CHILD PROTECTION POLICY

At Mount St Mary's Catholic High School we believe all staff have an important and unique role to play in child protection.

We believe:

• Schools can contribute to the prevention of abuse.
• All children have the right to be protected from harm.
• Children need support which matches their individual needs including those who may have experienced abuse.

The following sets out how our school will try to fulfil local and national responsibilities as laid out in the following documents
Composite File Child Protection: Information and Procedures for Schools (1999).
Leeds Area Child Protection Committee Procedures (2001)

Overall Aims

To contribute to the prevention of abusive experiences in the following ways

• Clarifying standards of behaviour for staff and pupils
• Introducing appropriate work within the curriculum
• Developing staff awareness of the causes of abuse
• Encouraging pupils and parental participation in practice
• Addressing concerns at the earliest possible stage

To contribute to the protection of our pupils in the following ways

• Including appropriate work within the curriculum
• Implementing child protection policies and procedures
• Working in partnership with pupils, parents and agencies

To contribute to supporting our pupils in the following ways

• Identifying individual needs where possible
• Designing plans to meet needs

In-school procedures for protecting children

1. All staff should:

• be familiar with the school’s child protection policy including issues of confidentiality.
• be alert to signs and indicators of possible abuse. See Appendix One for current definitions of abuse and examples of harm.
• record concerns on a “Cause for Concern” sheet. Staff have blank copies of the “Cause for Concern” form, which, once completed, should be handed to the Designated Teacher/s who are: John Booth, Shelagh Higgins and Pat Kearney Composite File Section 1,Sub-section 6.3 – 6.5.
• deal with a disclosure of abuse from a child in line with the recommendations in Appendix Two. These must be passed to the Designated Teacher immediately, followed by a written account.
• be involved in ongoing monitoring and recording to support the implementation of individual education programmes and interagency child protection and child support plans.
• will be subject to criminal vetting whether new staff, supply staff, work placement students, volunteers etc.
• will be expected to behave in accordance with the schools general behaviour policy.

2. The Designated Teachers

• Currently these are John Booth, Shelagh Higgins and Pat Kearney. Along with the Headteacher, they will be responsible for co-ordinating all child protection activity. For full details of the role of the Designated Teacher, see Composite File Section 1, Sub-section 6.10.
• Where the school has concerns about a child, the Designated Teachers, in consultation with appropriate staff, will decide on what should happen next. See Appendix Three for flowchart for decision-making.
• Child Protection information needs to be dealt with in a confidential manner. A written record will be made of what information has been shared with who, and when. Staff will be informed of relevant details when the designated teacher feels their having knowledge of a situation will improve their ability to deal with an individual child and /or family. Composite File Section 1, Sub-section 6.3 – 6.5.
• Child Protection records will be stored securely in a central place separate from academic records. They should be kept for the period during which the child is attending the school.
• Access to these by other staff, apart from the Designated Teacher will be restricted, and a written record will be kept of who has had access to them.
• Parents should be aware of information held on their children and kept up to date regarding any concerns or developments by the appropriate members of staff. General communications with parents should be in line with any home school policies and give due regard to which adults have parental responsibility.
• Do not disclose to a parent any information held on a child, if it would put the child at risk of significant harm.
• If a pupil moves from our school, child protection records will be forwarded onto the new school, with due regard to their confidential nature. Contact between the two schools may be necessary, especially on transfer from primary to high schools.

3. The Nominated Governor

• The Nominated Governor for child protection at the school is TBA.
• He is responsible for liasing with the Designated Teachers over all matters regarding child protection issues. The role is strategic rather than operational – they will not be involved in concerns about individual pupils. For further details of the role, see Composite File, Section 1, Sub-section 6.11.
• The nominated governor should liase with the headteacher and designated teacher to produce an annual report for governors. For examples of the possible format of the report see appendix.

Summary of in-school procedures to follow where there are concerns about a child

Reference: Composite File, Section 1, Sub-section 6.8

Working with other agencies to protect children

1. Involving parents

• In general, we will discuss concerns with parents before approaching other agencies, and will seek their consent to making a referral to another agency. Appropriate staff will approach parents after consultation with the designated teacher. However, there may be occasions when school will contact another agency before informing parents, if the school decides that contacting parents may increase the risk of significant harm to the child.

2. Multi-agency work

• We work in partnership with other agencies in the best interests of the children. Therefore, school will, where necessary, liase with the school nurse and doctor, and make referrals to Social Services. The Designated Teacher should make referrals to the central Local Authority Call Centre. Where a child already has a social worker, the referral should indicate that fact and the social worker should also be informed.
• We will co-operate with Social Services where they are conducting child protection enquiries. Furthermore, school will endeavour to attend appropriate inter-agency meetings such as Initial and Review Child Protection Conferences, and Planning and Core Group meetings, as well as Family Support Meetings (under the “Refocusing” option).
• We will provide written reports as required for these meetings (12 copies in the case of Initial and Review Child Protection Conferences). If our school is unable to attend, we will endeavour to provide a written or oral report.
• Where a child in school is subject to an inter-agency plan of protection, school will contribute to the preparation implementation and review of the plan as appropriate.

Our role in the prevention of abuse

We will identify and provide opportunities for children to develop skills, concepts, attitudes and knowledge to promote their safety and well-being.

1. The Curriculum

• Relevant issues will be addressed through the PSHCE curriculum. For example, self esteem, emotional literacy, assertiveness, power, sex and relationship education, bullying, domestic violence.
• Relevant issues will be addressed through other areas of the curriculum. For example RE, English, History, Drama, Art. Composite File Section 1, Sub-section 4.

2. Other areas of work

• All our policies which address issues of power and potential harm, e.g. Bullying, Equal opportunities, Handling, Positive Behaviour, need to be linked, to ensure a whole school approach.
• Our child protection policy cannot be separated from the general ethos of the school, which should ensure that children are treated with respect and dignity, feel safe, and are listened to.

Our role in supporting children

We will offer appropriate support to individual children who have experienced abuse or who have abused others.

• We may devise an individual support plan for these children. This plan will detail areas of support, and who will be involved.
• We will ensure the school works in partnership with parents / carers and other agencies as appropriate. Composite File, Section 1, Sub-section 9.

Staff support

We recognise the stressful and traumatic nature of child protection work. Support is available for any member of staff from John Booth, Shelagh Higgins and Pat Kearney or any member of the Leadership Group. The Child Protection Training Co-ordinators are also available for advice and support (Tel: 243 5282).

Staff training

• The Designated Teacher/s will aim to have attended the Education Leeds 3-day training course, and the inter-agency 2-day course Working Together.
• The school will aim to ensure all staff receive updated INSET appropriate to their roles and responsibilities, especially staff new to the school. Access to training can be via the Education Leeds Child Protection Training Co-ordinators.
• The Nominated Governor will aim have attended specific training on their role.
• Training completed will be recorded in the Composite File, Section 5

Procedures in the event of an allegation against a member of staff

Although it is an uncomfortable thought, it needs to be acknowledged that there is the potential for staff in school to abuse children. We will follow the procedures laid out in Composite File Section 2, Document 10/95: Protecting Children from Abuse: The Role of the Education Service, particularly the Annex beginning on page 14 of the document. See Appendix Three for further details.

This framework is based on guidance provided by Education Leeds Composite File, Child Protection: Information and Procedures for Schools (1999) and Leeds Area Child Protection Committee Procedures (2000).

The policy will be reviewed according to the Governing Body’s schedule

TARGETS

Appendix One – Definitions and indicators of abuse

Reference: Composite File, Section 1, Sub-section 2

Neglect

Examples which may indicate neglect (it is not designed to be used as a checklist):

1. Hunger
2. Tiredness or listlessness
3. Child dirty or unkempt
4. Poorly or inappropriately clad for the weather
5. Poor school attendance or often late for school
6. Poor concentration
7. Affection or attention seeking behaviour
8. Untreated illnesses/injuries
9. Pallid complexion
10. Stealing or scavenging compulsively
11. Failure to achieve developmental milestones, for example growth, weight
12. Failure to develop intellectually or socially
13. Neurotic behaviour

Physical abuse

Examples which may indicate physical abuse (it is not designed to be used as a checklist):

1. Patterns of bruising; inconsistent account of how bruising or injuries occurred
2. Finger, hand or nail marks, black eyes
3. Bite marks
4. Round burn marks, burns and scalds
5. Lacerations, wealds
6. Fractures
7. Bald patches
8. Symptoms of drug or alcohol intoxication or poisoning
9. Unaccountable covering of limbs, even in hot weather
10. Fear of going home or parents being contacted
11. Fear of medical help
12. Fear of changing for PE
13. Inexplicable fear of adults or over-compliance
14. Violence or aggression towards others including bullying
15. Isolation from peers

Sexual abuse

Examples which may indicate sexual abuse (it is not designed to be used as a checklist):

1. Sexually explicit play or behaviour or age-inappropriate knowledge
2. Anal or vaginal discharge, soreness or scratching
3. Reluctance to go home
4. Inability to concentrate, tiredness
5. Refusal to communicate, selective mutism
6. Thrush, Persistent complaints of stomach disorders or pains
7. Eating disorders, for example anorexia nervosa and bulimia
8. Attention seeking behaviour, self mutilation, substance abuse
9. Aggressive behaviour including sexual harassment or molestation
10. Unusually compliant
11. Regressive behaviour, Enuresis, soiling
12. Frequent or open masturbation, touching others inappropriately
13. Depression, withdrawal, isolation from peer group
14. Reluctance to undress for PE or swimming
15. Bruises, scratches in genital area

Emotional abuse

Examples which may indicate emotional abuse (it is not designed to be used as a checklist):

1. Over-reaction to mistakes, continual self deprecation
2. Delayed physical, mental, emotional development
3. Sudden speech or sensory disorders
4. Inappropriate emotional responses, fantasies
5. Neurotic behaviour: rocking, banging head, regression, tics and twitches
6. Self harming, drug or solvent abuse
7. Fear of parents being contacted, Running away, compulsive stealing
8. Masturbation, Appetite disorders - anorexia nervosa, bulimia
9. Soiling, smearing faeces, enuresis

Responses from parents

Research and experience indicates that the following responses from parents may suggest a cause for concern across all four categories:

1. An unexpected delay in seeking treatment that is obviously needed
2. An unawareness or denial of any injury, pain or loss of function (for example, a fractured limb)
3. Incompatible explanations offered, several different explanations or the child is said to have acted in a way that is inappropriate to her/his age and development
4. Reluctance to give information or failure to mention other known relevant injuries
5. Frequent presentation of minor injuries
6. Unrealistic expectations or constant complaints about the child
7. Alcohol misuse or other drug/substance misuse
8. Parents request removal of the child from home
9. Violence between adults in the household

Appendix Two – Dealing with a disclosure of abuse

When a child tells me about abuse s/he has suffered, what must I remember?

1. Stay calm
2. Do not transmit shock, anger or embarrassment.
3. Reassure the child. Tell her/him you are pleased that s/he is speaking to you.
4. Never enter into a pact of secrecy with the child. Assure her/him that you will try to help but let the child know that you will have to tell other people in order to do this. State who this will be and why.
5. Tell her/him that you believe them. Children very rarely lie about abuse; but s/he may have tried to tell others and not been heard or believed.
6. Tell the child that it is not her/his fault.
7. Encourage the child to talk but do not ask "leading questions" or press for information.
8. Listen and remember.
9. Check that you have understood correctly what the child is trying to tell you.
10. Praise the child for telling you. Communicate that s/he has a right to be safe and protected.
11. Do not tell the child that what s/he experienced is dirty, naughty or bad.
12. It is inappropriate to make any comments about the alleged offender.
13. Be aware that the child may retract what s/he has told you. It is essential to record all you have heard.
14. At the end of the conversation, tell the child again who you are going to tell and why that person or those people need to know.
15. As soon as you can afterwards, make a detailed record of the conversation using the child’s own language. Include any questions you may have asked. Do not add any opinions or interpretations.

NB - It is not education staff’s role to seek disclosures. Their role is to observe that something may be wrong, ask about it, listen, be available and try to make time to talk.

Immediately afterwards

You must not deal with this yourself. Clear indications or disclosure of abuse must be reported to social services without delay, by the Headteacher / Designated Teacher using the correct procedures as stated in the guidelines.

Listening to and supporting a child/young person who has been abused can be traumatic for the adults involved. Support for you will be available from your Designated Teacher or Headteacher; alternatively the agencies listed in the Composite File, Section 1, Sub-section 12 can be contacted.

Appendix Three – Allegations against a member of staff

Inappropriate behaviour by staff could take the following forms:

• Physical includes, for example, intentional use of force as a punishment, slapping, use of objects to hit with, throwing objects or rough physical handling.
• Emotional includes, for example, intimidation, belittling, scapegoating, sarcasm, lack of respect for children’s rights, and attitudes which discriminate on the grounds of race, gender, disability or sexuality.
• Sexual includes, for example, sexualised behaviour towards pupils, sexual harassment, sexual assault and rape.
• If a child makes an allegation against a member of school staff the Headteacher should carry out an urgent initial consideration in order to establish whether there is substance to the allegation. The Headteacher should not carry out the investigation itself or interview pupils. As part of this initial consideration, the Headteacher should consult with the education personnel section who will then contact Social Services.
• The consultation between school, personnel and social services will determine the need for further investigation. Only if the allegation is demonstrably false or trivial would further investigation not be warranted. A Strategy Meeting is usually held to determine the mechanics of the investigation, and to address such issues as who will interview the child/ren, informing the staff member, informing parents, the need or not for suspension, and to what extent disciplinary or criminal procedures need to be invoked alongside any child protection procedures (where more than one set of procedures is invoked, child protection procedures take precedence, to ensure the best interests of the child are catered for).
• Where the allegation has been made against the Headteacher, then the Nominated Governor for Child Protection takes on the role of liaising with the education personnel section and social services in determining the appropriate way forward. For details of these specific procedures, see Composite File Child Protection Section 2, CLEA Document 96/29: Teachers and Headteachers facing an allegation of physical / sexual abuse: Guidelines on Practice and Procedure.

For details of the inter-agency procedures, refer to Leeds Area Child Protection Committee Procedures, 2000, Section 7.8.1: Allegations against Professional Staff.

ASSESSMENT FRAMEWORK

The following headings with notes provide an integrated framework for the process of recording and analysing information in line with the guidance in the “Framework for Assessment of Children in Need and their Families”. Information which is positive should also be included both to give a balanced picture and to highlight areas which can be built upon.

CHILD’S DEVELOPMENTAL NEEDS

Health
Information including disability, medical condition or medication taken should be included, also involves quality of attention when injured or sick.

Education
Including general attainment whether in line with peers. Involves an adult who is interested in the child’s educational activities progress and achievements.

Emotional & behavioural development
Responses demonstrated in feelings and actions, includes adaption to change, response to stress and degree of appropriate self control. Also includes whether this impacts on other domains within the assessment eg parenting capacity.

Identity
Child’s growing sense of self as separate and valuable. Also issues related to race, gender, disability which may impact on how the child sees him or her self. Includes feeling of belonging to family, peer group and community.

Family & social relationships
Development of empathy including issues relating to how family copes with for example any disability the child has.

Social presentation
Includes appropriateness of dress cleanliness personal hygiene.

Self care skills
Acquisition of skills to increase independence including social problem solving skills.

PARENTING CAPACITY

Basic care
Provision of appropriate nourishment, warmth, shelter and medical care.

Ensuring safety
Protection from harm including protection from unsafe adults other children and from self harm.

Emotional warmth
Appropriate relationships providing warm regard praise and encouragement. Includes a sense of being specially valued and a positive sense of own identity.

Stimulation
Promoting development through stimulation and social opportunities. Includes enabling the child to experience success, accessing appropriate educational opportunities.

Guidance & boundaries
Enabling the child to regulate their own emotions and behaviour. Key tasks are demonstrating and modeling behaviour and emotional control in interactions. Includes anger management, consideration for others and effective discipline.

Stability
Includes ensuring secure attachments to primary care givers, consistency of emotional warmth over time, ensuring contact with important family members and significant others.

FAMILY AND ENVIRONMENTAL FACTORS

Family history & functioning
This is influenced by household composition, significant life events, nature of family functioning, relationships between family members, including any separations

Wider family
Includes related and non related persons and absent wider family. Consider their role and importance to the child.

Housing
Is the housing accessible safe and suitable for the needs of the family?

Employment
How work or absence of work affects family members and in turn the child. Includes children’s experience of work and the impact of that on them.

Income
Sufficiency to meet needs and the way available resources are used. If there are financial difficulties how they affect the child.

Family’s social integration
Includes the degree of family integration or isolation, peer groups, friendships, social networks and the importance attached to them.

Community Resources
Includes availability accessibility suitability of resources including health care, childcare, places of worship, transport, leisure activities, shops, social groups.

GOVERNORS REPORT

(SUGGESTED PROFORMA)

In accordance with recommendations in the Council of Local Education Authorities Guidance 1/96, every school should have a nominated governor whose role is to ensure child protection procedures are implemented effectively by the school.

The guidance further recommends a report be produced annually in collaboration with the headteacher and Designated child protection teacher, and presented to the governing body.

INTRODUCTION

Outlining the role of school in legislation and guidance.
Indicating number and names of any designated teachers and staff with any particular responsibility e.g. senior lunchtime supervisor.

REVIEW OF THE PAST YEAR

Indicate any actions regarding;
Policy and procedures in school
Training of staff groups, designated teachers, whole staff, lunchtime supervisors, including induction and updating
Number of cases causing concern Number of referrals to other agencies, number of single or interagency meetings held/attended, and any relevant recommendations for action as a consequence. (NO NAMES OR DETAILS)

FUTURE DEVELOPMENTS OR TARGETS

Recommendations for action - who is responsible and timing.
Training
Curriculum Issues
Pastoral Support and Welfare Issues
Policy Review
Monitoring good practice in school
Interagency Communication

SUMMARY INFORMATION SHEET FOR STAFF

DESIGNATED TEACHER/s

APPROPRIATE BEHAVIOUR OF ADULTS

SUMMARY OF SCHOOL GUIDANCE

SPEAKING AND LISTENING TO CHILDREN

SUMMARY OF SCHOOL GUIDANCE

RECORDING INFORMATION - CAUSE FOR CONCERN FORM

SUMMARY OF SCHOOL GUIDANCE COPY OF FORM

RESPONSIBILITIES RE PASSING ON INFORMATION DATA PROTECTION AND CONFIDENTIALITY

SUMMARY OF SCHOOL GUIDANCE

COMMUNICATING WITH PARENTS

SUMMARY OF SCHOOL GUIDANCE

POSSIBLE LINKING POLICIES

CHILDREN EDUCATED OTHERWISE
ATTENDANCE POLICY
BEHAVIOUR POLICY
MISLOCATED CHILDREN POLICY
RESTRAINT POLICY
GUIDANCE ON THE EDUCATION OF SCHOOL AGE PARENTS
GUIDANCE ON CHILDREN AS CARERS
CHILD EMPLOYMENT GUIDANCE
SCHOOL COMPLAINTS PROCEDURE