Refresher on Safeguarding Training

1. Safeguarding
Refresher Training
May 2019

2. A child centred and coordinated
approach to safeguarding
 Safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone
who comes into contact with children and their families and carers has a role to play in
safeguarding children. They should consider, at all times, what is in the best interests of the
child.
 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 information and
taking prompt action.

3. Identity and Role of the Designated
Safeguarding Leader (DSL)
 Amir Lemouchi is the Safeguarding Lead at Saint Saviour’s.
 Deputy safeguarding leaders can be found on posters throughout the school and in the policy.
 Has ultimate responsibility for safeguarding at the school.
 Provides support to staff to carry out their safeguarding duties.
 Will liaise closely with other services such as children’s social care.
 The DSL is the most likely person to have a complete safeguarding picture and be the most
appropriate person to advise on safeguarding concerns.

4. Policies/Procedures/Information required to
be read as part of induction as stipulated in
the new KCSiE 2018
 Child protection/safeguarding policy
 Behaviour policy
 Staff code of conduct
 Safeguarding response to children who go missing from education
 The role of the Designated Safeguarding Lead (including the identity of the DSL and any
deputies)
 Copies of these policies and a copy of part one and Annex A of ‘Keeping Children Safe in
Education’ 2018 would have been provided to staff at induction. If you do not have these,
please ask Alisha Anderson.

5. Types of abuse
.
 Emotional Abuse
 Physical Abuse
 Sexual Abuse
 Neglect

6. Types of abuse - Physical
May involve (but is not limited to):
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.

7. Types of abuse - Emotional
The persistent emotional maltreatment of a child such as to cause severe
and adverse effects on the child’s emotional development.
May involve (but is not limited to):
• conveying to a child that they are worthless or unloved, inadequate, or valued
• not giving the child opportunities to express their views, deliberately silencing them or
‘making fun’ of what they say or how they communicate
• age or developmentally inappropriate expectations being imposed on children

8. Emotional abuse (cont.)
 interactions that are beyond a child’s developmental capability as well as
overprotection and limitation of exploration and learning, or preventing the child
from participating in normal social interaction
 seeing or hearing the ill-treatment of another
 serious bullying (including cyber-bullying), causing children frequently to feel
frightened or in danger, or the exploitation or corruption of children
 some level of emotional abuse is involved in all types of maltreatment of a child,
although it may occur alone

9. Types of abuse - Sexual
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.
May involve (but is not limited to):
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.
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.
Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Sexual
abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as
can other children.

10. Types of abuse - 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.
May involve (but is not limited to) a parent/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

11. PREVENT
Since July 2015, schools have a legal responsibility to “have due regard to the need to prevent
people from being drawn into terrorism”.
Given the rise of extremist voices it’s important that you know how to protect them from this
threat. Understanding how the Prevent duty is embedded as part of the school’s wider
safeguarding policies will help you to:
• Protect students from radicalising influences
• Build your students’ resilience to extremist narratives
• Identify any vulnerabilities or worrying changes in behaviour
You must follow the school’s Safeguarding Reporting procedure to report a concern.

12. FGM
The FGM mandatory reporting duty is a legal duty provided for in the FGM Act 2003 (as
amended by the Serious Crime Act 2015). A safeguarding concern form must be completed if
you:
• are informed by a girl under 18 that an act of FGM has been carried out on her
• observe physical signs which appear to show that an act of FGM has been carried out on a
girl under 18
For teachers, there are no circumstances in which you should be examining a girl. It is
possible that a teacher, perhaps assisting a young child, may see something which appears
to show that FGM may have taken place. In such circumstances, the teacher must make a
report under the duty, but should not conduct any further examination of the child.

13. Reporting a CP concern
Staff must immediately report:
 Any suspicion that a child is injured, marked, or bruised in a way which is not readily
attributable to the normal knocks or scrapes received in play
 Any explanation given which appears inconsistent or suspicious
 Any behaviours which give rise to suspicions that a child may have suffered harm
 Any concerns that a child may be suffering from inadequate care, ill treatment, or emotional
maltreatment
 Any concerns that a child is presenting signs or symptoms of abuse or neglect

14. Reporting a CP concern (cont.)
 Any significant changes in a child’s presentation, including non-attendance
 Any hint or disclosure of abuse about or by a child / young person
 Any concerns regarding person(s) who may pose a risk to children (e.g. living in a
household with children present)
 Information which indicates that the child is living with someone who does not
have parental responsibility for them (private fostering) – could be a victim of
trafficking
If you have a concern, you must complete a Safeguarding Reporting Form as soon
as possible and forward this to the DSL or Deputy DSL if the DSL is unavailable.

15. Responding to a disclosure
Staff will not investigate, but will listen, record and pass on information to the DSL in order that a
decision can be made regarding next steps.
Staff will:
 - Listen to and take seriously any disclosure or information that a child may be at risk of harm
 - Clarify the information where necessary
 - Try to keep questions to a minimum and of an ‘open’ nature e.g. ‘Can you tell me what
happened?’ rather than ‘Did he hit you?’ Avoiding ‘leading questions’.
 - Try not to show signs of shock, horror or surprise
 - Do not express feelings or judgements regarding any person alleged to have harmed the child

16. Responding to a disclosure (cont.)
 Explain sensitively to the person that they have a responsibility to refer the information to the
designated safeguarding lead
 Reassure and support the person as far as possible
 Explain that only those who ‘need to know’ will be told
 Explain what will happen next and that the person will be involved as appropriate
 Report what has been disclosed/observed immediately to the DSL or a deputy if the DSL is
unavailable. The initial report can be verbal with the form being completed as soon as possible
after this.
 -Make a written record of what the child has said as soon as possible if the school’s record
form is not readily to hand, and attach any original copies of this record to the schools’ official
CP Form.
 Record the exact words that the child used as far as you recall them.

17. Following reporting of a CP concern, what
will happen next?
 The DSL will…
 - Consider any urgent medical needs of the child
 - Make an immediate referral to Waltham Forest MASH Team/Children’s Referral and Advice
Team if there are clear grounds for concerns about the child’s safety and well-being
 - Consult with a member of Waltham Forest MASH Team if they are uncertain whether or
not a referral is required or if ‘Early Help’ might benefit the parents if the child
 - Wherever possible, to talk to parents, unless to do so may place a child at risk of
significant harm, impede any police investigation and/or place the member of staff or others
at risk

18. Any Questions?