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. The modifications will 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 subjects will allow the increased time spent on areas that our students require.
In all subjects the key features of content will be the recognition of practical application for the future linked to the syllabae of externally accredited courses.
A parallel life skills curriculum based upon the ECM Every Child Matters will be offered to all students. This course will be based upon needs identified by parents and students as “required” for the future. It has been designed to address skills for living rather than for life or work.
The mixed curriculum allows students to develop skills based upon individual needs, aptitude and aspirations taking greater or lesser portions of each.
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 NC and the living skills curriculum are supported, generalised and consolidated. This curriculum is planned to meet the requirements of the Every Child Matters 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 set out differentiated expectations for each student.
All teaching is differentiated to meet the needs of students and provide challenges and progression.
The curriculum is divided into KSIII, KSIV, the parallel Curriculum (Marquess of Salisbury) and Post 16. Skills for living increases as students move through the school.
Vocational courses are offered at Post 16 as is work experience. A BTEC is to be introduced to accredit these in September 2009.
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 2009
Next review: February 2011
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. Students must also be in the age range 11-16 years at the date of admission.
- 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 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 2009
Next Review May 2011
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.
Statement
Restraint or reasonable force may only be used to prevent injury to the student, other students or staff or to safeguard property from serious damage. It may also be used to prevent a criminal offence or any behaviour prejudicial to maintaining good order and discipline at the school or among any of its pupils, whether that behaviour occurs in a classroom during a teaching session or elsewhere. Staff will receive training in the use of restraint from qualified instructors using the PRICE system. This system has been instituted at this school and will be the procedure used. The school will not allow any restraint that might cause injury or unnecessary pain or damage to any student. Staff found to be using any such methods will be subject to the school disciplinary procedures.
Persons authorised to use restraint or ‘reasonable force’
Only those staff authorised by the Head of School or Head of Residential Support 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.
Following an Incident
A detailed report of any incident which requires force must be written by the staff involved in the restraint book.
The incident must also be noted in the Behaviour Incident Book with the time, date and identification of member of staff for every account.
The written report must include:
- The name(s) of the pupil(s) involved and when and where the incident took place and duration.
- The name of any other staff or pupils who witnessed the incident.
- The reason that force was necessary, (e.g. to prevent injury to the pupil, another pupil or member of staff).
- How the incident began and progressed, including details of the pupil’s behaviour, what was said by each of the parties, the steps taken to defuse or calm the situation, the degree of force used, how that was applied and for how long.
- The pupil’s response and the outcome of the incident.
- Details of any injury suffered by the pupil, another pupil, or a member of staff and of any damage to property.
Parental Involvement
Parents will be informed by the Head of School or Head of Residence of any incident involving their child that resulted in a long period of restraint.
Parents will be provided with information regarding the incident.
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 Headteacher and the Head of Residential Support and possibly social Services.
If a complaint is made against the Headteacher or Head of Residence using restraint or ‘reasonable force’, they will be excluded from the internal investigation and another senior staff member will investigate.
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.
Types of Force
Physical intervention can take several forms¹. It might involve staff:
- Gently holding a pupil’s hand(s).
- Placing a hand on the shoulder.
- Leading by the hand.
- Distraction/diffusion techniques.
More substantial responses may be required² and could include:
- Physically interposing between pupils.
- Blocking a pupil’s path.
- Holding.
- Pushing.
- Pulling.
- Leading a pupil by the hand or arm.
- Shepherding a pupil away by placing a hand in the centre of the back.
- (In extreme circumstances) using more restrictive holds.
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.
² To assist staff in the successful delivery of this policy, the school will provide in service training.
Reviewed June 2009
Next reviewed June 2011
BEHAVIOUR POLICY
Aim
To develop behaviour which will allow the students to integrate successfully into the school community, the local community and the wider community including workplaces if appropriate.
Expectation
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.
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
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
- school
- home
- mealtimes
- Outings
- Minibus
- Common Rooms
To Achieve
1. 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) Parents support to “appropriate behaviour” and adherence to it.
d) Written/pictorial form of “appropriate behaviour” where appropriate.
e) Censure of inappropriate behaviour with clear sanctions related to the inappropriate behaviour.
f) Staff adherence to the same behaviours to provide appropriate role models.
g) 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.
h) Sanctions that are relevant and timely will be recorded and reviewed for efficacy
2. 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
3. Behaviour will be criticised not the student.
4. 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
5. 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
6. Strategies to encourage appropriate behaviour will be discussed with new staff during the induction
process and guidance given by mentor staff.
7. 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
8. Rules must be defined on a formal basis for agreed aims, with everyone’s role clearly defined and
where necessary involving negotiated agreement.
9. 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.
10. Parents will be informed of any persistent behaviour difficulties and the programmes which have been put
into effect to alter the inappropriate behaviour.
11. Long term difficulties will be investigated through a behaviour review meeting
12. Staff will review the Behaviour Policy, procedures and sanctions annually as a staff group.
13. The Policy and Procedures including Sanctions will be reviewed with the students as a group, individually
and via the Student Council at least annually
14. 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
15. 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.
16. Staff usage of sanctions will be cross referenced with the Behaviour book, Restraint Book and
Student fortnightly summary to identify trends
17. A reward system “Wednesday Treat” will be used for class Time to recognise consistent levels of effort in
both class work and class behaviour.
18. 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
Reviewed May 2009
Next review May 2010
BULLYING POLICY
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 Race Relations Amendment Act 2000 and the DCSF Guidance as outlined in “Bullying-Don’t suffer in silence”
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. Strategies to prevent bullying will be set out, reviewed and monitored regularly for efficacy.
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 school day and buildings will be risk assessed annually to identify risk areas and times when bullying
might most likely occur.
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 bullies 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.
15. There an incident of severe bullying is clearly shown, parents, and placing authorities of all students involved
will be notified.
16. The SMT will review the bullying policy and initiatives to ascertain 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 differentiate to
meet their needs in the same way as they do in any other learning.
Reviewed May 2009
Next Review May 2010
CHILD PROTECTION POLICY
Principles
1.0 This school takes it’s responsibilities to safeguarding and promoting the welfare of the students within its
care seriously. This policy is related not only to the children but also the vulnerable adults within our care.
The generic term students within this document therefore relates to all our young people.
1.1 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 Inspector’s Report 2002.
1.2 Safeguarding encompasses many aspects of school life, wherever a student’s welfare might be ompromised,
child protection is one very important aspect of safeguarding. All staff will understand that the Child
Protection procedures within this school apply to ALL students including those over 18. Staff should
however be aware that the outcomes and procedures may differ slightly.
1.3 Promoting welfare involves ‘creating opportunities to enable students to have optimum life chances in
adulthood’ – Framework for the assessment of Children in need and their families (Government guidance
2000)
1.4 The Trustees will act in accordance with Section 175 of the education Act 2002 to safeguard and promote
the welfare of students at this school.
1.5 All students 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.
1.6 This school follows the Inter-agency Child Protection Procedures – December 2006 adopted by our link LA
Dorset, referenced in the ‘yellow file’ and updated regularly.
1.7 Staff, Volunteers and Trustees in this school are committed to fostering an ethos which:
- encourages and supports parents/carers and works in partnership with them.
- Listens and values students
- Ensures all staff and volunteers are aware of signs and symptoms of abuse, know the correct procedure for referring concerns or allegations and receive appropriate training to enable them to carry out these requirements.
- Maintain a safe school environment for all pupils.
- Exercise their duty to work in partnership with other agencies and to share information with them in accordance with legislation (Children Act 2004).
1.8 We recognise that school staff and volunteers, because of their contact with and knowledge of the students
in their care, are well placed to identify abuse and offer support.
1.9 Our recruitment and selection procedure includes all checks on staff suitability to have contact with children
and vulnerable adults. This includes enhanced Criminal Records Bureau checks as recommended and in
accordance with current legislation and guidance (Safeguarding Children and Safer Recruitment in Educational
Settings DCSF 2006). The same recruitment process and procedures will be adopted for individuals who
volunteer in school on a regular basis and Trustees
1.10 Statements about or allegations of abuse or neglect made by students will always be taken seriously and
acted upon promptly.
1.11 This school recognises that it is an agent of referral and not of investigation; no action will be taken knowingly
which might undermine a criminal investigation. Investigating agencies are Children’s Services Social Care and
the Police.
Procedures for Referral/Principles for Intervention to Protect Children and Vulnerable Adults
2.0 All action taken in line with the following guidance.
- Bournemouth, Dorset and Poole Interagency Child Protection Procedures and Guidance.
- DCSF Guidance (2006) – Safeguarding Children and Safer Recruitment in education.
- Working together to Safeguard Children 2006 – Guidance published by the Department of Health.
- What to do if you’re worried a child is being abused – Government Guidance – DCSF 31553
2.1 Any member of staff, volunteer or visitor to this school who receives a disclosure of abuse or suspects that
abuse may have occurred MUST report it to the designated Child Protection Officer on call. There is always a
Designated Child Protection Officer on call when school is in session. Staff lists indicate the Designated Child
Protection Officers as (CPO). The Designated persons for child protection are stated in all handbooks and the
school office. There will always be at least two, and usually three full trained Designated Child Protection
Officers on staff at PGMS and one will be on call at all times when school is in session.
2.2 If appropriate the designated senior person for child protection will inform the Duty Officer of the student’s
home Social Care Assessment Team unless the student has a designated Social Worker in which case they
will be contacted.
Local Offices Contact Numbers
Dorchester 01305 251414
Bridport 01308 422234
Sturminster Newton 01258 472652
Weymouth 01305 760139
Portland 01305 760139
Purbeck 01929 553456
Ferndown 01202 877445
Christchurch 01202474106
2.3 Telephone referrals to Children’s Services Social Care local offices should be confirmed in writing within 24
hours, using the Interagency Referral Form.
2.4 In general school staff will discuss their concerns with parents/carers and advise them of any referrals to
Children’s Services Social Care unless it is considered that to do so will place the student at risk of harm.
Advice will be taken from the investigating agencies if there is any doubt.
2.5 The designated Officer for child Protection will assist the investigating agencies to make enquires into
concerns of child welfare. This will include ensuring that this school is represented at Child Protection
Conferences and that information about the student is provided as requested.
2.6 The Senior Designated Child Protection Officer will be responsible for coordinating action and liaising with
other agencies and support services over Child Protection and other safeguarding issues
2.7 Confidentiality must be maintained and information relating to individual students or their families will be
shared with staff on a strictly ‘need to know’ basis.
2.8 We understand that concerns about significant harm may arise about students who already have an
allocated social workers and we will pass on such concerns without delay.
2.9 Every member of staff has an individual responsibility for child protection. Where there is concern about a
student’s welfare and the Designated Child Protection Officer is not immediately available, or it is felt that
he/she is not taking the concerns seriously, another designated Child Protection Officer should be
approached or the concern should be passed to the local safeguarding team at Ferndown local office Tel :
01202 877445.
Concerns about staff behaviour towards students
3.0 Local procedures plus the Government guidance ‘Working Together to Safeguard Children’- ‘Procedures for
Managing Allegations against People who Work with Children’ and DCSF Guidance ‘ Safeguarding Children
and Safer Recruitment in Education Chapter 5. and Dealing with Allegations of Abuse against Teachers.
3.1 All concerns/allegations about adults who work in our school will be taken seriously and will be dealt with by
the Head of School. The Head of school will contact the Officer for Child Protection (who is the Local
Authority Designated Officer LADO for schools) for consultation on 01305 225057. The LADO will record the
consultation and will advise on the appropriate action that needs to be taken, which world include a referral
to investigating agencies. (If the LADO is not available, there should be no delay in taking advice or referral to
Children’s Services Social Care). Due recognition will be paid to the stress caused by such an allegation and
appropriate skills deployed to balance the needs of the student and support for the member of staff. However
the needs of the student must take precedence (Children’s Act 1989, Section 1 (1) (b).
3.2 Where the allegation is against the Head of school the LADO should be contacted by other CPO designated
staff or the Chair of Trustees for advice on how to proceed.
3.3 In order to minimise the risk of harm to students and of accusations being made against staff as a result of
their daily contact with students, Trustees should ensure, through the Head of School, that all staff are aware
of safe working practices and follow guidelines on the use of control and physical restraint.
Supporting Students
4.0 We recognise that a student who is abused, who witness violence or who live in a violent environment may
feel helpless and humiliated, may blame him/herself or find it difficult to develop and maintain a sense of self
worth.
4.1 We accept that research shows that the behaviour of a child in theses circumstances may range from that
which is perceived to be normal to aggressive or withdrawn
4.2 Our school will support all students by:
- encouraging the development of self-esteem and resilience in every aspect of school life whilst not condoning aggression or bullying
- promoting a caring, safe and positive environment
- liasing and working together with all agencies
- ensuring there is a named of staff for ‘Looked after Children’
Record Keeping
5.0 Any member of staff or volunteer receiving a disclosure of abuse, or noticing possible abuse, must make an
accurate record as soon as possible, noting what was seen or heard (recording the student’s own words
as far as possible) putting the event into context, and giving the date, time and location. Information should be
recorded in non judgemental, non emotive terms. All records must be dated and signed.
5.1 All hand written records must be retained, even if they are subsequently typed up in a more formal report.
5.2 All records relating to child protection concerns will be kept in a secure place and remain confidential. They
do not form part of the student’s educational records and are not required to be disclosed to parents/carers.
Any requests from parent’s/carer’s solicitors to have records disclosed to them should be passed to the Trust
Solicitors for advice.
5.3 Files relating to concerns about students will include a chronology of incidents and subsequent
actions/outcomes.
5.4 Staff must ensure that they monitor closely the welfare, progress and attendance of pupils on the child
Protection Register and that they provide information as required by the social worker, the LA Officer for Child
Protection and educational Social worker and attendance Service. There should be an agreement via the
protection plan about at what point the Social Worker or another member of his/her team will be informed if a
student on the child Protection Register is absent from school.
5.5 If a student moves from one school to another the designated senior person for child protection should inform
the receiving school immediately by telephone that child protection records exist. The original records must be
passed on either by hand or sent by recorded delivery. In such cases it would be good practice to retain
duplicate records, as recommended by a recent serious case review (conducted when a child dies, and
abuse or neglect are known or suspected). These duplicate records should be kept for 10 years.
5.6 It is recommended that a student’s records are kept for 10 years after he/she leaves compulsory education.
Parental Involvement
6.0 This school is committed to helping parents/carers understand its responsibility for the welfare of all pupils.
6.1 Parents/carers will be made aware of the school’s child protection policy via the school prospectus and
initial meetings with parents of new pupils.
- SEE APPENDIX FOR SUGGESTED STATEMENT FOR INCLUSION IN PROSPECTUS.
2.6 As previously stated, where possible, concerns about children should be discussed with parents/carers in
the first instance and the designated senior person should advise of the need to make referrals to the
Children’s Services Social Care local office, unless to do so would place the pupil at increased risk of
significant harm.
Training
7.0 Trustees recognise the importance of child protection training for the designated senior person and for all
other staff and volunteers in the school.
7.1 The designated senior person must attend training events organised by the LA or the Local Safeguarding
Children Board. This person must have inter-agency training and receive ‘refresher’ training at least every
two years.
7.2 Child protection must be part of induction training for all new staff and volunteers. All staff will complete
Child Protection Training within 3 months of appointment. Staff who do not have lead responsibility for child
protection must have ‘refresher’ training at least every three years.
7.3 All staff will be made aware through the Induction process of the responsibilities inherent in their position in
relation to the Sexual Offences Act 2003. The Code of Conduct and Staff handbook will also set out these
responsibilities.
The Role of the Trustee Body
8.0 Trustees will ensure that the school has identified a designated senior person for child protection, and
deputy/ies, and consider a nominated Trustee for safeguarding.
8.1 The nominated Trustee for safeguarding, in liaison with the designated senior person, will ensure that the
school has an effective child protection policy and clear procedures in place, and that these are known to all
members of staff (including supply staff) and volunteers. Newly appointed staff should read copies of the
policy and procedures as part of their induction training.
8.2 The Trustees will receive an annual report on changes to the child protection policy or procedures, training
undertaken by the designated senior person, other staff, volunteers and governors; the number of child
protection incidents/cases (without detail or name), and how safeguarding issues are addressed throug
the curriculum.
8.3 The Trustees will review and up-date (if appropriate) the child protection policy on an annual basis and
ensure a copy if sent to the designated LA officer.
8.4 As previously stated, The Chair of Trustees will take action, according to agreed procedures, where there
are allegations against the Head of School.
8.5 From September 2009 the Trust will phase in full ISA registration for all staff, starting with new appointments.
8.6 There will be an annual review of the Child Protection Policy and Procedures for all staff in September of
each year. New staff will be made aware of these policies and procedures during the induction process.
The Curriculum and Safeguarding in Relation to Other School Policies
9.0 The Trustees place important on the curriculum in the safeguarding of children. They aim to ensure that
curriculum development meets the following objectives:
- developing pupil self-esteem
- developing communication skills
- Informing about all aspects of risk
- developing strategies for self protection
- developing a sense of the boundaries between appropriate and inappropriate behaviour in adults
- developing non-abusive behaviour and respect between pupils and adults
9.1 The child protection policy should be read in conjunction with the school’s policies on attendance,
appointments, Code of Conduct, Intimate Care, complaints, curriculum, discipline (including anti-bullying)
health and safety, race equality, risk assessments, PSHEE, staff discipline, conduct and grievance
procedures.
Children with Special Educational Needs
10.0 Trustees recognise that children with special educational needs may be especially vulnerable to abuse and
expect staff to take extra care to interpret correctly apparent signs of abuse or neglect.
10.1 Staff responsible for any intimate care of children will undertake their duties in a professional manner at all
times and ensure that child’s dignity is preserved with a high level of privacy, choice and control. There will
be close partnership with parents/carers.
10.2 The school has an intimate care policy which is/will be available to parents/carers on request.
10.3 Students will receive instruction on personal safety via both the school and extended curriculum. This will
involve practical safety e.g. stranger danger, road safety, water safety, as well as sexual safety and
relationships.
Whistle blowing
11.0 We recognise that children cannot be expected to raise concerns in an environment where staff fail to do
so.
11.1 All staff and volunteers should be aware of their duty to raise concerns where they exist, about the
management of child protection, which may include the actions of colleagues. Any such concerns should
be raised with the Headteacher or LA Designated Officer.
Further information on legislation and guidance can be found at
www.teachernet.gov.uk/child protection/guidance.htm )
This policy was adopted by the Governing Body on 3rd June 2009
This policy was reviewed in June 2008 and will be reviewed again in June 2010.