Extended CP Course

1
C
An Introduction to Child Protection Safeguardin
g Promoting the Welfare of Children and Young
People
2
Aims Objectives
C

• At the end of this session participants will
• Be clear about key roles and responsibilities in
  and for schools
• Understand the safeguarding agenda for schools
  and where child protection fits into it
• Be aware of different types of abuse and possible
  signs and symptoms
• Be clear about what to do if they are concerned
  about a child
• Be clear about how to respond to a child who
  tells them about possible abuse

3
C
What has child abuse got to do with me?
4
Safeguarding in Education
C
ICT / E-safety
Safe Recruitment Selection
Child protection
Duty to Safeguard Promote Welfare
Whistle-blowing
SEN and CiC
Behaviour Management
Managing Allegations
Extended Services
School Security Physical Environment
PSHE Curriculum
Attendance admissions exclusions
Anti-Bullying
Staff Conduct (inc. volunteers)
5
C
Barriers to taking appropriate action
6
C
Taking action
What if Im wrong
I could make things worse
Fear
Not my job
I dont know what to do
CHILD
Disbelief
What do I know about child abuse?
Protection of Child
7
Potential Pitfalls
C

• Losing sight of the child e.g. Unwillingness to
  challenge where we have concerns
• Mindsets e.g. It doesnt happen here
• Failure to share information
• Unclear about roles / responsibilities
• Failure to seek appropriate advice / support
• Failure to record
• Assumptions e.g. someone else will act, about the
  family, explanations etc
• Not acting promptly where we have concerns e.g.
  same day

8
Main Legislation Guidance
C

• Children Act 1989
• Education Act 2002
• Children Act 2004
• Bichard 2005

• Working Together to Safeguard Children 2006
• DfES Safeguarding Children and Safer Recruitment
  in Education (January 2007)
• BNES Safeguarding Children Procedures
• Schools CP Policy / Procedures
• www.swcpp.org.uk

9
Legal Responsibilities under Section 175 (S157
Independent Schools)
C

• Safeguarding Promoting Welfare- covers more
  than the contribution made to child protection in
  relation to individual children e.g. bullying,
  medical needs, school security etc
• LAs, Governing Bodies and establishments must
  have in place relevant policies and procedures
• Must have DTCP for child protection (and back-up
  person recommended)
• DTCP to update their cp training every two years
• All staff to receive training every three years
  and on induction
• Safe recruitment procedures
• Not about increased individual liability.
  Legislation refers to making and having in place
  arrangements

10
DTCP Role and Responsibilities
C

• Responsible for maintaining child welfare and
  child protection records centrally, securely and,
  where appropriate (i.e. CP records),
  confidentially
• Responsible for sharing records appropriately
  when children leave or move schools
• Responsible for co-ordinating action in child
  protection situations e.g. monitoring and support
  plans in school, referring to other agencies,
  attending Child Protection Conferences and other
  meetings

• Ensures that a CP policy is in place and that
  staff are aware
• Reviews policy annually and ensures sign-off by
  Governing Body
• Attends refresher training every 2 yrs (inc.
  multi-agency training)
• Ensures all staff receive induction and an update
  every 3 yrs
• Offers support and advice to staff , day to day,
  who may have concerns about children in school.

11
C
Categories, Signs and Symptoms of Abuse
12
Child Abuse?
C

• When a child is hurt or harmed by another person
  in a way that causes significant harm to that
  child and which may have an effect upon the
  childs health, development or well-being, via
  acts of omission or commission.

13
Physical Abuse
C

• 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 feigns the
  symptoms of, or deliberately causes ill health to
  a child whom they are looking after.

14
C
For Accidental Injuries
For Non-Accidental Injuries
Eyes
Forehead
Ears
Crown
Cheeks
Mouth
Body spinal protuberances
Neck
Shoulder
Chest
Elbow
Upper Arms
Liana crest (hip)
Inner Arms
Stomach
Genitals
Knees
Front Thighs
Buttocks
Shins
Back Thighs
15
Physical Abuse
C

• Not all bruising or marks are causes for concern
• No failsafe checklist exists
• No need to investigate / diagnose
• What and where e.g. linear, outline, several /
  recurrent, parallel, soft tissue
• Are explanations consistent e.g. child, parent?
• Patterns? Circumstances? Life events / changes /
  behaviour?
• Act promptly same day discussion with DTCP
• No photos! Clear records!

16
Emotional Abuse
C

• The persistent emotional maltreatment of a child
  such as to cause severe and persistent adverse
  effects on a childs emotional development.
• It may involve conveying to a child 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 childs developmental capability, as
  well as overprotection and limitation of
  exploration and learning, or preventing the child
  participating in normal social interaction.

17
For example, for a child this can mean
C

• Persistent ridicule,rejection, humiliation
• Living in atmosphere of fear and intimidation
• Being allowed no contact with other children
• Inappropriate expectations being imposed
• Low warmth, high criticism
• Being bullied, scapegoated

18
Neglect
C

• Is the persistent failure to meet a childs basic
  physical and/or psychological needs, likely to
  result in the serious impairment of the childs
  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 a
  home or abandonment.

19
For example, for a child this can mean
C

• Lack of adequate nourishment/shelter
• Not receiving medical attention when necessary
• Lack of interest in the welfare of the child
• Inappropriate clothing
• No boundaries, limits in terms of actions and
  behaviour
• Childs needs not recognised / prioritised by
  parents

20
Sexual Abuse
C

• Sexual Abuse of children is the actual or likely
  sexual exploitation of a child or adolescent
  under 18years of age by any person. This would
  include any form of sexual activity to which the
  child cannot give true consent either by law or
  because of ignorance, dependence, developmental
  immaturity, or fear.

21
C

• Not necessarily about touch / penetrative acts
  e.g. access to inappropriate materials, language,
  what children see
• Barriers to disclosure i.e. grooming
• May be physical, emotional, social / behavioural
  signs although may be subtle and attributable,
  potentially, to a range of things

22
C
Talking Listening to Children
23
Talking and Listening
C

• Do
• Keep an open mind
• Reassure the child that they are right to tell
• Listen carefully
• Work at the childs pace
• Ask only open questions if you must ask them,
  clarify the facts, dont interrogate
• Explain what you need to do next
• Record accurately and quickly using childs words
• Pass on to DTCP same day

• Dont
• Make false promises about confidentiality
• Interrupt
• Interrogate / investigate
• Assume e.g. this child tells lies
• Make suggestions about what is being said
• Speculate or accuse anyone
• Show anger, shock etc
• Tell the child to go and speak to someone else
• Forget to record accurately and/or pass on to
  DTCP

24
Recordings need to
C

• Be written as soon as possible ( certainly
  within 24 hrs)
• Be written in ink, signed and dated
• Differentiate clearly between fact, opinion (if
  one is offered) interpretation
• Use the childs language wherever possible (if
  you use quotation marks be very clear precise!)
• Be given to the appropriate person (DTCP) as a
  matter of urgency

25
What Next?
C

• Am I clear enough about my role in school and
  that of other key people?
• Am I clear about the relevant policies and
  procedures in school?
• Am I clear about what I should do if I am
  concerned about a childs welfare?
• Am I clear about the appropriate sources of
  advice and support available to me?
• Is there anything I need to speak to the DTCP
  about?