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- 1. Safeguarding and ChildProtection TrainingSafeguarding and Child Protection Training September 2016
- 2. Training outcomes…Training outcomes… Forall staff to: Understand the importance of safeguarding children; Be able to recognise the signs of potential abuse; Feel confident about how to deal with concerns about a child; Know the school system for referring concerns.
- 3. Guidance…Guidance… Keeping Children safein Education (updated 2016) Guidance for Governing bodies/staff in all schools and colleges Imperative that all staff read, and understand, part one of the guidance. All staff that work directly with children also need to read Annex A. Teachers standards 2012- state that teachers, including headteachers, should safeguard children’s well being. All staff have a responsibility to identify children who may be in need of extra help or who are suffering or likely to be suffering significant harm
- 4. What is safeguardingand what isWhat is safeguarding and what is Child Protection?Child Protection? Safeguarding is what we do for all children and young people to keep them safe whilst in our care. Child Protection describes the policy and procedures specifically for those young people who are at risk of serious harm or have been seriously harmed. These children usually have a child protection plan.
- 5. Aspects of safeguardingAspectsof safeguarding Bullying including cyber bulling. Child sex exploitation. Domestic violence Drug and substance misuse E safety. Fabricated or induced illness. Female genital mutilation. Forced marriage Gangs and youth violence. Gender based violence Harassment and discrimination. Intimate care Management of visitors and Meting the needs of pupils with contactors. medical conditions. Private fostering Use of physical intervention. Racist abuse Preventing radicalisation. Self harm Sexting Teenage relationship abuse
- 6. Key documentationKey documentation Keepingchildren safe in Education (updated 2016) requirement that all members of staff have read and understand part one Working together to safeguard children (2015)
- 7. Level of need-factorsLevel of need- factors
- 8. The CAF processTheCAF process
- 9. National facts andfigures…National facts and figures… Child protection register statistics England: 2010 – 2015 Children and young people who were the subject of a Child Protection Plan (CPP) by category of abuse at 31 March. Category of abuse 2010 2011 2012 2013 2014 2015 Neglect 17,300 18,600 18,220 17,930 20,970 22,230 Physical abuse 5,000 4,800 4,690 4,670 4,760 4,350 Sexual abuse 2,300 2,400 2,220 2,030 2,210 2,340 Emotional abuse 10,800 11,400 12,330 13,640 15,860 16, 660 Multiple 3,700 5,500 5,390 4,870 4,500 4,110 Total 39,100 42,700 42,850 43,140 48,300 49,690
- 10. National facts andfigures…National facts and figures… Children and young people who were the subject of a Child Protection Plan (CPP) by age and gender at 31 March 2015. Boys Girls All children Unborn - - 1,050 Under 1 2,710 2,440 5, 150 1 - 4 7,420 6,750 14,170 5 - 9 7,700 7,030 14,730 10 - 15 6,330 6,630 12,960 16 and over 660 900 1,560 Total 24,820 23,750 49,690
- 11. Local statistics…Local statistics… InCoventry… •489 children are subject to a Child Protection Plan (April 16). 1157 children are Children In Need. 580 Children Looked After. Level 2 CAF – 324 Level 3 CAF- 104.
- 12. What do wemean by abuse?What do we mean by 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.
- 13. Signs of physicalabuse…Signs of physical abuse… Unexplained injuries including burns Refusal to discuss injuries Bald patches Arms and legs covered even in hot weather Fear of medical help Changes in behaviour that can also indicate physical abuse: ƒ fear of parents being approached for an explanation ƒ aggressive behaviour or severe temper outbursts ƒ flinching when approached or touched ƒ reluctance to get changed, for example in hot weather ƒ ƒ withdrawn behaviour ƒ running away from home.
- 14. Signs of emotionalabuse…Signs of emotional abuse… Over reaction to mistakes Sudden speech disorders Fear of new situations Self mutilation Drugs/ solvent abuse Changes in behaviour which can indicate emotional abuse include: ƒ neurotic behaviour e.g. sulking, hair twisting, rocking ƒ ƒ fear of making mistakes ƒ sudden speech disorders ƒ ƒ fear of parent being approached regarding their behaviour ƒ developmental delay in terms of emotional progress
- 15. Signs of sexualabuse…Signs of sexual abuse… ƒ Tendency to cling or need reassurance Unexplained gifts or money Anorexia/bulimia Fear of undressing Complaints of genital itching or pain and/or anal pain Changes in behaviour which can also indicate sexual abuse include: ƒ sudden or unexplained changes in behaviour e.g. becoming aggressive or withdrawn ƒ fear of being left with a specific person or group of people ƒ running away from home ƒ sexual knowledge which is beyond their age/ developmental level ƒ ƒ saying they have secrets they cannot tell anyone about ƒ ƒ not allowed to have friends (particularly in adolescence) ƒ acting in a sexually explicit way towards adults
- 16. Signs of neglectSignsof neglect Constant hunger Poor personal hygiene Constant tiredness Poor state of clothing Untreated medical problems Running away Compulsive stealing Changes in behaviour which can also indicate neglect may include: ƒ complaining of being tired all the time ƒ not requesting medical assistance and/or failing to attend appointments ƒ having few friends ƒ mentioning being left alone or unsupervised.
- 17. School procedure…School procedure… 1.Receive- Listen to what the child says to you. 2. Reassure- Reassure the child that they have done the right thing by telling someone. Tell them that you understand how hard it must have been for them to do that. 3. React- Do not criticise the perpetrator. Do not ask the child to repeat what they have said to another member of staff. Do not promise that you will keep it a secret. Key open questions you might ask include… Who- Which brother/sister?, When did this happen ? (historic or recent. ) Where did this happen? What happened just before this? (to give context) NEVER: Why? Explain to the child what you have to do next and who you must talk to.
- 18. 4. Record Thefollowing procedures must be followed: Staff with access to CPOMS should: record the information on CPOMS, using the ‘add incident’ tab. Staff to use the ’Alert staff member’ section to make Gemma Potter aware of the incident. Make records that are factual, accurate and relevant and avoid subjective judgements. If there is an allegation of physical abuse, staff must contact Gemma Potter or Clair Robinson immediately so social care can be contacted within the hour.
- 19. Staff without accessto CPOMSStaff without access to CPOMS Staff without access to CPOMS should: record concerns as soon as possible (no later than the end of the day) on the designated sheet. Copies are located in the Staffroom, the main office and within this policy. If there is an allegation of physical abuse, staff must contact Gemma Potter or Clair Robinson immediately so social care can be contacted within the hour. Completed forms must be put inside the confidential folder in the pigeon hole belonging to Gemma Potter or the folder located at the main office. Make records that are factual, accurate and relevant and avoid subjective judgements. The record must be dated and signed. The staff member must tell in the first instance Gemma Potter (Headteacher if Gemma is not in school) that they have recorded something on a record of concern sheet. Lunchtime Assistants will request a concern form from the main office. They will log the concern and place in the concern folder. The admin team will inform Gemma Potter that there is an entry
- 20. 5. Support Continue tosupport the child. Seek support for yourself without disclosing information about the child. https://stchristopherpri.cpoms.net/jsh/new
- 21. School information-School information- Currentinformation- CAF Level 2- 2 CAF level 3- Child in Need- 3 Child Protection- 2
- 22. Child Sexual ExploitationChildSexual Exploitation Child sexual exploitation is a form of sexual abuse where children are sexually exploited for money, power or status. It can involve violent, humiliating and degrading sexual assaults. In some cases, young people are persuaded or forced into exchanging sexual activity for money, drugs, gifts, affection or status. Consent cannot be given, even where a child may believe they are voluntarily engaging in sexual activity with the person who is exploiting them. Child sexual exploitation does not always involve physical contact and can happen online. A significant number of children who are victims of sexual exploitation go missing from home, care and education at some point.
- 23. Some ofthe following signs may be indicators of sexual exploitation: Children who appear with unexplained gifts or new possessions; Children who have older boyfriends or girlfriends; Children who suffer from changes in emotional well- being; • Children who misuse drugs and alcohol; • Children who go missing for periods of time or regularly come home late; and • Children who regularly miss school or education or do not take part in education.
- 24. What we doknow about victims and those atWhat we do know about victims and those at risk of sexual exploitation?risk of sexual exploitation? Can start from age 4: ‘Respondents to the call for evidence identified sexually exploited children and young people as ranging in age from 4-19 with a peak age of 15 (OCC Inquiry 2012) Gender – affects girls and boys Ethnicity – happens in all communities Vulnerability - Any young person can be targeted but some are more vulnerable than others There has been an increase in victims with learning disabilities Victims are often trafficked (locally, regionally, nationally and internationally) – Jago and Pearce 2009
- 25. Sexting…Sexting… Experimental incidents involve young peopletaking pictures of themselves to share with established boy or girlfriends, to create romantic interest in other young people or for reasons such as attention seeking. There is no intended criminal element and certainly no criminal intent beyond the creation and sending of the images and no apparent malice or lack of willing participation.
- 26. Aggravated incidents involve criminalor abusive elements beyond the creation, sending or possession of youth-produced sexual images. These include possible adult involvement or criminal or abusive behaviour by minors such as sexual abuse, extortion, threats, malicious conduct arising from personal conflicts, or creation or sending or showing of images without the knowledge or against the will of a minor who is pictured.
- 27. Examples ofaggravated incidents include: Any evidence of pressurising, intimidating, bullying, extortion and/or threatening of students by one or more other students to create and share indecent images of themselves Pressure applied to a number of students (e.g. all female students in a class or year group) to create and share indecent images of themselves Pressurising a younger student or students to create and share indecent images of themselves Pressurising a student with additional vulnerability to create and share indecent images of themselves Dissemination of indecent images of young people to a significant number of others (either as an act of so-called 'revenge porn' or exploitation) Any evidence of adult involvement in acquiring, creating or disseminating indecent images of young people (possibly by an adult pretending to be a young person known to the victim).
- 28. Honour-based violence…Honour-based violence… So-called ‘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 so called HBV are abuse (regardless of the motivation) and should be handled and escalated as such. If in any doubt, staff should speak to the designated safeguarding lead. Professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a child being at risk of HBV, or already having suffered HBV. https://www.youtube.com/watch?v=Q16Om
- 29. Remember…Remember… Think theThink the unthinkableunthinkable NeverdoNever do nothingnothing Rule child abuseRule child abuse inin until it can be ruleduntil it can be ruled outout
- 30.
Editor's Notes
- #2 Pre training- spend 2 minutes filling in the true/ false sheet. Leave blank anything you are unsure of, as it may become clearer through the training. Yearly training- Sensitive- talk to me, or someone else, if needed. People personally affected by some of these situations so if you need to leave the room at any point then it is fine to do that.
- #3 Screen
- #4 KCSiE- initial consultation in 2013/ first published by DfE in 2014. It is guidance on how to safeguard children . One of the biggest changes to this years update is that staff have to not only read but understand part 1 of the guidance. Every member of staff has a responsibility to safeguard children, which is why we all have training together at the start of the school year.
- #5 Our policy now has to be called the SG and CP policy. Look at definitions. CP is when it becomes a risk of serious harm
- #6 This list is not exclusive, but shows some of the areas where we need to safeguard our children. We will look at some of these aspects in more detail a bit later on.
- #7 These are the two pieces of documentation that support a lot of our S+CP policy. They state that All staff members should be aware of the systems within their school which support safeguarding and these should be part of staff induction. Staff should receive appropriate child protection training which is regularly updated.
- #8 Many of you will have heard of CAFs- Common Assessment Framework- before. To decide whether a family needs the support of a CAF we would look at their level of need. There are three areas, which are then split into further sections. There are 4 levels in the CAF process… Level 1 is where children are making good overall progress in all areas of development because their needs are being met. These children will be receiving support, should they require it, from Universal services, like GPs/ Health Visitors and School Nurses, Youth Service and Housing. Estimated that 70% nationally will have their needs met at Level 1, without any additional support. Children sit at level 2 or 3 of the model when they have additional needs and, if these are not addressed by more specialist services, the child’s life chances may or will be impaired. For example they nay be overweight or underweight, so need more specific support from the School Nursing team. They may have poor school attendance of punctuality. Their parents may struggle with parenting with boundaries, or have housing or money issues. Usually if there is just one factor then the CAF would be held at level 2. However, if there needs to be multi-agency working, or there is a higher level of need we would have a CAF level 3, which is run through the CFF team.
- #9 This model shows what I have just explained about the levels. It is a a continuum of need, but you will notice the arrow at the bottom. Level 4 is where social care become involved, if a child is deemed to be a risk of significant harm. In other words, without urgent action by Social Care and the Police, the child / young person is highly likely to be harmed to the extent that their health and development (or life chances) will be irrevocably damaged. If we feel a child is suffering physical or sexual abuse we would go straight to level 4. Quick recap- 4 levels to CAF (Common Assessment Framework) Level 1- children don’t need any extra support. Level 2- require additional support from a single agency. Usually run at school level. Level 3- higher level need- multi-agency. Children and Families First Team are CAF lead. Level 4- Child protection level- multi-agency. Social Care lead on this.
- #10 Neglect(49%) Emotional abuse(36%) Physical abuse(12%) Sexual abuse(4%) You will see that cases of neglect make up just under half of the children on the child protection register currently. What is interesting is that after a big rise between 2013 and 14 the overall figures have gone up but not by that many.
- #11 Approx figures, as numbers didn’t quite add up! Again you will see that there is very little difference between girls and boys,
- #12 Locally…CP plan- children who are at risk of serious harm/ have been seriously harmed. Most serious situation. Currently we have 2 of our school families on CP plans. CIN- doesn’t quite meet the threshold for CP.
- #14 Once again, this is not an exclusive list, and there are lots of examples in the policy.
- #18 Sometimes when I have phoned SC over a situation they say they have needed more information or I have asked people to go back and ask a bit more to clarify. We need to get the balance right between asking too many questions and finding out enough information so we know whether to refer. If you use open ended questions to establish whether there is a risk of serious harm and we need to refer. Establishing where and what happened before it will give you a bit of context.
- #19 4. The most important thing to do is to record the information as clearly as possible and put it in to the red folder in my pigeon hole. You should also let me know- email is fine if easier for you. 5. If you do have something disclosed that is difficult to hear you must seek support for yourself. I will always make time to chat to people if they need to share how they feel about a pacticular concern.
- #20 It is not the school's responsibility to 'check out' what any child tells nor should any abuser be questioned.
- #23 Information taken from our policy, but just to give you a brief overview. IWF cutout…
- #25 National research identifies Average age of victims/at risk is between 13-15. Law an individual is deemed a child until age 18.
- #26 The work of Finkelhor and Wolak (‘Sexting: a Typology’ March 2011) is very helpful in defining and responding proportionately to indecent images of young people.Finkelhor and Wolak divide all such images into two categories, Aggravated and Experimental.
- #28 Aggravated incidents of sexting will usually require a referral to the MASH for advice about whether or not a response by the Police and/or Children's Social Care is required. This will facilitate consideration of whether: there are any offences that warrant a Police investigation child protection procedures need to be invoked any parents are failing to act appropriately to safeguard their children or require additional support in order to do so a multi-agency sexual exploitation (MASE) meeting is required any of the perpetrators and/or victims require additional support - this may require a referral to early help services Documentary
- #29 FGM- FGM comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs. It is illegal in the UK and a form of child abuse with long-lasting harmful consequences. Children often speak about going to another country for a long holiday and may mention a special procedure. Breast Ironing- Breast Ironing also known as “Breast Flattening” is the process whereby young pubescent girls breasts are ironed, massaged and/or pounded down through the use of hard or heated objects in order for the breasts to disappear or delay the development of the breasts entirely. It is believed that by carrying out this act, young girls will be protected from harassment, rape, abduction and early forced marriage and therefore be kept in education. Both are classified as physical abuse therefore professionals must follow their Local Safeguarding Children’s Board Procedures and refer if they believe children to be at risk of either practice.