Every Child Matters in Madrasah Keeping Children Safe

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Every Child Matters in MadrasahKeeping
Children Safe

• BOLTON SAFEGUARDING, HEALTH AND WELL-BEING BOARD

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Housekeeping

• Fire escape and procedure
• Toilets
• Smoking
• Breaks and refreshments
• Mobiles
• Anything else?

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Learning Agreement

• Treat each other with respect
• Challenge sensitively
• Listen to other people
• One person to speak at a time
• Respect confidentiality
• Mobile phones off/silent

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Objectives

• This course will help you to
• Understand your responsibility to report any
  behaviour that may place a child at risk of harm.
  
• Recognise some of the main symptoms of emotional,
  physical and sexual abuse, and neglect.
• Respond appropriately if you have a concern about
  a child to understand the referral process and
  your role within this.
• Follow national and local child protection
  procedures (including understanding Boltons
  Framework for Action).
• Be aware of relevant legislation and how it
  translates into working practice.
• Apply safeguarding principles in an
  anti-discriminatory manner.

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In the Name of Allah, The Most Merciful, The Most
Kind
????? ????? ???????? ????? ????? ?????????????
????? ???????? ??????? ????????
Say not to them (so much as) "Ugh" nor chide
them, and speak to them a generous word.
????????? ??????? ??????? ???????? ????
??????????? ????? ?????? ???????????? ?????
??????????? ????????
And make yourself submissively gentle to them
with compassion, and say O my Lord! have
compassion on them, as they brought me up (when I
was) little.
The Glorious Qura'an, 1724
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Children are a blessing and a trust. They are
source of joy and happiness but are also a
tremendous responsibility. However, God promises
us in the Quraan that, No soul should be
charged with more than its capacity. No mother
should be made to suffer on account of her child,
nor a father on account of his child. The
Glorious Qur'a'an, 2233
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The Blessed Prophet (Peace be upon him) says in
the following narration "A father gives his
child nothing better than a good education."
(Tirmidhi )?
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QUIZ
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More girls than boys are victims of sexual abuse

• TRUE
• Research (2000) 21 females and 11
• males victims of sexual abuse.

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Disabled children are not at risk of abuse

• FALSE
• Disabled children possibly 2/3 times
• more
• likely to be abused than non-
• disabled children.

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Most child sex abusers are strangers

• FALSE
• Children are more likely to be abused by
• someone they know, often a relative or
• family friend.

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Children under the age of 5 years are more likely
to be abused than older children.

• TRUE
• In March, 2001, 40 of children registered
  (nationally) as at risk of abuse were under
• 5
• years old.

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Children are resilient and therefore recover
quickly from abuse.

• FALSE
• All abuse affects children in the short-term and
  can
• have serious long-term
• effects.

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If Childrens Services (Social Services) are
involved, children are removed from home.

• FALSE
• Childrens Services try to work with families and
  help
• them to resolve difficulties. Over 90 children
• referred to them remain at home.

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Children often lie about abuse

• FALSE
• Children rarely lie about abuse. Often they are
• threatened that something very bad will happen if
• they tell. It is important that they are listened
  to and
• taken seriously.

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Definition of Abuse

• The range of ways in which people (usually
  adults) harm children physically and/or
• emotionally.
• Usually the perpetrator is in a position of power
  over the child and is often well known to them.
• They may knowingly, or unknowingly, do things, or
  fail to do things, that result in physical,
  emotional and psychological harm to the child.

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Category of Abuse (Children in Bolton with a
Protection Plan, June, 2007 )
Category Abuse Likely Abuse
Emotional Abuse 9 34
Neglect 19 80
Physical 11 19
Sexual 7 7
TOTAL 46 140

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Age and Gender(Children in Bolton with a
Protection Plan, June, 2007 )
Age group June, 2007
-1 27
1 to 4 55
5 to 9 53
10 to 15 50
16 1
TOTAL 186
Gender June, 2007
F. 82
M. 102
Unborn 2
TOTAL 186
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Legislative Background

• Law
• Children Act, 1989
• Children Act, 2004
• Adoption and Children Act, 2002
• Policy
• Working Together to Safeguard Children
• Common Assessment Framework
• National Service Framework
• Every Child Matters 5 Outcomes

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Working Together, 2006

• places of worship and faith based
  organisations need to have appropriate
  arrangements in place for safeguarding and
  promoting the welfare of children (p.73)

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Confidentiality
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Relevant Legislation

• Common Law Duty of Confidence
• Human Rights Act (1998)
• Data Protection Act (1998)
• Caldicott Guardians
• Freedom of Information Act

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Can Disclose Information if

• You have concern about welfare/safety of a child,
  or
• The subject consents, or
• You are under a legal obligation.
• NOTE This must be on a need to know
• basis and proportionate.

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The whole Picture
Early Years
Police
Education
Child Care
Connexions
Health
Youth Justice
Social Care
Youth Service
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Information Sharing
Common Assessment Framework
Bolton Child Index/Contact Point
Lead Professional
Bolton Service Directory
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Why you should do something

• Short-term effects
• Long-term effects
• Children have the RIGHT not to be abused.
• YOU can make a difference.

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The 4 Main Categories of Abuse

• Physical
• Emotional
• Sexual
• Neglect
• EXERCISE

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What you should do.

• Keep calm
• Listen carefully
• Communicate appropriately (age/language/etc.)
• Reassure them they are right to tell and are not
  to blame
• Explain what you are going to do and why
• Record as much information as soon as you can
• Consult with your head teacher/responsible person
• Consult with Bolton Council of Mosques (BCoM)
• Refer to Advice and Assessment (unless your
  head/responsible person does this).

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What you should NOT do

• Promise confidentiality
• Interrupt the childs account
• Ask leading questions
• Make negative comments about the alleged
  perpetrator
• Make assumptions
• Ask the child to repeat their account
  unnecessarily.

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Making a Referral

• CONCERN
• CONSULT WITH HEAD/DESIGNATED MEMBER OF STAFF/BCOM
• CONSULT WITH FAMILY IF POSSIBLE AND APPROPRIATE
• CONTACT RELEVANT ADVICE AND ASSESSMENT TEAM via
  BCoM
• FOLLOW UP IN WRITING (ON A CAF FORM)
• (48 HOURS)

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Common Assessment Framework - Domains
Parents and Carers
Family and Environment
Development of Child or Young Person
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Common Assessment Framework - Dimensions

• Development of Baby, Child,
• or Young Person
• Health
• Emotional and Social Development
• Behavioural Development
• Identity, including self-esteem, self-image, and
  social presentation
• Family Social Relationships
• Self-care Skills Independence
• Learning (includes Education)

• Parents Carers
• Basic Care, ensuring Safety Protection
• Emotional Warmth Stability
• Guidance, Boundaries, and Stimulation

• Family Environmental
• Family History, functioning, well-being
• Wider Family
• Housing, Employment, Financial Considerations
• Social Community elements resources,
  including education

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Exercise

• For each scenario think about
• Is this abusive or not?
• If it is, what category of abuse?
• Where would it fall on the Framework for Action?

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Questions?
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Key Messages

• Child abuse can occur in any setting, culture,
  group, religion, class, etc.
• All children have the right not to be abused and
  to have the opportunity to achieve the 5
  Outcomes .
• All staff have a responsibility to report
  concerns about a child.
• Concerns should be reported to your manager
  and/or Advice and Assessment, Childrens
• Services.

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Useful Numbers

• Advice and Assessment Teams
• North East 01204 337400
• South East 01204 337729
• West District 01204 337960
• Emergency Out of Hours Team 01204 337777
• Education Social Work Team 01204 338173
• Health Safeguarding Team 01204 492331
• Police Public Protection Investigation Unit
  0161 856 7948