Safeguarding Children Policy

This policy pays due regard to:
‘Keeping Children Safe in Education September 2022’
Working Together to Safeguarding Children 2018
PREVENT Duty 2015
FGM Act 2003

Aims and objectives

We strive to educate all of our pupils within an environment where they feel safe, confident and secure. Safeguarding and the wellbeing of the pupils should be at the heart of everything we do, whatever aspect of school life we engage in. The overall aim of this policy is to safeguard and promote the welfare of the children in our care (in situations where child abuse is suspected our paramount responsibility is with the child) This will be achieved by

• continuing to develop awareness in all the staff of the need for Child Protection and their responsibilities in identifying abuse
• ensure that all the staff are aware of referral procedures within the setting
• monitor children who have been identified as ‘at risk’
• ensure that outside agencies are involved were appropriate
• creating an environment where children feel secure, have their viewpoints valued, are encouraged to talk and are listened to
• delivering a PSHE(R) curriculum that teaches children about healthy relationships

This policy applies to anyone working on behalf of Prestwich Preparatory School including staff, volunteers and students.

Setting Procedures

1. Any member of staff with an issue of concern relating to Child Protection (it should be made clear to students that CONFIDENTIALITY CANNOT BE GUARANTEED IN RESPECT OF CHILD PROTECTION ISSUES) should immediately discuss it with a senior member of staff who will inform the designated teacher.  Allegations of child abuse must always be given the highest priority and referred immediately to the Head teacher.
2. The Head teacher will then decide on the appropriate course of action (based on current SCB guidelines).

Multi Agency Safeguarding Hub (MASH) 0161 253 5678  Out of hours: 0161 253 6066

1. Information for parents/carers will be published in the policy folder telling them that staff are required to follow the procedures laid down by the SCB.
2. Allegations against school staff.  Staff must protect themselves especially when meeting on a one to one basis with students and should bear in mind that even perfectly innocent actions may be misconstrued.  Staff who hear an allegation of abuse against another member of staff should report the matter immediately to the Head teacher so that SCB procedures can be followed.  If the allegation is against the head teacher it should be taken directly to another member of the senior management team. They will then follow the statutory guidelines to ensure appropriate action is taken. Any allegation must be reported to the Local Authority.

Designated officer (LADO): Mark Gay 0161 253 5342   Ofsted: 0300 123 4666

Harmful Behaviours (Child-on-child Abuse)

Behaviour of children should be considered in the context of

• Age/stage developmental stage of child
• Intent to cause harm/upset
• Regularity of behaviour

We use the Hackett continuum tool to access the nature of behaviour in terms of whether it is developmentally typical, problematic or harmful. With this in mind while some behaviours may be developmentally typical it may be inappropriate for the situation and as such staff should work with children and parents to discourage the behaviour in the given context.

When responding to incidents it is important to put it into context of child’s lived experiences, your professional knowledge and judgement of child’s. Any responses should involve parents and staff must be mindful of confidentiality with regard further action, even if behaviour is known to many. Whole school and class approaches should be used as well as individual.

In school we will use the SDSE method:

Stop – stop the behaviour/activity

Define – define the behaviour/activity

State the school rule – e.g. Remember at school we…

Enforce and redirect

Enforcement should not be punitive but should make clear that behaviours cannot continue.

Online Safety

As technology becomes an increasingly larger part of our life and that of our children it is important that they learn to access and use these resources safely. The online world has changed the way we access information, communicate and interact with one another and make friends. While there are benefits there are also risks and it is our duty to ensure children are aware of these and how they can seek support or report concerns they have. We teach children how to be safe online during our PSHE lessons and staff have accessed training via a number of agencies e.g. NDNA, DfE, NSPCC and the Local Authority on this topic.

Dealing with Disclosure of abuse

If a child chooses to tell a member of staff about possible abuse there are a number of things that should be done to support the child.

• Stay calm and be available to listen
• Listen with the utmost care to what the child is saying
• Don’t put words into the child’s mouth but note the main points carefully
• Keep a full record – date, time, what the child did, said etc.
• Reassure the child and let them know they were right to inform
• Inform the child that this information will have to be passed on
• Immediately inform the head teacher

 

Monitoring and Record Keeping

It is essential that accurate records be kept where there are concerns about the welfare of a child.  These records should be kept in a secure, confidential file separate from the child’s school records.  It is important to recognise that regulations published in 1989 do not authorise or require the disclosure to parents of any written information relating to Child Protection, although the preferred practice is for parents to be informed of and agree to any referral being made (unless it relates to sexual abuse or child in immediate danger).

Staff must keep the head teacher informed of

• Poor attendance and punctuality
• Concerns about appearance or dress
• Changed or unusual behaviour
• Concerns about health and emotional well being
• Deterioration in educational progress
• Discussions with parents about their concerns relating to their child
• Concerns about home conditions or situations
• Concerns about pupil on pupil abuse (bullying)

When there is suspicion of significant harm to a child and a referral is made as much information as possible should be given about the nature of the suspicions, the child and family.  Use of previous records (if available) may prove to be particularly useful in this respect.

Reports may be needed for the Child Protection Case Conferences or the criminal/civil courts.  Consequently records and reports should be

• Factual (no opinions)
• Non-judgemental (no assumptions)
• Clear
• Accurate
• Relevant

 

The Role of the Designated Teacher

• To ensure that all staff know the designated teacher responsible for Child Protection issues.
• To refer promptly all cases of suspected child abuse to the local social services department or the police child protection team.  Unless it involves sexual abuse or imminent danger to the child parents must be informed of any referrals.
• To maintain and update as necessary the Child Protection Monitoring List.
• To organise regular training in child protection within the setting
• To ensure that all staff know about and have awareness of SC guidelines
• To co-ordinate action where child abuse is suspected
• To facilitate and support the development of a whole school policy on Child Protection
• To attend case conferences or nominate an appropriate member of staff to attend on his/her behalf
• Maintain records of case conferences and other sensitive information in a secure  confidential file and to disseminate information about the child only on a ‘need to know basis’
• To pass on records and inform the key worker who is on the Child Protection Register leaves the nursery.  The custodian of the register must also be informed.
• To raise staff awareness and confidence on child protection procedures and ensure new staff are aware of these procedures.
• To keep up to date with current practice by participating in training opportunities wherever possible.

 

Recruitment of staff

Our recruitment process aims to ensure we deter, reject or identify people unsuited to work with young children.   As such it is essential that our commitment to safeguarding and promoting the welfare of children and young people is shared by all staff and volunteers.  Before appointing a member of staff we check identification, obtain professional and character references, hold interviews and carry out enhanced disclosures via the DBS. If a member of staff is appointed while awaiting a disclosure they will not be allowed unsupervised access to children and their employment will be conditional of a satisfactory disclosure.   Once appointed staff will be given a copy of all policies including safeguarding policy as part of their induction.  Staff will also be expected to attend training on such matters some of which may be in house others with the local early years or LSCB. Staff are expected and have a duty to disclose any convictions, cautions, court orders or reprimands that may affect suitability to work with children.

Key Roles & Responsibilities

The SLT (Senior Leadership Team) has a strategic leadership responsibility for the school’s safeguarding arrangements and must ensure that they comply with their duties under legislation. The SLT has a legal responsibility to make sure that there are appropriate policies and procedures in place, which have a regard to statutory guidance, in order for appropriate action to be taken in a timely manner to safeguard and promote children and young people’s welfare. The SLT will also ensure that the policy is made available to parents and carers by publishing this on the school website or in writing if requested.

The SLT will ensure they facilitate a whole school approach to safeguarding. This means involving everyone in the school and ensuring safeguarding and child protection are at the forefront and underpin all relevant aspects of processes and policy development, and that all systems, processes and policies are transparent, clear and easy to understand and operate with the best interests of the child at their heart.

The SLT will ensure that where there is a safeguarding concern school will make sure the child’s wishes and feelings are taken into account when determining what action to take and what services to provide. Systems will be in place that are well promoted, easily understood and easily accessible for children to confidently report any form of abuse, knowing their concerns will be treated seriously, and knowing they can safely express their views and give feedback.

The SLT will ensure that the school contributes to multi-agency working in line with statutory guidance Working Together to Safeguard Children and that the school’s safeguarding arrangements take into account the procedures and practice of the locally agreed multi-agency safeguarding arrangements in place.

It is the responsibility of the proprietor to ensure that staff and volunteers are properly vetted to make sure they are safe to work with the pupils who attend our school and that the school has procedures for appropriately managing safeguarding allegations made against members of staff.

The DSL (Designated Safeguarding Lead) will take lead responsibility for safeguarding and child protection. The DSL and any alternate DSL’s will provide advice and support to staff in school and will liaise with the local authority and work with other agencies in line with Working Together to Safeguard Children.

During term time, the DSL and/or an alternate should always be available during school hours for staff to discuss any safeguarding concerns. The DSL will make arrangements for adequate and appropriate cover arrangements for any out of hours/out of term time activities.

The Head Teacher will ensure that the polices and procedures are adopted by the school are fully implemented and that sufficient resources, time and training are provided to enable staff members to discharge their safeguarding responsibilities and contribute effectively to a whole school approach to safeguarding. The Head will be responsible for ensuring a culture of safety and ongoing vigilance that fosters the belief that ‘it could happen here’.

All staff have a responsibility to provide a safe environment in which children can learn. All staff working directly with children must read and ensure they understand at least Part One of KCSiE. Those staff that do not work directly with children must read and ensure they understand Part One.

All staff should be aware of indicators of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection. All staff should maintain a belief ‘it could happen here’ where safeguarding is concerned and if staff have any concerns about a child’s welfare they must act on it immediately. All staff should be able to reassure victims that they are being taken seriously and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting abuse, sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report.

All staff should know what to do if a child tells them he/she is being abused, neglected or exploited, and/or is otherwise at risk of involvement in criminal activity, such as knife crime, or involved in county lines drug dealing.

All staff should be aware of the process for making referrals to children’s social care and for statutory assessments under the Children Act 1989 that may follow a referral, especially section 17 (children in need) and section 47 (a child suffering, or likely to suffer, significant harm) along with the role they might be expected to play in such assessments.

All staff should be aware of the early help process and understand their role within it. This includes providing support as soon as a problem emerges, liaising with the DSL, and sharing information with other professionals in order to support early identification and assessment, focusing on providing interventions to avoid escalation of worries and needs. In some cases, staff may be asked to act a the lead professional in undertaking an early help assessment.

Any child may benefit from early help, but all school staff should be particularly alert to the potential need for early help for a child who:

• Is disabled or has certain health conditions and has specific additional needs
• Has special educational needs (SEN) whether or not they have a statutory Education, Health and Care Plan.
• Has a mental health need.
• Is a young carer.
• Is showing signs of being drawn in to anti-social or criminal behaviour, including gang involvement and association with organised crime groups or county lines.
• Is frequently missing/goes missing from care or from home.
• Is at risk of modern slavery, trafficking or sexual or criminal exploitation.
• Is at risk of being radicalised or exploited.
• Has a family member in prison, or is affected by parental offending.
• Is in a family circumstance presenting challenges for the child, such as drug and alcohol misuse, adult mental health issues or domestic abuse.
• Is misusing alcohol and other drugs themselves.
• Has returned home to their family from care.
• Is at risk of ‘honour’ based abuse such as Female Genital Mutilation (FGM) or forced marriage.
• Is a privately fostered child.
• Is persistently absent from education, including persistent absences for part of the school day.

Knowing what to look out for is vital to the early identification of abuse and neglect and specific safeguarding issues such as child criminal exploitation and child sexual exploitation. If staff are unsure, they should always speak to the DSL (or deputy). If in exceptional circumstances the DSL (or deputy) is not available, this should not delay appropriate action being taken. Staff should consider speaking to a member of the senior leadership team and/or take advice from children’s social care. In these circumstances, any action taken should be shared with the DSL as soon as is practically possible.

Recognising concerns – signs and indicators of abuse

All staff should be aware of indicators of abuse and neglect so that staff are able to identify cases of children who may be in need of help or protection Staff should be aware that children can be at risk of harm inside and outside of school, inside and outside of home and online. Staff should exercise professional curiosity and know what to look for as this is vital for the early identification of abuse or neglect.

All staff should be aware that abuse, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases, multiple issues will overlap with one another.

All staff should consider whether children might be at risk of abuse of exploitation in situations outside of their families – harms take a variety of different forms and children can be vulnerable to multiple harms including sexual abuse (including harassment and exploitation), domestic abuse in their own intimate relationships (teenage relationship abuse), criminal exploitation, serious youth violence, county lines and radicalisation.

All staff should be aware that technology is a significant component in many safeguarding and wellbeing issues and recognise that children are at risk of abuse and other risks online as well as face to face. In many cases abuse will take place concurrently both online and offline. Children can also abuse other children online, this can take the form of abusive, harassing, and misogynistic/misandrist messages, the non-consensual sharing of indecent images, especially around chat groups, and the sharing of abusive images and pornography, to those who do not want to receive such content.

In all cases, if staff are unsure, they should always speak to the DSL.

Abuse is defined as a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm. Harm can include ill treatment that is not physical as well as the impact of witnessing ill treatment of others. This can be particularly relevant, for example in relation to the impact on children of all forms of domestic abuse. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. They may be abused by an adult or another child or children.

The following indicators listed under the categories of abuse are not an exhaustive list:

Physical Abuse: a form of abuse which 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.

Emotional Abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s 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 include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a 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 serious bullying (including cyber bullying) 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 maltreatment of a child, although it may occur alone.

Sexual Abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually  inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. The sexual abuse of children by other children is a specific safeguarding issue (also known as child-on-child abuse) in education and all staff should be aware of it and of the school’s policy for dealing with it.

Neglect: 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, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

Specific Safeguarding Issues

All staff should have an awareness of safeguarding issues that can put children at risk of harm. Behaviours linked to issues such as of drug taking and/or alcohol abuse, deliberately missing education, serious violence (including that linked to county lines) and consensual and non-consensual  sharing of nudes and semi-nudes images and/or videos can be signs that children are at risk. Other safeguarding issues all staff should be aware of include:

Child-on-child abuse

All staff should be aware that children can abuse other children (often referred to as child-on-child abuse). And that it can happen both inside and outside of school and online. It is important that all staff recognise the indicators and signs of child-on-child abuse and know how to identify it and respond to reports.

All staff should understand, that even if there are no reports in school it does not mean it’s not happening, it may be the case that it is just not being reported. As such, it is important if staff have any concerns regarding child-on-child abuse they should speak to the DSL (or deputy).

It is essential that all staff understand the importance of challenging inappropriate behaviours between children, many of which are listed below, that are abusive in nature. Downplaying certain behaviours, for example dismissing sexual harassment as ‘just banter’, ‘just having a laugh’, ‘part of growing up’ or ‘boys being boys’ can lead to a culture of unacceptable behaviours, an unsafe environment for children and in worst case scenarios a culture that normalises abuse leading to children accepting it as normal and not coming forward to report it.

Child-on-child abuse is most likely to include, but may not be limited to:

• Bullying (including cyberbullying, prejudice-based and discriminatory bullying)
• Abuse in intimate personal relationships between children (sometimes known as ‘teenage relationship abuse’)
• Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm (this may include an online element which facilitates, threatens and/or encourages physical abuse)
• Sexual violence, such as rape, assault by penetration and sexual assault (this may include an online element which facilitate, threatens and/or encourages sexual violence)
• Sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be stand-alone or part of a broader pattern of abuse
• Causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party
• Consensual and non-consensual sharing of nudes and semi nudes images and or videos (also known as sexting or youth produced sexual imagery)
• Upskirting, which typically involves taking a picture under a persons clothing without their permission, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm; and
• Initiation/hazing type violence and rituals (this could include activities involving harassment, abuse or humiliation used as a way of initiating a person into a group and may also include an online element)

All staff should be clear the important role they have to play in preventing it and responding to child-on-child abuse and the important role they have to play in preventing it and responding where they believe a child may be at risk from it. Any staff concerns about possible or disclosed child on child abuse must be reported to the DSL immediately.

Female Genital Mutilation (FGM)

Whilst all staff should speak to the DSL (or deputy) with regard to any concerns about FGM, there is a specific legal duty on teachers. If a teacher, in the course of their work in the profession, discovers that an act of FGM appears to have been carried out on a girl under the age of 18, the teacher must report this to the police.

Prevent Duty

All schools and colleges are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015, in the exercise of their functions, to have ‘due regard to the need to prevent people from being drawn into terrorism’. This duty is known as the Prevent duty.

The Prevent duty should be seen as part of schools’ and colleges’ wider safeguarding obligations. Designated safeguarding leads and other senior leaders should familiarise themselves with the Revised Prevent duty guidance: for England and Wales, especially paragraphs 57-76 which are specifically concerned with schools (and also covers childcare).

Mental Health

All staff should be aware that mental health problems, can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation.

Only appropriately trained professionals should attempt to make a diagnosis of a mental health problem. Education staff, however, are well placed to observe children day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one.

Staff can access a range of advice to help them identify children in need of extra mental health support, this includes working with external agencies. If staff have a mental health concern about a child that is also a safeguarding concern, immediate action should be taken, following the school’s policy and speaking to the DSL or a deputy.

Child Criminal Exploitation (CCE)

Some specific forms of CCE can include children being forced or manipulated into transporting drugs or money through county lines, working in cannabis factories, shoplifting or pickpocketing. They can also be forced or manipulated into committing vehicle crim or threatening/committing serious violence to others.

Children can become trapped by this type of exploitation as perpetrators can threaten victims (and their families) with violence, or entrap and coerce them into debt. They may be coerced into carrying weapons such as knives or begin to carry a knife for a sense of protection from others. As children involved in criminal exploitation often commit crimes themselves, their vulnerability as victims is not always recognised by adults and professionals (particularly older children) and they are not treated as victims despite the harm they have experienced. They may still have been criminally exploited even if the activity appears to be something they have agreed or consented to.

It is important to note that the experience of girls who are criminally exploited can be very different to that of boys. The indicators may not be the same, however staff should be aware that girls are at risk of criminal exploitation too. It is also important to note that both boys and girls being criminally exploited may be at higher risk of sexual exploitation.

Child Sexual Exploitation (CSE)

CSE is a form of child sexual abuse. Sexual abuse may involve physical contact, including assault by penetration e.g rape or oral sex, or nonpenetrative acts such as masturbation, kissing, rubbing, and touching outside clothing. It may include non-contact activities, such as involving children in the production of sexual images, forcing children to look at sexual images or watch sexual activities, encouraging children to behave in sexually inappropriate ways or grooming a child in preparation for abuse including via the internet

CSE can occur over time or be a one-off occurrence, and may happen without the child’s immediate knowledge e.g. through others sharing videos or images of them on social media.

CSE can affect any child, who as been coerced into engaging in sexual activities. This includes 16 and 17 year olds who can legally consent to have sex. Some children may not realise they are being exploited e.g. they believe they are in a genuine romantic relationship.

Serious Violence

All staff should be aware of the indicators which may signal that children are at risk from, or involved with, serious violent crim. These may include increased absence from school, a change in friendships or relationships with older individuals or groups, a significant decline in performance, signs of self-harm or a significant change in wellbeing, or signs of assault or unexplained injuries. Unexplained gifts or new possessions could also indicate that children have been approached by, or are involved with, individuals associated with criminal networks or gangs and may be at risk of criminal exploitation.

Children potentially at greater risk of harm

The SLT recognises that whilst all children should be protected there are some groups of children who are potentially at greater risk of harm and, in some cases, these children may find it difficult to communicate what is happening to them.

Children may need a social worker due to complex safeguarding or welfare needs. Children may need this help due to abuse, neglect and/or complex family circumstances. A child’s experiences of adversity and trauma can leave them vulnerable to further harm, as well as educationally disadvantaged in facing barriers to attendance, learning, behaviour and mental health.

The SLT expects that the Local Authority will share the fact a child has a social worker, and the DSL will hold and use this information so that decisions can be made in the best interests of the child’s safety, welfare and educational outcomes. This should be considered as a matter of routine. There are clear powers to share this information under existing duties on both Las and school to safeguard and promote the welfare of children.

Where children need a social worker, this should inform decisions about safeguarding (for example, responding to unauthorised absence or to a child missing education where there are known safeguarding risks) and about promoting welfare (for example, considering the provision of pastoral and/or academic support, alongside action by statutory services.

Children missing education, particularly persistently, can act as a vital warning sign to a range of safeguarding issues including neglect, child sexual abuse and child sexual and child criminal exploitation. It is important that the school’s response to children missing from education supports identifying such abuse and also helps prevent the risk of them going missing in the future. This includes when problems are first emerging but also where children are already known to LA children’s social care and need a social worker (such as on a child in need or child protection plan, or as a looked after child), where going missing from education may increase know safeguarding risks within the family or in the community. As such, all staff should be aware of the school’s safeguarding response to children missing education.

Children with SEN and disabilities, or health issues can face additional safeguarding challenges, both online and offline. Staff should avoid making assumptions that indicators of possible abuse such as behaviour, mood and injury may relate to the child’s disability or medical condition without further exploration.

Staff should also be aware that these children may be more prone to peer group isolation or bullying (including prejudice-based bullying) than other children. Similarly, staff should be aware of the potential for children with SEND or certain medical conditions being disproportionately impacted by behaviours such as bullying without outwardly showing signs or being able to communicate how they are feeling.

Staff also need to be mindful of children’s cognitive understanding, for example, whether they are able to understand the difference between fact and fiction in online content and the consequences of repeating the content/behaviours in school.

As such, any reports of abuse involving children with SEND will require close liaison with the DSL and SENCO.

Additional advice and support.

There is a wealth of information available to support schools and colleges. The following list is not exhaustive but should provide a useful starting point:

Abuse

Supporting practice in tackling child sexual abuse – CSA Centre Centre of Expertise on Child Sexual Abuse has free evidence-based practice resources to help professionals working with children and young people to identify and respond appropriately to concerns of child sexual abuse.

What to do if you’re worried a child is being abused – DfE advice

Domestic abuse: Various Information/Guidance – Home Office (HO)

Faith based abuse: National Action Plan – DfE advice

Disrespect NoBody campaign – GOV.UK – Home Office website

Tackling Child Sexual Abuse Strategy – Home Office policy paper

Together we can stop child sexual abuse – HM Government campaign

Bullying

Preventing bullying including cyberbullying – DfE advice

Children missing from education, home or care:

Children missing education – DfE statutory guidance

Child missing from home or care – DfE statutory guidance

Children and adults missing strategy – Home Office strategy

Children with family members in prison:

National Information Centre on Children of Offenders – Barnardo’s in partnership with HM Prison and Probation Service

Child Exploitation

Trafficking: safeguarding children – DfE and Home Office guidance

Care of unaccompanied and trafficked children – DfE statutory guidance

Modern slavery: how to identify and support victims – HO statutory guidance

Child exploitation disruption toolkit – HO statutory guidance

County Lines Toolkit For Professionals – The Children’s Society in partnership with Victim Support and National Police Chiefs’ Council

Confidentiality

Gillick competency Fraser guidelines – Guidelines to help with balancing children’s rights along with safeguarding responsibilities.

Drugs

Drug strategy 2021 – Home Office strategy

Information and advice on drugs – Talk to Frank website

Drug and Alcohol education — teacher guidance & evidence review – PSHE Association (so called) “Honour Based Abuse” including FGM and forced marriage

Female genital mutilation: information and resources- Home Office guidance

Female genital mutilation: multi agency statutory guidance – DfE, Department for Health, and Home Office

Forced marriage – Forced Marriage Unit (FMU) resources

Forced marriage – Government multi-agency practice guidelines and multi-agency statutory guidance

FGM resource pack – HM Government guidance

Health and Well-being

Rise Above: Free PSHE resources on health, wellbeing and resilience – Public Health England

Supporting pupils at schools with medical conditions – DfE statutory guidance

Mental health and behaviour in schools – DfE advice

Overview – Fabricated or induced illness – NHS advice

Homelessness

Homelessness code of guidance for local authorities – Department for Levelling Up, Housing and Communities guidance

Information Sharing

Government information sharing advice – Guidance on information sharing for people who provide safeguarding services to children, young people, parents and carers.

Information Commissioner’s Office: Data sharing information hub – Information to help schools and colleges comply with UK data protection legislation including UK GDPR.

Online safety-advice

Childnet provide guidance for schools on cyberbullying

Educateagainsthate provides practical advice and support on protecting children from extremism and radicalisation

London Grid for Learning provides advice on all aspects of a school or college’s online safety arrangements

NSPCC E-safety for schools provides advice, templates, and tools on all aspects of a school or college’s online safety arrangements

Safer recruitment consortium “guidance for safe working practice”, which may help ensure staff behaviour policies are robust and effective

Searching screening and confiscation is departmental advice for schools on searching children and confiscating items such as mobile phones

South West Grid for Learning provides advice on all aspects of a school or college’s online safety arrangements

Use of social media for online radicalisation – A briefing note for schools on how social media is used to encourage travel to Syria and Iraq

Online Safety Audit Tool from UK Council for Internet Safety to help mentors of trainee teachers and newly qualified teachers induct mentees and provide ongoing support, development and monitoring

Online safety guidance if you own or manage an online platform DCMS advice

A business guide for protecting children on your online platform DCMS advice

UK Safer Internet Centre provide tips, advice, guides and other resources to help keep children safe online

Online safety- Remote education, virtual lessons and live streaming

Guidance Get help with remote education resources and support for teachers and school leaders on educating pupils and students

Departmental guidance on safeguarding and remote education including planning remote education strategies and teaching remotely

London Grid for Learning guidance, including platform specific advice

National cyber security centre guidance on choosing, configuring and deploying video conferencing

UK Safer Internet Centre guidance on safe remote learning

Online Safety- Support for children

Childline for free and confidential advice

UK Safer Internet Centre to report and remove harmful online content

CEOP for advice on making a report about online abuse

Online safety- Parental support

Childnet offers a toolkit to support parents and carers of children of any age to start discussions about their online life, and to find out where to get more help and support

Commonsensemedia provide independent reviews, age ratings, & other information about all types of media for children and their parents

Government advice about protecting children from specific online harms such as child sexual abuse, sexting, and cyberbullying

Internet Matters provide age-specific online safety checklists, guides on how to set parental controls, and practical tips to help children get the most out of their digital world

How Can I Help My Child? Marie Collins Foundation – Sexual Abuse Online

Let’s Talk About It provides advice for parents and carers to keep children safe from online radicalisation

London Grid for Learning provides support for parents and carers to keep their children safe online, including tips to keep primary aged children safe online

Stopitnow resource from The Lucy Faithfull Foundation can be used by parents and carers who are concerned about someone’s behaviour, including children who may be displaying concerning sexual behaviour (not just about online)

National Crime Agency/CEOP Thinkuknow provides support for parents and carers to keep their children safe online

Parentzone provides help for parents and carers on how to keep their children safe online

Talking to your child about online sexual harassment: A guide for parents – This is the Children’s Commissioner’s parental guide on talking to their children about online sexual harassment

#Ask the awkward – Child Exploitation and Online Protection Centre guidance to parents to talk to their children about online relationships

Private fostering

Private fostering: local authorities – DfE statutory guidance

Radicalisation

Prevent duty guidance- Home Office guidance

Prevent duty: additional advice for schools and childcare providers – DfE advice

Educate Against Hate website – DfE and Home Office advice

Prevent for FE and Training – Education and Training Foundation (ETF)

Extremism and Radicalisation Safeguarding Resources – Resources by London Grid for Learning

Serious Violence

Serious violence strategy – Home Office Strategy

Factors linked to serious violence and how these factors can be used to identify individuals for intervention – Home Office

Youth Endowment Fund – Home Office

Gangs and youth violence: for schools and colleges – Home Office advice

Tackling violence against women and girls strategy- Home Office strategy

Violence against women and girls: national statement of expectations for victims – Home Office guidance

Sexual violence and sexual harassment

Specialist Organisations

Barnardo’s – UK charity caring for and supporting some of the most vulnerable children and young people through their range of services.

Lucy Faithful Foundation – UK-wide child protection charity dedicated to preventing child sexual abuse. They work with families affected by sexual abuse and also run the confidential Stop it Now! Helpline.

Marie Collins Foundation – Charity that, amongst other things, works directly with children, young people, and families to enable their recovery following sexual abuse.

NSPCC – Children’s charity specialising in child protection with statutory powers enabling them to take action and safeguard children at risk of abuse.

Rape Crisis – National charity and the umbrella body for their network of independent member Rape Crisis Centres.

UK Safer Internet Centre – Provides advice and support to children, young people, parents, carers and schools about staying safe online.

Harmful sexual behaviour

Rape Crisis (England & Wales) or The Survivors Trust for information, advice, and details of local specialist sexual violence organisations.

NICE guidance contains information on, amongst other things: developing interventions; working with families and carers; and multi-agency working.

HSB toolkit The Lucy Faithfull Foundation – designed for parents, carers, family members and professionals, to help everyone play their part in keeping children safe. It has links to useful information, resources, and support as well as practical tips to prevent harmful sexual behaviour and provide safe environments for families.

NSPCC Learning: Protecting children from harmful sexual behaviour and NSPCC – Harmful sexual behaviour framework- free and independent advice about HSB.

Contextual Safeguarding Network – Beyond Referrals (Schools) provides a school selfassessment toolkit and guidance for addressing HSB in schools.

Preventing harmful sexual behaviour in children – Stop It Now provides a guide for parents, carers and professionals to help everyone do their part in keeping children safe, they also run a free confidential helpline.

Support for Victims

Anti-Bullying Alliance – Detailed information for anyone being bullied, along with advice for parents and schools. Signposts to various helplines and websites for further support.

Rape Crisis – Provide and signpost to a range of services to support people who have experienced rape, child abuse or any kind of sexual violence.

The Survivors Trust- UK-wide national umbrella agency with resources and support dedicated to survivors of rape, sexual violence and child sex abuse.

Victim Support – Supporting children and young people who have been affected by crime.

Also provides support to parents and professionals who work with children and young people – regardless of whether a crime has been reported or how long ago it was.

Childline provides free and confidential advice for children and young people.

Toolkits

ask AVA – The Ask AVA prevention platform has been created to support education practitioners across the UK to develop and deliver a comprehensive programme to stop Violence Against Women and Girls.

NSPCC – Online Self-assessment tool to ensure organisations are doing everything they can to safeguard children.

NSPCC – Resources which help adults respond to children disclosing abuse.

NSPCC also provides free and independent advice about HSB: NSPCC – Harmful sexual behaviour framework.

Safeguarding Unit, Farrer and Co. and Carlene Firmin, MBE, University of Bedfordshire – Peer-on-Peer Abuse toolkit provides practical guidance for schools on how to prevent,

identify early and respond appropriately to peer-on-peer abuse.

Contextual Safeguarding Network – self-assessment toolkit for schools to assess their own response to HSB.

Childnet – STAR SEND Toolkit equips, enables and empowers educators with the knowledge to support young people with special educational needs and disabilities.

Childnet – Just a joke? provides lesson plans, activities, a quiz and teaching guide designed to explore problematic online sexual behaviour with 9-12 year olds.

Childnet – Step Up, Speak Up a practical campaign toolkit that addresses the issue of online sexual harassment amongst young people aged 13-17 years old.

NSPCC – Harmful sexual behaviour framework an evidence-informed framework for children and young people displaying HSB.

Contextual Safeguarding Network – Beyond Referrals – Schools leavers for addressing HSB in schools.

Farrer & Co: Addressing child on child abuse: a resource for schools and colleges. This resource provides practical guidance for schools and colleges on how to prevent, identify early and respond appropriately to child-on-child abuse.

Sharing nudes and semi-nudes

London Grid for Learning-collection of advice – Various information and resources dealing with the sharing of nudes and semi-nudes.

UKCIS Sharing nudes and semi-nudes: advice for education settings working with children and young people – Advice for schools and colleges on responding to incidents of non-consensual sharing of nudes and semi-nudes.

Support for parents/carers

NCA CEOP Thinkuknow: Advice/resources on how to deal with concerns about what children may be doing online including advice on how to help challenge harmful sexual attitudes and start a conversation to support positive sexual behaviour.

Staff who have attended Safeguarding Training:

1. Shiels A. Wadsworth H. Marshall     R. Foster     A. Kearney     J. Pearce      C.Atkin
2. Kaur L. Cain D. Sheldon

 

Prestwich Prep School – Miss P Shiels / Miss A Wadsworth / Miss H Marshall (Designated Person)

February 2023