Health Promotion is the process of transferring health knowledge during a student's school years (K-12). Its uses are in general classified as Public Health Education and School Health Education.
School health is part of nursing care for the community care provider. To monitor the school students health conditions and health education to students and teachers.
If you are interested with the lecture, please send me an email at martzmonette@yahoo.com and state the purpose of your request. Thank you so much and God bless you!
An update for ISA Headteachers on changes to the EYFS Statutory Framework 2012.
A presentation by Samantha Jaspal, Headteacher of Berkhamsted Pre-Prep and Day Nursery on Wednesday 6th March 2013
Trio World Academy has implemented Child Protection and Complain Redressal policy to safe guard its students. This policy is copyrighted material DO NOT COPY .
Please contact school to know more about it Call - 080 40611222
The global COVID-19 pandemic has led to unprecedented levels of disruption to education, impacting over 90%
of the world’s student population: 1.54 billion children,
including 743 million girls. School closures and the wider
socio-economic impacts of COVID-19 on communities
and society also disrupt children’s and young people’s
normal support systems, leaving them more vulnerable
to illnesses and child protection risks such as physical
and humiliating punishment, sexual and gender-based
violence, child marriage, child labour, child trafficking and
recruitment and use in armed conflict. Girls and other
marginalised groups, particularly those in displaced settings, are particularly affected.
As governments prepare to reopen schools and other
learning sites, ministries and school communities must
minimise the risk of transmission of COVID-19 within
learning spaces and address the learning inequalities and
protection concerns exacerbated by COVID-19 school closures, particularly for girls and other marginalised groups.
Lessons learned from the COVID-19 school closures
must inform disaster and emergency preparedness for
future outbreaks of COVID-19 alongside other contextually
specific hazards that might further jeopardize children’s
rights to learn, be safe and survive. The school reopening process offers a unique multi-sectoral opportunity
for governments and school communities to build back
better, address gender inequalities and strengthen the
resilience of the education system. An inclusive, participatory process can help bring all children and young people
into school and leave no one behind.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. 2
Contents
Summary 3
What school and college staff should know and do 3
Types of abuse and neglect 8
Specific safeguarding issues 9
3. 3
Summary
Keeping Children Safe in Education is statutory guidance for schools and colleges who
must have regard to it when carrying out their duties to safeguard and promote the
welfare of children.
Governing bodies of maintained (including maintained nursery schools), non-maintained
special schools, and colleges, proprietors of independent schools (including academies,
free schools and alternative provision academies) and management committees of pupil
referral units (PRUs), further education colleges and sixth form colleges are asked to
ensure that all staff read at least part one of the guidance.
For ease, part one is set out here as a standalone document.
What school and college staff should know and do
1. Safeguarding and promoting the welfare of children is defined for the purposes of
this guidance as: protecting children from maltreatment; preventing impairment of
children’s 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.
2. Children includes everyone under the age of 18.
3. Where a child is suffering significant harm, or is likely to do so, action should be
taken to protect that child.1
Action should also be taken to promote the welfare of a child
in need of additional support, even if they are not suffering harm or are at immediate
risk.2
The role of the school or college
4. Everyone who comes into contact with children and their families has a role to play in
safeguarding children. School and college staff are particularly important as they are
in a position to identify concerns early and provide help for children, to prevent
concerns from escalating. Schools and colleges and their staff form part of the wider
safeguarding system for children. This system is described in statutory
guidance Working Together to Safeguard Children 2015. Schools and colleges should
work with social care, the police, health services and other services to promote the
welfare of children and protect them from harm.
1
Such action might be taken under section 47 and section 44 of the Children Act 1989.
2
Such action might be taken under section 17 of the Children Act 1989.
4. 4
5. Each school and college should have a designated safeguarding lead who will
provide support to staff members to carry out their safeguarding duties and who will liaise
closely with other services such as children’s social care.
The role of school and college staff
6. The Teachers’ Standards 2012 state that teachers, including headteachers, should
safeguard children’s wellbeing and maintain public trust in the teaching profession as part
of their professional duties. 3
7. All school and college staff have a responsibility to provide a safe environment in
which children can learn.
8. All school and college staff have a responsibility to identify children who may be in
need of extra help or who are suffering, or are likely to suffer, significant harm. All staff
then have a responsibility to take appropriate action, working with other services as
needed.
9. In addition to working with the designated safeguarding lead staff members should
be aware that they may be asked to support social workers to take decisions about
individual children.
What school and college staff need to know
10. All staff members should be aware of systems within their school or college which
support safeguarding and these should be explained to them as part of staff induction.
This includes: the school’s or college’s child protection policy; the school’s or college’s
staff behaviour policy (sometimes called a code of conduct); and the role of the
designated safeguarding lead.
11. All staff members should also receive appropriate child protection training which is
regularly updated.
What school and college staff should look out for
12. All school and college staff members should be aware of the signs of abuse and
neglect so that they are able to identify cases of children who may be in need of help or
protection.
13. Staff members working with children are advised to maintain an attitude of ‘it could
happen here’ where safeguarding is concerned. When concerned about the welfare of a
child, staff members should always act in the interests of the child.
3
The Teachers' Standards apply to: trainees working towards QTS; all teachers completing their statutory induction
period (newly qualified teachers [NQTs]); and teachers in maintained schools, including maintained special schools,
who are subject to the Education (School Teachers’ Appraisal) (England) Regulations 2012.
5. 5
14. There are various expert sources of advice on the signs of abuse and neglect.
Each area’s Local Safeguarding Children Board (LSCB) should be able to advise on
useful material, including training options. 4
One good source of advice is provided on
the NSPCC website. Types of abuse and neglect, and examples of specific safeguarding
issues, are described in paragraphs 24-29 of this guidance.
15. Knowing what to look for is vital to the early identification of abuse and neglect. If
staff members are unsure they should always speak to the designated safeguarding lead.
In exceptional circumstances, such as in emergency or a genuine concern that
appropriate action has not been taken, staff members can speak directly to children’s
social care.
16. A child going missing from education is a potential indicator of abuse or neglect.
School and college staff members should follow the school’s or college’s procedures for
dealing with children who go missing from education, particularly on repeat occasions, to
help identify the risk of abuse and neglect including sexual abuse or exploitation and to
help prevent the risks of their going missing in future. More information can be found in
departmental advice about school attendance and statutory guidance about children who
run away or go missing from home or care.
What school and college staff should do if they have concerns about a child
17. If staff members have concerns about a child they should raise these with the
school’s or college’s designated safeguarding lead. The safeguarding lead will usually
decide whether to make a referral to children’s social care, but it is important to note that
any staff member can refer their concerns to children’s social care directly. Where a child
and family would benefit from coordinated support from more than one agency (for
example education, health, housing, police) there should be an inter-agency assessment.
These assessments should identify what help the child and family require to prevent
needs escalating to a point where intervention would be needed via a statutory
assessment under the Children Act 1989. The early help assessment should be
undertaken by a lead professional who could be a teacher, special educational needs
coordinator, General Practitioner (GP), family support worker, and/or health visitor.
18. If, at any point, there is a risk of immediate serious harm to a child a referral
should be made to children’s social care immediately. Anybody can make a
referral. If the child’s situation does not appear to be improving the staff member
with concerns should press for re-consideration. Concerns should always lead to
help for the child at some point.
19. 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: failing to act
4
Department for Education training materials on neglect.
6. 6
on and refer the early signs of abuse and neglect, poor record keeping, failing to listen to
the views of the child, failing to re-assess concerns when situations do not improve,
sharing information too slowly and a lack of challenge to those who appear not to be
taking action.5
20. The Department for Education has produced advice What to do if you are worried
a child is being abused 2015- Advice for practitioners to help practitioners identify child
abuse and neglect and take appropriate action in response.
What school and college staff should do if they have concerns about another staff
member
21. If staff members have concerns about another staff member then this should be
referred to the headteacher or principal. Where there are concerns about the
headteacher or principal this should be referred to the chair of governors, chair of the
management committee or proprietor of an independent school as appropriate. Full
details can be found in Part 4 of this guidance.
What school or college staff should do if they have concerns about safeguarding
practices within the school or college
22. Staff and volunteers should feel able to raise concerns about poor or unsafe
practice and potential failures in the school or college’s safeguarding regime. Appropriate
whistleblowing procedures, which are suitably reflected in staff training and staff
behaviour policies, should be in place for such concerns to be raised with the school or
college’s management team.
23. Where a staff member feels unable to raise the issue with their employer or feels
that their genuine concerns are not being addressed, other whistleblowing channels may
be open to them.6
5
Brandon et al- Learning from Serious Case Reviews (SCRs) 2011
6
Advice on whistleblowing
7. 7
Action when a child has suffered or is likely to suffer harm
This diagram illustrates what action should be taken and who should take it where there
are concerns about a child. If, at any point, there is a risk of immediate serious harm to a
child a referral should be made to children’s social care immediately. Anybody can
make a referral.
*In cases which also involve an allegation of abuse against the staff member, see part four of this guidance which
explains action the school or college should take in respect of the staff member.
** Where a child and family would benefit from coordinated support from more than one agency (e.g. education, health,
housing, police) there should be an inter-agency assessment. These assessments should identify what help the child
and family require to prevent needs escalating to a point where intervention would be needed via a statutory
assessment under the Children Act 1989. The early help assessment should be undertaken by a lead professional who
could be a teacher, special educational needs coordinator, General Practitioner (GP), family support worker, and/or
health visitor.
** Where there are more complex needs, help may be provided under section 17 of the Children Act 1989 (children in
need). Where there are child protection concerns local authority services must make enquiries and decide if any action
must be taken under section 47 of the Children Act 1989, see Chapter 1 of Working Together to Safeguard Children
2015 for more information.
8. 8
Types of abuse and neglect
24. Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child
by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or
adults or another child or children.
25. Physical abuse: a form of abuse which may involve hitting, shaking, throwing,
poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm
to a child. Physical harm may also be caused when a parent or carer fabricates the
symptoms of, or deliberately induces, illness in a child.
26. Emotional abuse: the persistent emotional maltreatment of a child such as to
cause severe and adverse effects on the child’s emotional development. It may involve
conveying to a child that they are worthless or unloved, inadequate, or valued only
insofar as they meet the needs of another person. It may include not giving the child
opportunities to express their views, deliberately silencing them or ‘making fun’ of what
they say or how they communicate. It may feature age or developmentally inappropriate
expectations being imposed on children. These may include interactions that are beyond
a child’s developmental capability as well as overprotection and limitation of exploration
and learning, or preventing the child participating in normal social interaction. It may
involve seeing or hearing the ill-treatment of another. It may involve serious bullying
(including cyberbullying), causing children frequently to feel frightened or in danger, or
the exploitation or corruption of children. Some level of emotional abuse is involved in all
types of maltreatment of a child, although it may occur alone.
27. Sexual abuse: involves forcing or enticing a child or young person to take part in
sexual activities, not necessarily involving a high level of violence, whether or not the
child is aware of what is happening. The activities may involve physical contact, including
assault by penetration (for example rape or oral sex) or non-penetrative acts such as
masturbation, kissing, rubbing and touching outside of clothing. They may also include
non-contact activities, such as involving children in looking at, or in the production of,
sexual images, watching sexual activities, encouraging children to behave in sexually
inappropriate ways, or grooming a child in preparation for abuse (including via the
internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit
acts of sexual abuse, as can other children.
28. Neglect: the persistent failure to meet a child’s basic physical and/or psychological
needs, likely to result in the serious impairment of the child’s health or development.
Neglect may occur during pregnancy as a result of maternal substance abuse. Once a
child is born, neglect may involve a parent or carer failing to: provide adequate food,
clothing and shelter (including exclusion from home or abandonment); protect a child
from physical and emotional harm or danger; ensure adequate supervision (including the
use of inadequate care-givers); or ensure access to appropriate medical care or
treatment. It may also include neglect of, or unresponsiveness to, a child’s basic
emotional needs.
9. 9
Specific safeguarding issues
29. Expert and professional organisations are best placed to provide up-to-date
guidance and practical support on specific safeguarding issues. For example information
for schools and colleges can be found on the TES website and NSPCC website. Schools
and colleges can also access broad government guidance on the issues listed below via
the GOV.UK website:
• child sexual exploitation (CSE) – and see page 10
• bullying including cyberbullying
• domestic violence
• drugs
• fabricated or induced illness
• faith abuse
• female genital mutilation (FGM) – and see page 10
• forced marriage
• gangs and youth violence
• gender-based violence/violence against women and girls (VAWG)
• mental health
• private fostering
• preventing radicalisation - and see page 10
• sexting
• teenage relationship abuse
• trafficking
10. 10
Further information on Child Sexual Exploitation
Child sexual exploitation (CSE) involves exploitative situations, contexts and
relationships where young people receive something (for example food, accommodation,
drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in
sexual activities. Sexual exploitation can take many forms ranging from the seemingly
‘consensual’ relationship where sex is exchanged for affection or gifts, to serious
organised crime by gangs and groups. What marks out exploitation is an imbalance of
power in the relationship. The perpetrator always holds some kind of power over the
victim which increases as the exploitative relationship develops. Sexual exploitation
involves varying degrees of coercion, intimidation or enticement, including unwanted
pressure from peers to have sex, sexual bullying including cyberbullying and grooming.
However, it also important to recognise that some young people who are being sexually
exploited do not exhibit any external signs of this abuse.
Further information on Female Genital Mutilation
Female Genital Mutilation (FGM): professionals in all agencies, and individuals and
groups in relevant communities, need to be alert to the possibility of a girl being at risk of
FGM, or already having suffered FGM. There is a range of potential indicators that a child
or young person may be at risk of FGM, which individually may not indicate risk but if
there are two or more indicators present this could signal a risk to the child or young
person. Victims of FGM are likely to come from a community that is known to practise
FGM. Professionals should note that girls at risk of FGM may not yet be aware of the
practice or that it may be conducted on them, so sensitivity should always be shown
when approaching the subject. Warning signs that FGM may be about to take place, or
may have already taken place, can be found on pages 16-17 of the Multi-Agency
Practice Guidelines referred to above. Staff should activate local safeguarding
procedures, using existing national and local protocols for multi-agency liaison with police
and children’s social care.
Further information on Preventing Radicalisation
The Counter-Terrorism and Security Act, which received Royal Assent on 12 February
2015, places a duty on specified authorities, including local authorities and childcare,
education and other children’s services providers, in the exercise of their functions, to
have due regard to the need to prevent people from being drawn into terrorism (“the
Prevent duty”). This guidance will be updated further to reflect the implications of the
Prevent duty, which is expected to come into force later in 2015.
The Counter-Terrorism and Security Act 2015 will also place a duty on local authorities to
ensure Channel panels are in place. The panel must include the local authority and chief
officer of the local police. Panels will assess the extent to which identified individuals are
11. 11
vulnerable to being drawn into terrorism, following a referral from the police and where
considered appropriate and necessary consent is obtained, arrange for support to be
provided to those individuals. The Act will require partners of Channel panels to co-
operate with the panel in the carrying out of its functions and with the police in
undertaking the initial assessment as to whether a referral is appropriate. Schools and
colleges which are required to have regard to Keeping Children Safe in Education are
listed in the Act as partners of the panel. The relevant provisions of the Act will come into
force on 12 April 2015 but many local authorities already have Channel panels set up in
their area.