School Policy Documents

POLICIES

CURRICULUM POLICY

Aim

To provide a curriculum that is broad, flexible and challenging to meet the needs and aspirations of our students.

To meet this need

A modified National Curriculum will be offered at KSIII. The modifications include reduction of content in some subjects, removal of MFL, (although individual access may be organised in specific cases), reduced content in D&T to concentrate on the practical life skills areas.

Reduced content in some subjects will allow there to be increased time spent on areas that our students require.

In all subjects the rationale for content delivery will be the recognition of practical application for the future, linked to the syllabi of externally accredited courses.

A parallel life skills curriculum based upon the Helping Children Achieve (HCA) will be offered to some students. This course will be based upon needs identified by parents and students as “required” for the future.

The mixed curriculum allows students to develop skills based upon individual needs, aptitude and aspirations.

In recognition of students differing learning speeds, no fixed accreditation points are set related to age, only to readiness.

The school runs a 24 hour curriculum where both the modified NC and the living skills curriculum are supported, generalised and consolidated. This curriculum is planned to meet the requirements of the HCA agenda over and above what is provided within the classroom.

An overview curriculum plan offers a clear view of the curriculum areas while targets on IEP’s/ICP’s set out differentiated expectations for each student.

All teaching is differentiated to meet the needs of students and provide challenge and progression.

The curriculum is divided into KSIII, KSIV, the parallel Curriculum (Marquess of Salisbury) and Post 16. Foundation Learning Qualifications and vocational courses are offered at KSIV and Post 16 with work experience.

The school develops Numeracy and Literacy from basic skills to GCSE. To facilitate this cross key-stage setting is used for these subjects.

The curriculum is reviewed at the end of each two year cycle to maintain balance and challenge.

Reviewed February 2011

Next review: February 2013

ADMISSIONS POLICY

Aim

To ensure that the students admitted to the school are appropriate and that the school can meet their specific special needs. All students considered for placement must demonstrate appropriate special needs within the category Moderate to Severe learning difficulties and communication disorder for which the school is designated. Boarding students will also be in the age range 11-16 years at the date of admission or soon after admission.

To Achieve this Aim

All students come for an initial visit with parents or carers to meet the Head of School and/or the Heads of Care.

Parents are encouraged to contact their local Authority SEN officers to discuss placement at this juncture.

The school will offer a three day, two night visit for prospective boarders. Usually Thursday lunchtime to Saturday afternoon.

The school requires copies of relevant reports, e.g. medical, psychological and the Statement of Educational Need prior to a place being offered.

Based upon visits and written evidence, a written offer of a place will be made to the families of and/or the local authority of appropriate students.

The school requires confirmation of acceptance of place as soon as possible after an offer is made, but definitely by the date stated in the offer letter.

Students will only be refused admission if all places in an age or gender group are full, or if the student does not meet the criteria for which the school is designated.

On admission students will be allocated a mentor student to ensure that they have assistance in settling in to the routines of school.

Past educational establishments will be contacted either prior to admission or as soon as possible thereafter for the transfer of records.

Reviewed May 2011

Next Review May 2013

RESTRAINT OR 'REASONABLE FORCE' POLICY

Aim

The aim of the policy is to clarify when restraint or ‘reasonable force’ may be used by staff at The Philip Green Memorial School. School staff have the legal power to use force when necessary.

Statement

Restraint must only be used in situations where there is considered to be danger to persons, students, staff or visitors or to property.

Restraint should be carried out with the minimum force necessary to protect persons or property. Reasonable force can be used, e.g. to remove a student when they refuse to comply with requests to leave, to prevent a student leaving if doing so would put them or others at risk, to prevent attacks or harm to the student themselves.

Any staff may be involved in a restraint situation if required. Staff will be trained in the PRICE system favoured by the school on a rolling programme. Basic restraint training will be offered to all staff during induction or on request. There are however times when untrained staff may need to assist in situations and all school staff are under DfE regulations allowed to be involved regardless of training in such emergency circumstances.

The staff will as far as possible, use geographical restraint, that is maintaining the student in an area in which no, or minimal, damage will be caused until they have calmed down enough to discuss the problems.

N.B. Some students have specific “bolt holes” when upset. Staff should be made aware of these and allow students, where practical, to reach their own place of safety.

If physical restraint is used staff should ensure that the method of restraint used complies with the recommendations within the policy document. AT NO TIME may any student be held in a “face down” restraint position i.e. with their face held against a surface. Staff use of such restraint may constitute gross misconduct. Please note that some students may choose to place themselves face down when calming the difference is that the latter is their choice, they are not being held down.

Restraint may not be used as punishment.

Persons authorised to use restraint or ‘reasonable force’

Only those staff authorised by the Head of School may use restraint or ‘reasonable force’. All teaching and care staff are authorised to use restraint in an emergency situation whether trained or untrained. Trained staff must however be summoned and swap into the restraint as quickly as possible.

Circumstances

Restraint or ‘reasonable force’ will only be used when other methods such as distraction and or discussion have failed or the intensity of the situation precludes their use.

The student will be warned that if their behaviour continues, restraint or ‘reasonable force’ will be used to stop it. Members of staff, for their own protection, should attempt to ensure that they have at least one other member of staff present as soon as an incident is identified as becoming serious.

Staff must summon either by phone, walkie-talkie or via a student message, or all three, the need for urgent assistance.

Restraint and Reasonable Force

Force can only be regarded as reasonable if the circumstances of a particular incident warrant it.

Physical restraint cannot be justified for minor offences or where situations could clearly be resolved without force.

The degree of force must be proportional to the circumstances and the seriousness of the consequences it is intended to prevent.

Any force should be the minimum necessary to achieve the result.

Staff should not act in a manner which is likely to cause injury or undue pain for example:

Holding a pupil around the neck, or by the collar, or in any way which may cause the restriction of the students ability to breath.
Slapping, punching or kicking a student.
Twisting or forcing limbs against a joint.
Tripping up a pupil.
Pulling a student’s hair or ear.
Holding a pupil face down on the ground.

It is however acknowledged that in extreme cases it may not be possible to prevent injury to a student

Following an Incident

If physical force is used, a record must be made in the restraint book, the behaviour incident book and keyworker summary. The entries must, in combination, state clearly but concisely:

The student’s name.
The date and time of the incident.
Where it took place.
Any relevant precursor to the incident.
Others involved students or staff, at least 2 staff would normally be present in such situations.
The behaviour which necessitated the use of restraint.
What intervention was used e.g. holding of arms or legs, cupped hand, holding in recovery position etc.
How long was restraint required for.
Any influencing factors e.g. specific suggestions or person that the student responded to either positively or negatively during the incident.
Relevant information about defusing the situation.
Any injuries to student or adult, (cross referenced in accident book). Use a body map if appropriate.
The pupils response to the incident

Incidents must be clearly written and agreed by all concerned, including if possible the student. The student ‘s views as to why and what happened should be recorded in their keyworker summary discussion. All involved should countersign or initial the entry. All records must be completed as soon as possible and always within 24 hours of the incident. The Head of School or the Heads of Care should countersign all entries.

In serious incidents staff and students should have a debrief meeting to ascertain what happened, why and ways to avoid recurrence.

Parental Involvement

Parents should be informed of any major restraint issues regarding their child e.g. Repeated need for restraint, injury to student or staff or major damage to property during restraint. This should be done by a member of the SMT.

Complaints

A complaint regarding the use of reasonable force should not occur if procedures are followed.

If however the student, parent, another student or member of staff considers that the response was unjustified or excessive, the incident will be investigated by the Head of School, the Heads of Care, the Head of Education and possibly Social Services.

If a complaint is made against the Head of School or Heads of Education or Care using restraint or ‘reasonable force’, they will be excluded from the internal investigation and another senior staff member and/or a Trustee will investigate the complaint.

A report detailing the investigation findings will then be given to the parents and the persons making the complaint.

If doubts remain, the case will be referred to the Dorset Child Protection Team.

Any staff member against whom a complaint is filed will be entitled to support from their professional body or another adviser.

The use of force and the degree of that force should relate to the age, understanding and sex of the pupil.

A member of staff against whom a complaint is made may or may not be suspended during investigation (see Allegations Against Staff Policy).

Physical intervention can take several forms¹. It might involve staff:

Gently holding a pupil’s hand(s) to comfort or to assist in first aid.
Placing a hand on the shoulder to guide or comfort.
Leading by the hand to cross a road.
Distraction/diffusion techniques – humour, new task etc.
Shepherding a pupil with an arm around their shoulder or lower back. These do not constitute force.
Physically interposing between pupils or between a student and property.
Blocking a pupil’s path are controlling actions and not force.
Holding to prevent movement.
Pulling/Pushing to remove from a situation or away from persons or property.
Leading a pupil by the hand or arm so as to force them to move in a direction against their will.
Using more restrictive holds are levels of force and should only be used when the situation warrants such action.
Any use of force to restrain must be recorded in the restraint book as set out within 24 hours and preferably sooner.

Examples of more restrictive holds include: Those taught via PRICE restraint training. In very difficult circumstances it may be necessary to hold a student on the floor. This should only be done where there are continued reattacks. If this is necessary at least two trained staff should be involved and due diligence must be afforded to ensure that the student is maintained in the recovery position, that the head is protected and no limbs are held against a joint.

¹ For some children the use of touching may exacerbate a situation. Such children will be identified to all staff and specific restraints procedures will be designed.

This policy has been drawn up with due regard to The Education and Inspections Act 2006, The Education Act 2011, Guidance on the Use of Reasonable Force DfE-00060-2011.

Reviewed September 2011

Next reviewed September 2013

BEHAVIOUR POLICY

Aim

To promote good behaviour, self discipline and respect which will allow the students to integrate successfully into the school community, the local community and the wider community including workplaces.
To prevent bullying
To ensure that pupils complete assigned work.
To promote appropriate conduct of pupils in all situations.
Discipline will be provided to support the development of appropriate behaviour so that students behaviour does not pose a threat to other people, property or the adverse running of the school.

Expectation

1. It is expected that all students will value themselves and others. They will be expected to demonstrate

this value through their physical and verbal actions both within the school grounds and when off site.

2. Staff at Philip Green will work with students, parents and carers to set out behaviours that conform to:

society’s expectations/understanding
school’s expectations/understanding
student’s expectations/understanding
Safety

3. Rules should be clear, relevant and enforceable. Rules, which do not fit these criteria are not worth

having. We must not impose rules that the students cannot be guided to see as relevant and fair. It is

suggested that main rules are therefore negotiated and reviewed regularly in categories of

Class – via tutor groups and class groups.
School – via whole school discussion and Student Council
Home – via home school agreement
Mealtimes – via mealtime group discussions
Outings – including via keyworkers and Student Council
Minibus
Common Rooms – Post and Pre 16 group discussion

4. Parents will be a part of and support behaviour management initiatives as set out in the Home School

Agreement.

Appropriate behaviours will be made clear to students through a variety of means e.g.

a) Involvement in deciding “appropriate behaviours”.

b) Regular reviews with student of “appropriate behaviours” by Residential Support Staff and Teachers.

c) Consistent and clear expectation for appropriate behaviour.

d) Parents support to “appropriate behaviour” and adherence to it.

e) Clear, understandable expectations of “appropriate behaviour” for students in all settings.

f) Censure of inappropriate behaviour with clear sanctions related to the inappropriate behaviour.

g) Staff adherence to the same behaviours to provide appropriate role models.

h) Clear warnings of consequences of continuing or ceasing a behaviour acceptable or unacceptable,

will be isolated so that the student understands exactly what is being praised or censured.

i) Sanctions that are relevant and timely will be recorded and reviewed for efficacy.

5. Any changes to behaviours positive or negative will be recorded in the Behaviour Incident Book for analysis

by SMT and isolation of any patterns of behaviour. Staff should be aware that changes to behaviour may be

indicative of stress, bullying, problems in class or at home etc. While this should not excuse the behaviour

consideration must be given to rectifying the situation.

6. Behaviour will be criticised not the student.

7. Students will be warned about a behaviour and informed of the consequences if they persist e.g. Shouting

in the dining room, if it does not stop will mean leaving the dining room.

8. Staff have the power to “search and confiscate”, see Policy, if they have reason to believe that a student

has material that is dangerous or prohibited, as punishment.

9. Discussion will be at a level and pace, which the student can understand. Staff must be aware of students'

language skill levels, new staff will require considerable support from their mentor to recognise this.

10. Strategies to encourage appropriate behaviour will be discussed with new staff during the induction process

and guidance given by mentor staff.

11. A list of possible sanctions will be available to staff for guidance. Staff must record a sanction and also

the results of sanctions. If they do not work do not use them. Sanctions should be related to situation

e.g. failure to complete work – detention (see Sanctions Policy).

12. Rules must be defined on a formal basis for agreed aims, with everyone’s role clearly defined and where

necessary involving negotiated agreement.

13. If required for a student only one behaviour for specific intervention will be isolated at a time. This must

be agreed by all involved including the student. The sanction for non compliance must be clear but also

the reward for success. The target must be SMART.

14. Parents will be informed of any persistent behaviour difficulties and the programmes which have been

put into effect to alter the inappropriate behaviour.

15. Long term difficulties will be investigated through a behaviour review meeting

16. Staff will review the Behaviour Policy, procedures and sanctions annually as a staff group.

17. The Policy and Procedures including Sanctions will be reviewed with the students as a group, individually

and via the Student Council at least annually

18. Incidents involving individual students will be reviewed with their keyworker at fortnightly discussions.

The behaviour, reasons for it, sanctions and effectiveness should be recorded FROM THE STUDENT’S

PERSPECTIVE

19. Student Sanctions must conform to the sanctions policy and should never be over used. The sanctions

book must be completed and signed by the staff involved. SMT will review the sanctions book on at least

a half termly basis and probably more frequently.

20. Staff usage of sanctions will be cross referenced with the Behaviour book, Restraint Book and

Student fortnightly summary to identify trends

21. A reward system “Wednesday Treat” will be used for class Time to recognise consistent levels of effort

in both class work and class behaviour.

22. The Trustees award will be given Annually to students who have made the greatest gains in either

behaviour control, academic progress or a combination of the two

23. This Policy will be reviewed annually by all the staff and Trustees. The Policy will be available to

staff, parents, carers and other interested parties via the school website and from the school office.

24. This policy has been drawn up with due regard to DfE guidance, “Behaviour and Discipline in Schools”

DfE-00060-2011 August 2011 and the Education Act 2011 and the Equality Act 2010. It should also be

read in conjunction with school policies:

Safeguarding Policy Use of Reasonable Force DfE-00060-2011

Behaviour Incident Book Allegations against Staff DfE-00060-2011

Sanctions Policy Searching and Confiscation

Code of Practice Home School Agreement

Reviewed September 2011

Next review September 2012

POLICY ON ANTI-BULLYING

Aim

To prevent bullying of students within the school and to teach the students to deal with incidence of bullying in and out of school. The school is aware that it is a responsibility to challenge bullying in all forms within school. The school has drawn up this policy with due regard for The Human rights Act 1998, The Equality Act 2010, The Children’s Act 1989, the Malicious Communication Act 1988 and the DfE Guidance as outlined in Preventing and Tackling Bullying 2011.

To achieve this:

1. Bullying will be openly discussed within the school with staff and students. The meaning of bullying it’s effect and possible causes will lay the foundation for discussion

2. The PSHCEE, Personal Development and Humanities Curriculum will support anti-bullying by addressing areas that might give rise to such action e.g. race, gender, disability, religion, sexuality, social and domestic situations.

3. All students will be bullying “risk assessed” in teacher care meetings twice annually based on their propensity “to be bullied” or “to bully”.

4. The student body will discuss Bullying via Tutor Time, Student Council and the Residential curriculum on a regular basis.

5. Student groups will be set up in both class PSHE lessons and evening group activities, possibly circletime to discuss bullying and other issues. The student council will discuss bullying at least twice a year to offer input into actions.

6. Staff will work with students to achieve a consensus as to what “bullying” means through a variety of scenario in role play, discussion, circle-time. These will address types of bullying and, in particular, the real meaning of bullying in that it is not simply calling someone names, it is the persistence of this and the affect on the bullied that is the behaviour to cause distress.

7 Develop the idea in students that it is the person’s perception of being bullied, rather than the bully’s view that is important.

8 Work with students to develop a clear process to deal with allegations of bullying through residential and teaching staff e.g. support to whistle blower, rapid, fair and transparent investigations of allegations, protection of accused as well as accuser.

9. Peer mediation and support will be encouraged to help sort out bullying issues.

10 Work towards students understanding that they can raise bullying issues with any staff member and that such disclosure will be treated respectfully and confidentially. It will be made clear to students that information they give will only be shared with necessary persons by staff.

11 Designate staff to oversee bullying initiative and build gentle bullying probes into fortnightly discussion questions.

12 Bullying will also be raised in different forms through the assemblies on a planned ,regular basis throughout the year but also in response to incidents within school, in the press or other media that have attracted student attention and therefore provided a forum.

13 All serious accusations/incidents of bullying will be investigated, records kept and outcomes and actions clearly set out.

14. Bullying will not be tolerated and students shown to be persistent bullies will be sanctioned by withdrawal of privilege and/or indirect or direct staff supervision. Restorative Justice will also be used where this is appropriate.

15. Where an incident of severe bullying is clearly shown, parents and placing authorities of all students involved will be notified.

16. The SMT and Trustees will review the Bullying Policy annually and initiatives to ascertain its success and the most effective sanctions, actions and interventions.

17. Throughout all Bullying investigation and work the student’s language levels and social skills must be factored in to the situation. Our students are equal but special and should have any work on Bullying differentiated to meet their needs in the same way as they do in any other learning.

18. The policy should be read in conjunction with the School’s Behaviour policy.

Reviewed November 2011

Next Review November 2013

CHILD PROTECTION POLICY

1) What is Child Protection?

Child protection is one very important aspect of safeguarding. It refers to the activity which is undertaken to protect specific children who are suffering, or at risk of suffering, significant harm.

2) What is significant harm?

The Children Act 1989 introduced the concept of significant harm as the threshold that justifies compulsory intervention by statutory agencies in family life in the best interests of children. There are no absolute criteria on which to rely when judging what constitutes significant harm. Sometimes it might be a single traumatic event but more often it is a compilation of significant events which damage the child’s physical and psychological development. Decisions about significant harm are complex and require discussion with the statutory agencies.

3) Scope and purpose of these procedures

These procedures should be read in conjunction with the Safeguarding Policy. They apply to the Headteacher, all staff (including supply and peripatetic staff), volunteers and anyone working on behalf of Philip Green Memorial School and explain what action should be taken if there are concerns that a child is or might be suffering harm. A child is a person under 18 years but the principles of these procedures apply also to vulnerable young adults over 18 years.

4) Responsibilities and roles

4.1 All those who come into contact with children and families in their work, including those who do not have a specific role in relation to child protection, have a duty to safeguard and promote the welfare of children.

4.2 Governing bodies/proprietors are accountable for ensuring their establishment has effective policies and procedures in place and monitoring the school’s compliance with them. The procedures should be reviewed annually and the governors of maintained schools should provide information to the Safeguarding Unit about how their duties in relation to safeguarding have been discharged. (A pro forma for reporting to the LA is available from the Safeguarding Unit.) Each governing body should nominate an individual member to take the lead in safeguarding and to work closely with the Designated Senior Person for Child Protection in school.

4.3 This school has a Designated Senior Person with responsibility for child protection who is the Head of School This is the person with whom you should normally discuss any concerns or allegations and s/he should be able to offer appropriate advice and refer to other agencies as necessary. The Deputy Designated Senior Persons are The Heads of Care.

4.4 In addition, the Local Office Children’s Social Care Teams or the Children’s Services Safeguarding Unit can provide advice and guidance on safeguarding and child protection matters.

See Appendix 1 for useful contacts.

See Appendix 2 for the role and responsibilities of the Designated Senior Person for Child Protection.

4.5 All action is taken in line with the following guidance:

Bournemouth, Dorset and Poole Inter-Agency Safeguarding Procedures & Guidance (‘Yellow File’)
DSCF Guidance (2007, updated 2010) – Safeguarding Children and Safer Recruitment in Education
Working Together to Safeguard Children 2010 – Guidance published by HM Government
What to do if you’re worried a child is being abused – Government Guidance – DfES 31553

5) What is child abuse?

5.1 It is generally accepted that there are four main forms of abuse. The following definitions are based on those from Working Together to Safeguard Children (HM Government 2006).

i) Physical abuse

Physical abuse 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. Physical abuse, as well as being a result of an act of commission (doing something), can also be caused through omission or the failure to act to protect.

ii) Emotional abuse

Emotional abuse is the persistent emotional ill-treatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate or valued only insofar as they meet the needs of another person. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the 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 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 ill-treatment of a child, though it may occur alone.

iii) Sexual abuse

Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, including prostitution, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative (e.g. rape, buggery or oral sex) or non-penetrative acts. They may include non-contact activities, such as involving children in looking at, or in the production of, pornographic material or watching sexual activities, or encouraging children to behave in sexually inappropriate ways. Boys and girls can be sexually abused by males and/or females, by adults and by other young people. This includes people from all different walks of life.

iv) Neglect

Neglect is 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 and clothing, shelter including exclusion from home or danger, failure to ensure adequate supervision including the use of adequate care-takers, or the failure to ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

5.2 It is accepted that in all forms of abuse there are elements of emotional abuse, and that some children are subjected to more than one form of abuse at any one time. These four definitions do not minimise other forms of maltreatment.

6) Recognising child abuse – signs and symptoms

6.1 Recognising child abuse is not easy, and it is not your responsibility to decide whether or not child abuse has taken place or if a child is at significant risk. You do, however, have a responsibility to act if you have a concern about a child’s welfare or safety.

6.2 The following information is not designed to turn you into an expert but it will help you to be more alert to the signs of possible abuse. The examples below are not meant to form an exhaustive list.

i) Physical abuse

Most children will collect cuts and bruises in their daily lives. These are likely to be in places where there are bony parts of the body, like elbows, knees and shins. Some children, however, will have bruising which can almost only have been caused non-accidentally. An important indicator of physical abuse is where bruises or injuries are unexplained or the explanation does not fit the injury or there are differing explanations. A delay in seeking medical treatment for a child when it is obviously necessary is also a cause for concern. Bruising may be more or less noticeable on children with different skin tones or from different racial groups and specialist advice may need to be taken.

Patterns of bruising that are suggestive of physical child abuse include:

bruising in children who are not independently mobile
bruises that are seen away from bony prominences
bruises to the face, back, stomach, arms, buttocks, ears and hands
multiple bruises in clusters
multiple bruises of uniform shape
bruises that carry the imprint of an implement used, hand marks or fingertips

Although bruising is the commonest injury in physical abuse, fatal non-accidental head injury and non-accidental fractures can occur without bruising. Any child who has unexplained signs of pain or illness should be seen promptly by a doctor.

Other physical signs of abuse may include:

cigarette burns
adult bite marks
broken bones
scalds

Changes in behaviour which can also indicate physical abuse:

fear of parents being approached for an explanation
aggressive behaviour or severe temper outbursts
flinching when approached or touched
reluctance to get changed, for example wearing long sleeves in hot weather
running away from home

ii) Emotional abuse

Emotional abuse can be difficult to measure, and often children who appear well cared for may be emotionally abused by being taunted, put down or belittled. They may receive little or no love, affection or attention from their parents or carers. Children who live in households where there is domestic violence can often suffer emotional abuse. Emotional abuse can also take the form of children not being allowed to mix/play with other children.

The physical signs of emotional abuse may include:

a failure to thrive or grow, particularly if the child puts on weight in other circumstances, e.g. in hospital or away from parents’ care
sudden speech disorders
developmental delay, either in terms of physical or emotional progress.

Changes in behaviour which can also indicate emotional abuse include:

neurotic behaviour, e.g. sulking, hair twisting, rocking
being unable to play
fear of making mistakes
self harm
fear of parents being approached.

iii) Sexual abuse

Adults who use children to meet their own sexual needs abuse both girls and boys of all ages, including infants and toddlers.

Usually, in cases of sexual abuse it is the child’s behaviour which may cause you to become concerned, although physical signs can also be present. In all cases, children who talk about sexual abuse do so because they want it to stop. It is important, therefore, that they are listened to and taken seriously.

The physical signs of sexual abuse may include:

pain or itching in the genital/anal areas
bruising or bleeding near genital/anal areas
sexually transmitted disease
vaginal discharge or infection
stomach pains
discomfort when walking or sitting down
pregnancy.

Changes in behaviour which can also indicate sexual abuse include:

sudden or unexplained changes in behaviour, e.g. becoming aggressive or withdrawn
fear of being left with a specific person or group of people
having nightmares
running away from home
sexual knowledge which is beyond their age or developmental level
sexual drawings or language
bedwetting
eating problems such as overeating or anorexia
self harm or mutilation, sometimes leading to suicide attempts
saying they have secrets they cannot tell anyone about
substance or drug abuse
suddenly having unexplained sources of money
not being allowed to have friends (particularly in adolescence)
acting in a sexually explicit way towards adults

iv) Neglect

Neglect can be a difficult form of abuse to recognise, yet have some of the most lasting and damaging effects on children.

The physical signs of neglect may include:

constant hunger, sometimes stealing food from other children
being constantly dirty or smelly
loss of weight, or being constantly underweight
inappropriate dress for the conditions.

Changes in behaviour which can also indicate neglect may include:

complaining of being tired all the time
not requesting medical assistance and/or failing to attend appointments
having few friends
mentioning being left alone or unsupervised

6.3 The above list is not meant to be definitive but as a guide to assist you. It is important to remember that many children and young people will exhibit some of these indicators at some time, and the presence of one or more should not be taken as proof that abuse is occurring.

6.4 There may well be other reasons for changes in behaviour, such as a death or the birth of a new baby in the family, relationship problems between parents/carers, undiagnosed medical conditions etc.

7) Responding to the child who makes an allegation

Listen carefully to what is said
Stay calm
Find an appropriate opportunity to explain that it is likely that the information will need to be shared with others - do not promise to keep secrets
Allow the child to continue at her/his own pace and do not interrupt if the child is freely recalling events
You do not need to find a ‘witness’
Ask questions for clarification only, and at all times avoid asking questions that suggest a particular answer. Questions should be framed an open manner and not ‘lead’ the child in any way. For example say, “Tell me what has happened”, rather than, “Did s/he do…”
Reassure the child that s/he has done the right thing in telling you
Explain what you will do next and with whom the information will be shared
Do not ask the child to repeat the disclosure to anyone else in school or ask him/her to write a ‘statement’
Contact your Designated Senior Person or deputy DSP as soon as you can or, where such contact is not possible, ensure a referral is made without delay to the appropriate Social Care office
Record in writing what was said, including the child’s own words, as soon as possible – note date, time, any names mentioned, to whom the information was given and ensure that the record is signed and dated
Do not discuss with parents/carers. The Designated Senior Person will agree with the Social Care team when parents/carers should be contacted and by whom

Further advice on information sharing can be found in ’What to do if you’re worried a child is being abused’, Appendix 3

7.1 Remember

It is important that everyone in the school is aware that the person who first encounters a case of alleged or suspected abuse is not responsible for deciding whether or not abuse has occurred and should not conduct an investigation to establish whether the child is telling the truth. That is a task for Social Care and the Police following a referral to them of concern about a child. Your role is to act promptly on the information you have received.

8) Responding to concerns or suspicions of abuse

8.1 Any suspicion or concern that a child or young person may be suffering or at risk of suffering significant harm, MUST be acted on. Doing nothing is not an option. Any suspicion or concerns should be discussed without delay with the Designated Senior Person or deputy DSP. If the child/young person is felt to be in immediate danger, the Police should be called.

8.2 A careful record should be made of what you have seen/heard that has led to your concerns and the date, time, location and people who were present. As far as possible, record verbatim what was said and by whom. Where physical injuries have been observed, these should be carefully noted but should not be photographed. Do not ask to see injuries that are said to be on an intimate part of the child’s body.

See Appendix 3 for record keeping

8.3 If the Designated Senior Person or deputy DSP is not available you should discuss your concerns with either

another senior member of staff or
the Social Care team responsible for the area where the child lives or
a Safeguarding Officer at the Safeguarding Unit

8.4 The Designated Senior Person should telephone the referral to the appropriate Social Care duty team without delay, prior to any discussion with parents/carers. The Designated Senior Person should keep a record of the conversation with Social Care, noting what actions will be taken and by whom, giving the date and time of the referral. The referral should be confirmed in writing on the inter-agency referral form as soon as possible and at least within 48 hours.

9) Responding to allegations or concerns about staff or volunteers

9.1 Rigorous recruitment and selection and other safeguarding procedures, and adhering to safer practice guidance will hopefully mean that there are relatively few allegations against or concerns about staff or volunteers. However, if there is any reason to believe that another member of staff or volunteer has acted inappropriately or abused a child or young person, you must take action by discussing your belief or concern with the Headteacher. Even though it may seem difficult to believe that one of your colleagues may be unsuitable to work with children, the risk is far too serious for any member of staff to dismiss such a suspicion without taking action.

9.2 If the concern is about the Headteacher, it should be discussed with the Chair of Governors or the Safeguarding Officer at the Safeguarding Unit.

9.3 In all cases of allegations against staff or volunteers, the Headteacher/Chair of Governors, must follow the correct procedure (see school policy or Ch 5 of ‘Safeguarding Children and Safer Recruitment in Education’).

10) What happens after a referral is made to Children’s Services Social Care?

Referral

Once a referral is received by the Social Care team, a manager will decide on the next course of action, within one working day. When there is concern that a child is suffering, or at risk of suffering significant harm, this will be decided more quickly and an initial assessment will be conducted

Initial Assessment

The Initial Assessment must be completed at least within 7 working days of receiving the referral, and will determine what should happen next.

Strategy Discussion

If there is reasonable cause to suspect actual or likely significant harm, the Social Care Manager and the Police (and other agencies as appropriate) will hold a Strategy Discussion or meeting to decide whether to initiate a child protection enquiry (s47 enquiry) and whether a joint criminal investigation is required.

S47 Enquiries

The process of the investigation is determined by the needs of the case, but the child/young person will always be seen as part of that process. On occasions, this will mean the child/young person is jointly interviewed by the Police and Social Care, sometimes at a special suite where a video-recording of the interview is made.

The Child Protection Conference

If, following the s47 enquiries, the concerns are substantiated and the child is judged to be at continuing risk of significant harm, a Child Protection Conference (CPC) will normally be convened. The CPC must be held within 15 days of the Strategy Discussion and staff invited to attend (normally the Headteacher or Designated Senior Person for child protection) should produce a written report in the correct format. (A pro forma is available from the Safeguarding Unit.) This must be shared with the child/young person and his/her family at least 24 hours before the initial CPC is held. A copy should also be sent to the person chairing the initial CPC at least 24 hours in advance.

See Inter-Agency Safeguarding Procedures (‘Yellow File’), 2.133

11) Children who are disabled

11.1 Children who are disabled are especially vulnerable to abuse and adults who work with them need to take extra care when interpreting apparent signs of abuse or neglect.

11.3 These child protection procedures should be followed if a child who is disabled discloses abuse or there are indicators of abuse or neglect. There are no different or separate procedures for children who are disabled.

11.4 Staff responsible for intimate care of children should undertake their duties in a professional manner at all times and in accordance with the school’s intimate care policy.

12) Safer Working Practice

12.1 All adults who come into contact with children at this school should behave at all times in a professional manner which secures the best outcomes for children and also prevents allegations being made. Advice on safer working practice can be found in Philip Green Memorial School Code of Conduct or as an appendix to the Inter agency (‘Yellow File’) Safeguarding Procedures - from Spring 2008.

13) Training

13.1 Child protection must be part of induction for all staff and volunteers new to the school.

13.2 This should be followed up by basic child protection training that equips individuals to recognise and respond appropriately to concerns about pupils. The depth and detail of the training will vary according to the nature of the role and the extent of involvement with children.

13.3 Staff who do not have designated responsibility for child protection, including the Headteacher and qualified teachers, should undertake suitable refresher training at 3 yearly intervals.

13.4 When staff with designated responsibility for child protection take up the role they should receive training in inter-agency working. They should be updated at 2 yearly intervals after that.

See Appendix 4 for further information on training

APPENDIX 1

Useful contacts

1) Children’s Services Social Care Teams. Ask for the Child Care Duty Officer.

Bridport 01308 422234
Christchurch 01202 474106
Dorchester 01305 221450
Ferndown 01202 877445
Purbeck 01929 553456
Sturminster Newton 01258 472652
Weymouth & Portland 01305 760139

2) Out of Hours Service:-

01202 657279

3) The Safeguarding Unit:-

01305 221122

Safeguarding Officers offer advice and support to Headteachers and Designated Senior Persons in relation to any child protection issues and are the Local Authority Designated Officers to whom allegations against adults who work with children in education establishments must be reported.

APPENDIX 2

The role and responsibilities of the Designated Senior Person for Child Protection

(Taken from ‘Safeguarding Children and Safer Recruitment in Education’, 2006)

Referrals

Refer cases of suspected abuse or allegations to the relevant investigating agencies.
Act as a source of support, advice and expertise within the educational establishment when deciding whether to make a referral by liaising with relevant agencies.
Liaise with Headteacher or principal (where role not carried out by the Headteacher) to inform him or her of any issues and ongoing investigations and ensure there is always cover for this role.

Training

To recognise how to identify signs of abuse and when it is appropriate to make a referral.
Have a working knowledge of how LSCBs operate, the conduct of a child protection case conference and be able to attend and contribute to these effectively when required to do so.
Ensure each member of staff has access to and understands the school’s child protection policy especially new or part time staff who may work with different educational establishments
Ensure all staff have induction training covering child protection and are able to recognise and report any concerns immediately they arise.
Be able to keep detailed accurate secure written records of referrals and or concerns.
Obtain access to resources and attend any relevant or refresher training courses at least every two years.

Raising Awareness

Ensure the establishment’s child protection policy is updated and reviewed annually and work with the governing body or proprietor regarding this.
Ensure parents see copies of the child protection policy which alerts them to the fact that referrals may be made and the role of the establishment in this to avoid conflict later
Where children leave the establishment ensure their child protection file is copied for the new establishment as soon as possible but transferred separately from the main pupil file.

APPENDIX 3

Record Keeping

A) Record to be made by an adult receiving a disclosure of abuse

This record should be made as soon as possible after the disclosure has been reported to the Designated Senior Person for Child Protection. The facts, not opinions, should be accurately recorded in a non judgemental way and should include:

The child’s name, gender and date of birth
Date and time of the conversation
What was the context and who was present during the disclosure?
What did the child say? – verbatim if possible
What questions were asked? – verbatim
Responses to questions –verbatim
Any observations concerning child’s demeanour and any injuries
The name of the person to whom you reported the disclosure
Print your name and position in school
Sign and date the record
Pass all of this to your Designated Senior Person for Child Protection

This should be retained in the original form (as it could be used as evidence in criminal proceedings), even if later typed or if the information is incorporated into a report

B) Records kept by the Designated Senior Person for Child Protection

General principles

It is useful for school staff to have a pro forma for recording information/concerns. This should include:-

pupil’s details
date and time of event/concern
nature of the concern raised
action taken and by whom
name and role of the person making the record

(for disclosures see (A) above)

This record should be passed to the Designated Senior Person who will make a judgement about what action needs to be taken, in accordance with local inter-agency safeguarding procedures.
The pupil’s general school file should be marked in some way (e.g. a yellow star) to indicate that a child protection file exists. All staff that may need to consult a child’s school file should be made aware of what the symbol means and who to consult if they see this symbol

Information about concerns, allegations and referrals relating to individual pupils should be kept in separate files rather than in one generic ‘concern log’.
Individual files should include a chronology of incidents and subsequent actions/outcomes.
If a pupil is subject of a child protection plan, this should be highlighted in some way to make it immediately obvious to anyone accessing the record.
All records relating to child protection concerns should be kept in a secure place, separate from the main school files, and access to the keys strictly controlled. Electronic records should be password protected.
Child protection information should be shared with all those in school who have a need to have it, either to enable them to take appropriate steps to safeguard the pupil or to enable them to properly carry out their own duties, but it should not be shared wider than that.

Access to child protection records

The child who is the subject of a child protection record has the right to access the file, unless to do so would affect his/her health or well-being or that of another person, or would be likely to prejudice a criminal investigation or a Section 47 assessment under the Children Act 1989.
Parents (i.e. those with parental responsibility) are entitled to see their child’s child protection file, with the same exemptions as apply to the child’s right to access the record. Note that an older pupil may be entitled to refuse access to his/her parents.
Always seek advice if there are any concerns or doubt about a child or parents reading records. However, it is generally good practice to share all information held unless there is a valid reason to withhold it, e.g. to do so would place the child at risk of harm. Any requests to see the child’s record should be made in writing so that confidential information, such as any details of other pupils, can be removed.
Child protection information should not normally be shared with professionals other than those from Social Care, the Police, Health or the Local Authority. Information should not be released to parents’ solicitors on request; advice should be sought from LA Legal Services in such cases.

Transfer of child protection records

When a pupil transfers to another school, the Designated Senior Person for child protection should inform the receiving school as soon as possible by telephone that child protection records exist. The original records must be passed on either by hand or sent by recorded delivery.
If the records are to be posted, they should be copied and these copies should be retained until there has been confirmation in writing that the originals have arrived at the new school. They can then be shredded.
Whether child protection files are passed on by hand or posted, it is good practice to have written evidence of the transfer (such as a form or slip of paper signed and dated by a member of staff at the receiving school.) This form should be retained by the originating school for 6 years (in line with guidance from the Records Management Society).
If the pupil is removed from the roll to be home educated, the school should pass the child protection file to the Principal Education Social Worker (PESW) at County Hall using the process detailed above. If the child later enrols at the same or another school, the PESW will pass on the child protection records.

Retention of records

The school should retain the record for as long as the child remains in school and then transferred as described above.
Guidance from the Records Management Society is that when a pupil with a child protection record reaches statutory school leaving age (or where the pupil completed 6th form studies), the last school attended should keep the child protection file until the pupil’s 25th birthday. It should then be shredded.

APPENDIX 4

Mandatory training

There are 4 levels of safeguarding training:-

1) Awareness

2) Single agency *all school staff and volunteers

3) Multi agency **designated senior person and deputy/ies

4) Those with particular strategic and managerial responsibilities

*Single agency training

This should include:-

how to recognise children who are, or may be, suffering harm
how to respond to child welfare concerns, including disclosures of abuse
safer working practice

This training generally takes place with other adults who work/volunteer in school, as a twilight or inset session, and can be delivered by the Designated Senior Person for Child Protection or one of the Safeguarding Officers. If an independent trainer is used by maintained schools, s/he must be approved by Dorset Safeguarding Children Board (check with the Safeguarding Unit).

Update required every 3 years

**Multi-agency training

This should give the Designated Senior Person(s):-

a higher minimum level of expertise
a greater understanding of how to work together with other agencies to identify and address child welfare concerns
the means to plan, undertake and review interventions
the ability to manage and contribute to child protection procedures

There are two similar courses (‘Safeguarding Children – Child Protection’) run within Dorset, both require 2 full days’ commitment. Information about them is sent out from the Safeguarding Unit.

In addition, there are courses which may be of particular interest to some designated or other school staff on topics such as child sexual abuse, emotional abuse and neglect etc, the details of which are sent out by the DCC Learning and Development Unit. These are in addition to, not instead of, the 2 day ‘Safeguarding Children – Child Protection’ training

Designated staff should update every 2 years through:-

1 day ‘Child Protection Update’ multi-agency course – details sent out from the Safeguarding Unit
1 day ‘Safeguarding in Schools (2)’ course for experienced designated staff – details in the PSI courses booklet and PSI news.

Reviewed in October 2011

Adopted by the Trustees at the meeting on 6th November 2011

Date of next review: October 2012

SAFEGUARDING POLICY

Philip Green Memorial School recognises that the welfare of the child is paramount and takes seriously its responsibility to safeguard and promote the welfare of the children and young people in its care.

An agreed definition of safeguarding is: ‘All agencies take all reasonable measures to ensure that the risks of harm to children’s welfare are minimised. Where there are concerns, all agencies take action to address those concerns, working to agreed local policies and procedures in full partnership with other local agencies’ - Joint Chief Inspectors’ report 2002.

Promoting welfare involves ‘creating opportunities to enable children to have optimum life chances in adulthood’ – Framework for the Assessment of Children in Need and their Families (Government guidance 2000).

The Trustees will act in accordance with Section 175 (or Section 157, for Independent Schools) of the Education Act 2002 and the supporting statutory guidance ‘Safeguarding Children and Safer Recruitment in Education’ (2007 updated 2010) to safeguard and promote the welfare of children in this school and Working Together To Safeguard Children 2010.

All children have the right to be safeguarded from harm or exploitation whatever their

race, religion, first language or ethnicity
gender or sexuality
age
health or disability
political or immigration status

Governors, staff and volunteers in this school understand the importance of working in partnership with children, their parents/carers and other agencies in order to promote children’s welfare.

The purpose of this policy is to:

afford protection for the students at Philip Green Memorial School
enable staff and volunteers to safeguard and promote the welfare of children
promote a culture which makes this school a safer place to learn

This policy applies to the Head of School, all staff (including supply and peripatetic staff), volunteers, governors or anyone working on behalf of Philip Green Memorial School

We will endeavour to safeguard children and young people by:

valuing them, listening to and respecting them
involving them in decisions which affect them
making sure all staff and volunteers are aware of and committed to the safeguarding policy and child protection procedures*
sharing information about concerns with agencies who need to know, and involving children and their parents/carers appropriately
recruiting staff and volunteers safely, ensuring all necessary checks are made*
adopting a code of conduct for all staff and volunteers*
providing effective management through induction, support and training
ensuring staff and volunteers understand about ‘whistle blowing’*
dealing appropriately with allegations/concerns about staff or volunteers, in accordance with Government guidance*

*see separate policy/guidance

Date April 2011

Date of Review: April 2012