SAFEGUARDING & CHILD PROTECTION POLICY FOR CHALKWELL HALL JUNIOR SCHOOL

APPROVED BY GOVERNORS: SEPT 2020
POLICY TO BE REVIEWED: SEPT 2021

KEY CONTACTS WITHIN THE SCHOOL

DESIGNATED SAFEGUARDING LEAD: Nick Hanshaw

DEPUTY DESIGNATED
SAFEGUARDING LEAD(S):
Sam Birkinshaw
Lisa Evans
Susan Sleigh Johnson
Tracey Roe

DESIGNATED SAFEGUARDING
GOVERNOR:
Chris Pickup

KEY CONTACTS WITHIN THE LOCAL AUTHORITY
MASH

Children’s Social Care,
Southend Borough Council:
Where schools have concerns for the
safety and welfare of a child or young
person.

OUT OF OFFICE HOURS:
To make URGENT referrals
01702 215007
mash@southend.gov.uk (unsecure)
0345 606 1212

INDEX

KEY CONTACTS Page 1
INDEX Page 2
1. CONTEXT Page 3
2. INTRODUCTION Page 3
3. SCHOOL COMMITMENT Page 4
4. STATUTORY FRAMEWORK Page 5
5. ROLES AND RESPONSIBILITIES Page 5
6. PROCEDURES Page 7
7. TRAINING AND SUPPORT Page 9
8. PROFESSIONAL CONFIDENTIALITY Page 10
9. RECORDS AND MONITORING Page 10
10. INTERAGENCY WORKING AND ATTENDANCE AT CONFERENCES
AND CORE GROUP MEETINGS Page 11
11. SUPPORTING PUPILS AT RISK Page 11
12. TYPES OF ABUSE & SPECIFIC SAFEGUARDING ISSUES Page 12
13. ALLEGATIONS OR CONCERNS ABOUT PEOPLE WORKING WITH
CHILDREN Page 17
14. USE OF REASONABLE FORCE Page 17
15. WHISTLEBLOWING Page 19
16. USE OF SCHOOL PREMISES BY OTHER ORGANISATIONS Page 19
ACKNOWLEDGEMENT Page 20

SAFEGUARDING & CHILD PROTECTION POLICY FOR CHALKWELL HALL JUNIOR SCHOOL
SCHOOL

1. CONTEXT

1.1 Schools and their staff form part of the wider safeguarding system for children.
‘Safeguarding and promoting the welfare of children is everyone’s responsibility.
Everyone who comes into contact with children and their families has a role to play. In order to fulfil
this responsibility effectively, all professionals should make sure their approach is child-centred. This
means that they should consider, at all times, what is in the best interests of the child’.
‘School and college staff are particularly important as they are in a position to identify concerns
early, provide help for children and prevent concerns from escalating’. (Keeping Children Safe in
Education – DfE, September 2019)

1.2 This Child Protection Policy is for all staff, parents, governors, volunteers and the wider school
community. It forms part of the safeguarding arrangements for our school. It should be read in
conjunction with:

  • Keeping Children Safe in Education (DfE, 2019)- Part one of which is provided to all staff,
    including Annex A to staff who work directly with children.
  • Staff Code of Conduct/Staff Behaviour Policy
  •  What to do if you’re worried a child is being abused’ (HMG, 2015)

The School’s Behaviour Policy
The Policy should also be read in conjunction with other related policies, including:
Safer Recruitment Policy, Physical Intervention Policy, Anti-Bullying Policy, Behaviour Policy, Health
and Safety Policy, Educational Visit Policy, E-safety Policy, Social Media Policy and Photography
Policy.

1.3 Safeguarding and promoting the welfare of children, which includes everyone under the age of
18, is defined in Keeping Children Safe in Education (DfE, 2019) as:

  •  protecting children from maltreatment;
  •  preventing impairment of children’s health or development;
  •  ensuring that children grow up in circumstances consistent with the provision of safe and
    effective care; and taking action to enable all children to have the best outcomes.

2. INTRODUCTION

2.1 Chalkwell Hall Junior School takes seriously its responsibility to protect and safeguard the
welfare of children and young people in its care. “The welfare of the child is paramount” (Children
Act 1989).

2.2 Section 175 (157 for Independent schools) of the Education Act 2002 places a statutory
responsibility on the governing body to have policies and procedures in place that safeguard and
promote the welfare of children who are pupils of the school.

2.3 This policy applies to all pupils, staff, parents, governors, volunteers, students and visitors to our
school.
2.4 There are three main elements to our Safeguarding & Child Protection Policy:

  •  Prevention
    – By ensuring that we practice safe recruitment in checking the suitability of all staff and
    volunteers who work with children
    – Through establishing and maintaining a safe and positive environment and the teaching
    and pastoral support offered to pupils
    – By raising awareness of child protection issues and equipping children with the skills
    needed to keep them safe
  •  Protection by following agreed procedures and ensuring all staff are trained and supported
    to respond appropriately and sensitively to child protection concerns.

Support to pupils who have/may have been abused or neglected (in line with his/her Child
Protection Plan, if appropriate).

2.5 This school recognises it is an agent of referral and not of investigation.

3. SCHOOL COMMITMENT

Our school is committed to keeping children safe and aims to:

  •  Create a culture of vigilance where the welfare of our pupils is promoted and where timely
    and appropriate safeguarding action is taken.
  • Establish and maintain an environment where pupils feel safe and secure, are encouraged
    to talk and are listened to.
  •  Ensure that pupils know that there are adults within the school who they can approach if they
    are worried or are in difficulty.
  •  Ensure pupils receive the right help at the right time to address risks and prevent issues
    escalating. This includes identifying emerging problems and those children who may benefit
    from early help.
  • Include in the curriculum activities and opportunities which equip pupils with the skills they
    need to stay safe from abuse and to develop healthy and safe relationships.
  •  Include in the curriculum material which will help pupils develop realistic attitudes to the
    responsibilities of adult life, particularly with regard to childcare and parenting skills.
  •  Protect children from harm and to ensure that they are taught in a way that is consistent with
    the law and our values and to promote respect for all others.
  • Facilitate understanding of wider issues within the context of learning about the values on
    which our society is founded and our system of democratic government.
  • Provide a curriculum which actively promotes the fundamental British values of democracy,
    the rule of law, individual liberty and mutual respect and tolerance of those with different faiths
    and beliefs.
  • Promote tolerance of and respect for people of all faiths (or those of no faith), races, genders,
    ages, disability and sexual orientations.
  •  Make parents/carers aware of the school policies and practice for safeguarding and ensure
    that, wherever possible, every effort will be made to establish open and honest effective
    working relationships with parents and colleagues from partner agencies.
  • Promote positive mental health and resilience. Positive mental health is the concern of the
    whole community and we recognise that schools play a key part in this. Our school wants to
    develop the emotional wellbeing and resilience of all pupils and staff, as well as provide
    specific support for those with additional needs. We understand that there are risk factors
    which increase someone’s vulnerability and protective factors that can promote or strengthen
    resiliency. The more risk factors present in an individual’s life, the more protective factors or
    supportive interventions are required to counter balance and promote further growth of
    resilience.

It is vital that we work in partnership with parents to support the well-being of our pupils.
Parents should share any concerns about the well-being of their child with school, so
appropriate support and interventions can be identified and implemented.

4. STATUTORY FRAMEWORK

4.1 Section 175 of the Education Act 2002 (Section 157 for Independent schools) places a statutory
responsibility on the governing body to have policies and procedures in place that safeguard and
promote the welfare of children who are pupils of the school.

4.2 The development of appropriate procedures and the monitoring of good practice in Southend
are the responsibilities of the Southend Safeguarding (Child) Partnership (SS(C)P), previously
LSCB.

In Southend, all professionals must work in accordance with the SET procedures (2019) (Southend
Essex and Thurrock Safeguarding and Child Protection Procedures, 2019).

4.3 Our school works in accordance with the following legislation and statutory guidance:
(this is not an exhaustive list)
Children Act 1989
Children Act 2004
Children and Social Work Act 2017
Education Act 2002
Counter-Terrorism and Security Act (HMG, 2015)
Female Genital Mutilation Act 2003 (s.74 – Serious Crime Act 2015
Serious Crime Act 2015 (Home Office, 2015)
Sexual Offences Act (2003)
Data Protection Act (2018)
Keeping Children Safe in Education (DfE, 2019)
Working Together (HMG, 2019)
Education (Pupil Registration) Regulations 2006

5. ROLES AND RESPONSIBILITIES

5.1 All adults working with or on behalf of children have a responsibility to protect them and to
provide a safe environment in which they can learn and achieve their full potential. There are,
however, key people within schools and the Local Authority who have specific responsibilities under
child protection procedures. The names of those in our school with these specific responsibilities
(the Designated Safeguarding Lead and Deputy Designated Safeguarding Lead) are shown on the
cover sheet of this document.

5.2 The Governing Body(&/or Proprietors) ensures that the policies, procedures and training in our
school are effective and comply with the law at all times. It ensures that all required policies relating
to safeguarding are in place and that the child protection policy reflects statutory and local guidance
and is reviewed at least annually. In order to utilise the experiences and expertise of staff when
shaping safeguarding policies, the Governing Body provides opportunities for staff to contribute to
safeguarding arrangements and the child protection policy.

5.3 The school publishes its Safeguarding and Child Protection Policy on the school website
alongside Keeping Children Safe in Education (DfE, 2019)

5.4 The Designated Safeguarding Governor (named on the front cover of this document) takes
leadership responsibility for safeguarding arrangements in our school. The Governing Body ensures
that, as well as the Designated Safeguarding Governor, there is a named Designated Safeguarding
Lead and at least one Deputy Safeguarding Lead in place (also named on the front cover of this
document).

5.5 The Governing Body ensures the school contributes to inter-agency working, in line with
statutory and local guidance. It ensures that information is shared and stored appropriately and in
accordance with statutory requirements.

5.6 The Governing Body ensures that all staff members undergo safeguarding and child protection
training at induction and that it is then regularly updated. All staff members receive regular
safeguarding and child protection updates, at least annually, to provide them with the relevant skills
and knowledge to keep our children safe.

5.7 The Governing Body ensures that children are taught how to keep themselves safe, including
online, through teaching and learning opportunities as part of a broad and balanced curriculum.
From September 2020, our school will work in accordance with new government regulations which
will make the subjects of Relationships Education (for all primary pupils) and Relationships and Sex
Education (for all secondary pupils) and Health Education (for all pupils in state-funded schools)
mandatory. We ensure that that appropriate filters and monitoring systems for online usage in
school are in place. The school actively promotes online safety on its website and signpost
stakeholders to information that will help keep children safe online.

5.8 The Governing Body and School Leadership Team are responsible for ensuring the school
follows recruitment procedures that help to deter, reject or identify people who might abuse children.
It adheres to statutory responsibilities to check adults working with children and has recruitment and
selection procedures in place (see the school’s ‘Safer Recruitment’ policy for further information). It
ensures that volunteers are appropriately supervised in school.

5.9 The Designated Safeguarding Lead in school takes lead responsibility for managing child
protection referrals, safeguarding training and raising awareness of all child protection policies and
procedures. They ensure that everyone in school (including temporary staff, volunteers and
contractors) is aware of these procedures and that they are followed at all times. They act as a
source of advice and support for other staff (on child protection matters) and ensure that timely
referrals to are made to Children’s Services (MASH+ (Multi-agency Safeguarding Hub)or for Early Help
Family Support Assessment, as appropriate)) in accordance with current SET procedures. They
work with the Local Authority and other agencies as required.

5.10 If, for any reason, the Designated Safeguarding Lead is unavailable, the Deputy Designated
Safeguarding Lead(s) will act in their absence.

5.11 The Headteacher works in accordance with the requirements upon all school staff. In addition,
(s)he ensures that all safeguarding policies and procedures adopted by the Governing Body are
followed by all staff.

5.12 The Headteacher/Designated Safeguarding Lead, provides an annual report for the Governing
Body detailing any changes to the policy and procedures, training undertaken by all staff and
governors and other relevant issues.

5.13 The Headteacher/Designated Safeguarding Lead and Designated Governor will undertake an
annual Safeguarding Audit in line with their responsibilities under S.175 (S.157 for Independent
schools) of the Education Act 2002

5.14 All Staff in our school have a responsibility to provide a safe learning environment in which our
children can learn. All staff members are prepared to identify children who may benefit from early
help and understand their role within this process. This includes identifying any emerging problems
so appropriate support may be provided and liaising with the Designated Safeguarding Lead to
report any concerns. All staff members are aware of and follow school processes (as set out in this
policy) and are aware of how to make a referral to Social Care and/or the Police, if there is a need
to do so. If staff have any concerns about a child’s welfare, they should act on them immediately
and speak with the designated safeguarding lead (or deputy). They should not assume that others
have taken action.

6. PROCEDURES

6.1 Our school works with key local partners to promote the welfare of children and protect them
from harm. This includes providing a co-ordinated offer of early help assessment when additional
needs of children are identified and contributing to inter-agency plans which provide support
through statutory services (a ‘child in need’ or a ‘child protection’ plan).

6.2 All action is taken in accordance with the following guidance and advice:

  • The SET procedures (2019) (Southend, Essex and Thurrock) Safeguarding and Child
    Protection Procedures, a copy of which is available with the Designated Safeguarding Lead
    and published on line http://www.safeguardingsouthend.co.uk/
  • The Early Help Family Support Practitioner Toolkit (Threshold Document), which can be
    downloaded from
    http://www.southendchildren.org
  •  Keeping Children Safe in Education (DfE, 2019) and Disqualification under the Childcare Act,
    2006 (DfE, Aug 18)
  •  Working Together to Safeguard Children (HMG, 2019)
  • The Prevent duty Departmental advice for schools and childcare providers (DfE, Aug 2015)
  •  Revised Prevent Duty Guidance: for England and Wales’ (HMG, April 2019)
  •  Multi-agency statutory guidance on female genital mutilation (HMG, Oct 18)
  •  What to do if you’re worried a child is being abused’ (HMG, 2015)8
  •  Information sharing Advice for practitioners providing safeguarding services to children, young people,
    parents and carers (HMG, July 2018)
  •  Guidance for Safer Working Practice for Adults who work with Children and Young People
    in Education (Safer Recruitment Consortium, May 2019)
  • Behaviour and discipline in schools (DfE January 2016) Advice for headteachers and school staff
  •  Searching, screening and confiscation Advice for headteachers, staff and governing bodies
    (DfE, January 2018)
  •  Use of reasonable force Advice for headteachers, staff and governing bodies (DfE July
    2013)
  • Preventing and Tackling Bullying (DfE, July 2017)
  • Sexual violence and sexual harassment between children in schools and colleges (DfE,
    May 2018)
  • Preventing youth violence and gang involvement (Home Office, 2015)
  •  Criminal Exploitation of children and vulnerable adults: County Lines guidance (Home
    Office, 2018)
  • Children Missing Education – statutory guidance for local authorities (DfE, 2016)
  •  Teaching online safety in school (DfE, 2019)

6.3 When new staff, volunteers or regular visitors join our school they are informed of the
safeguarding arrangements in place. They are given a copy of our school’s Child Protection Policy,
advised who our Designated Safeguarding Lead (and Deputy/ies) is/are and informed of their role
and how to share concerns with them. Staff are also given a copy of the Staff Code of Conduct/Staff
Behaviour Policy, the School’s Behaviour Policy and made aware of the safeguarding response to
children who go missing from education.

6.4 Staff are also given a copy of Keeping Children Safe in Education (DfE, 2019) ‘Statutory guidance
for schools and colleges’ which includes Annex A: Further information about specific forms of abuse and
safeguarding issues (for staff who work directly with children) and access to ‘What To Do If You’re
Worried a Child is Being Abused’ (HMG, March 2015), which gives helpful advice about how to
respond to child protection concerns or disclosures.

6.5 All staff members have a duty to identify and respond to children who may be in need of help or
protection. All Staff are kept informed about safeguarding and child protection responsibilities and
procedures through induction, briefings and regular awareness training, as required, but at least
annually.

6.6 Any member of staff, volunteer or visitor to the school who receives a disclosure of abuse,
suspects that abuse may have occurred, or is concerned about a child’s welfare, must report it
immediately to the Designated Safeguarding Lead or, in their absence, the Deputy Designated
Safeguarding Lead so that discussion can take place regarding whether any support for the child
can be managed internally via the school’s own pastoral support process, or if an early help
assessment is indicated, or a referral to Children’s Social Care and/or the Police.
The school may seek advice from Social Care about a concern, if we are unsure how to respond
to it.

6.7 The contact details for the Designated Safeguarding Lead and the Deputy Designated
Safeguarding Lead/s are prominently displayed in the school to ensure that all members of the
school community have unfettered access to safeguarding support.
In the absence of the Designated Safeguarding Lead and Deputy Designated Safeguarding Lead,
the matter should be brought to the attention of the most senior member of staff. If, for any reason,
nobody is available, this should not delay appropriate action being taken. Any individual may refer
to Social Care/Police where there is suspected or actual risk of harm to a child.

6.8 The Designated Safeguarding Lead, or the Deputy, will immediately refer cases of suspected
abuse or allegations to Children’s Social Care (MASH + (Multi-agency Safeguarding Hub)), Southend
Borough Council (contact numbers are on the cover sheet of this document) and in accordance
with the procedures outlined in the SET procedures (2019)

6.9 A telephone referral to Children’s Social Care must be confirmed in writing within 48 hours.

6.10 The Early Help Family Support Assessment (EHFSA) should be used to support a child
protection referral. (The EHFSA form and guidance is available on
www.southendchildrenspartnership.org.uk and on the Southend Safeguarding (Child) Partnership
(SS(C)P) website and Southend Learning Network. A completed EHFSA form contains all the
information required for a child protection referral and should be sent to MASH+. In cases where
there have been mounting concerns about a child, it is likely that an EHFSA will already have been
completed prior to a child protection referral. A telephone referral to MASH+ – in cases where there
are immediate safeguarding concerns – should be confirmed in writing within 48 hours, using the
EHFSA form to provide the information required. Essential information will include the pupil’s name,
address, date of birth, family composition, the reason for the referral, whether the child’s parents are
aware of the referral, the name of person who initially received the disclosure, plus any advice given.
This written confirmation must be signed and dated by the referrer.

6.11 If the child is in immediate danger or is at risk of harm, a referral should be made to Children’s
Social Care and/or the Police immediately.

6.12 Whilst all staff should speak to the Designated Safeguarding Lead (or Deputy) with regard to
any concerns about Female Genital Mutilation (FGM), there is a specific legal duty on teachers. If a
teacher discovers that an act of FGM appears to have been carried out on a girl under the age of
18, the teacher has a statutory duty to report this personally to the Police. See 12.12, below, and
Annex A Keeping Children Safe in Education (DfE, 2019) for more details.

6.13 The school will always undertake to share our intention to refer a child to Social Care with the
parents or carers, unless to do so could place the child at greater risk of harm or impede a criminal
investigation. On these occasions advice will be taken from Children’s Social Care or Essex Police
about when it is appropriate to share information with parents/carers.

6.14 If a member of staff continues to have concerns about a child and feels the situation is not
being addressed, or does not appear to be improving, the staff member concerned should discuss 10
this with the Designated Safeguarding Lead, who will press for re-consideration of the case to ensure
that the child’s situation improves.

6.15 Parents and Carers are informed about our school’s duties and responsibilities under child
protection procedures on admission, in the school brochure and on the school website.

7. TRAINING AND SUPPORT

7.1 The Designated Safeguarding Lead (and any Deputies) will undergo updated Child Protection
training specifically for Designated Safeguarding Leads at least every two years, in accordance with
Keeping Children Safe in Education (DfE, 2019) In addition to formal training, the Designated
Safeguarding Lead(s) will keep up to date with safeguarding developments and refresh their
knowledge and skills regularly, but at least annually.

7.2 The Headteacher, all staff members and Governors, who have contact with children and young
people, are required to receive appropriate safeguarding and child protection training, which is
regularly updated. In addition, all staff members receive safeguarding and child protection updates
as required, and at least annually, to provide them with relevant skills and knowledge to safeguard
children effectively. Records are kept of all child protection training.

7.3 The school will ensure that the Designated Safeguarding Lead (and any Deputies) also
undertakes training in inter-agency working and other matters, as appropriate.

7.4 The Headteacher, in the first instance, will provide support and supervision to staff involved in
child protection issues.

7.5 All staff are made aware of the boundaries of appropriate behaviour and conduct. These matters
form part of staff induction and are referred to in the Staff Code of Conduct/Staff Behaviour Policy.

8. PROFESSIONAL CONFIDENTIALITY

8.1 Confidentiality is an issue which needs to be discussed and fully understood by all those working
with children, particularly in the context of child protection. The only purpose of confidentiality in this
respect is to benefit the child. A member of staff must never guarantee confidentiality to a pupil, nor
should they agree with a pupil to keep a secret as, where there is a child protection concern, this
must be reported to the Designated Safeguarding Lead and may require further investigation by
appropriate authorities.

8.2 Staff will be informed of relevant information in respect of individual cases regarding child
protection on a ‘need to know basis’ only. Any information shared with a member of staff in this way
must be held treated confidentially.

9. RECORDS AND MONITORING

9.1 Well-kept records are essential to good child protection practice. Our school is clear about the
need to record any concern about a child or children within our school, the status of such records
and when these records should be shared with other agencies.

9.2 Where there are concerns about the safety of a child, the sharing of information in a timely and
effective manner between organisations can reduce the risk of harm. Whilst the Data Protection Act
(2018) places duties on organisations and individuals to process personal information fairly and
lawfully, it is not a barrier to sharing information where the failure to do so would result in a child or 11
vulnerable adult being placed at risk of harm. Similarly, human rights concerns, such as respecting
the right to a private and family life would not prevent sharing where there are safeguarding
concerns. The Data Protection Act 2018 and GDPR do not prevent, or limit, the sharing of
information for the purposes of keeping children safe. Fears about sharing information must not be
allowed to stand in the way of the need to safeguard and promote the welfare of children at risk of
abuse or neglect.

9.3 Any member of staff receiving a disclosure of abuse, or noticing signs or indicators of abuse,
must make an accurate record as soon as possible noting what was said or seen (if appropriate
using a body map to record), putting the event in context, and giving the date, time and location of
the incident. The source of the information should be recorded, as well as a note of other people
involved, for example, as witnesses, and there should be a clear distinction between fact and
professional opinion. All records will be dated and signed, detailing the name and position of the
person making the record, and include the action taken. This information will be presented to the
Designated Safeguarding Lead (or Deputy) who will then decide on appropriate action.

9.4 All discussions and decisions made, and the reason for those decisions, should also be recorded
in writing.

9.5 Any records related to Child Protection are kept in a confidential child protection file, which is
separate from the pupil file. All child protection records are stored electronically and are accessible
through the Designated Safeguarding Lead (or Deputy). Digital records will be password protected.
Child protection records will be retained for 25 years after the pupil’s date of birth, or until they
transfer to another school/educational setting.

9.6 In line with statutory guidance, if a pupil transfers from our school to another setting, their child
protection records will be forwarded to the new educational setting without delay, separate from their
main pupil file. Care will be taken to ensure confidentiality is maintained and the transfer process is
as safe as possible. We keep a copy of the child protection file until we have confirmation from the
receiving school that they have received it. Once we have this confirmation, our copy is shredded,
other than copies of the specific records that are pertinent to our school (i.e., not CP Conference
reports that are held elsewhere), unless there is a specific reason for us to keep it, which will be
recorded (for example, we still have siblings in the school and the records relate to them too, or
there is an ongoing complaint or request for access to records).
We will also keep a record of having received confirmation from the receiving school.
When a pupil joins our school, we will request child protection records from the previous educational
establishment (if none are received).

9.7 For records of allegations involving a member of staff, please see paragraph 13.7 below.

10. INTERAGENCY WORKING AND ATTENDANCE AT CHILD PROTECTION
CONFERENCES, CORE GROUP MEETINGS OR CHILD IN NEED MEETINGS

10.1 It is the responsibility of the Designated Safeguarding Lead to ensure that the school is
represented at any Child Protection Conference called for children on the school roll, or previously
known to them. A report will be made available to the Conference Chair, 48 working hours in
advance of the Conference, and shared with the parents/carers before the day of the Conference.
Whoever attends the Conference will be fully briefed on any issues or concerns the school has and
be prepared to contribute to the discussions at the Conference and express a view, at the end of
the meeting, as to whether the child(ren) should be made subject to a Child Protection Plan.12

10.2 If a child is made subject to a Child Protection Plan, or a Child in Need Plan, it is the
responsibility of the Designated Safeguarding Lead to ensure the child is monitored regarding their
school attendance, progress, welfare and presentation. If the school is part of the Core Group, the
Designated Safeguarding Lead will ensure that the school is represented and provides appropriate
information and contributes to the plan at these meetings. Any concerns about the Child Protection
plan and/or the child’s welfare will be discussed and recorded at the Core Group Meeting, unless to
do so would place the child at further risk of significant harm. In this case the Designated
Safeguarding Lead will inform the child’s Key Worker immediately and then record that they have
done so and the actions agreed.

If there is an unexplained absence of, or injury to a child subject to a Child Protection Plan, the
child’s Key Worker must be notified immediately.

11. SUPPORTING PUPILS AT RISK

11.1 Our school is committed to ensuring that our pupils receive the right help at the right time.
Staff are in a position to identify concerns early, provide help for children and prevent concerns from
escalating.

11.2 Our school may be the only stable, secure and safe element in the lives of children at risk of,
or who have suffered, harm. Nevertheless, whilst at school, their behaviour may be challenging and
defiant, or they may be withdrawn, or display abusive behaviours towards other children.
Our school recognises that some children may abuse their peers and any incidents of peer-on- peer
abuse will be managed in the same way as any other child protection concern and will follow the
same procedures.

11.3 Our school will endeavour to support all pupils through:

  •  The curriculum; to encourage our pupils to stay safe and to develop healthy relationships,
    self-esteem and self-motivation.
  •  The school ethos which promotes a positive, supportive and secure environment and which
    gives all pupils and adults a sense of being respected and valued.
  •  The implementation of the school’s behaviour management policies.
  •  A consistent approach from all staff which will endeavour to ensure that our pupils know that
    some behaviour is unacceptable, but that s/he is valued.
  •  Regular liaison with other professionals and agencies that support the pupils and their families.
  •  A commitment to develop open, honest and supportive relationships with parents, always
    with the child’s best interest as paramount.
  •  The development and support of a responsive and knowledgeable staff group, trained to
    respond appropriately in child protection situations.
  •  Recognition that children with behavioural difficulties and special educational needs and/or
    disabilities are most vulnerable to abuse. Therefore, staff who work in any capacity with
    children with profound and multiple disabilities, sensory impairment and/or emotional and
    behavioural problems will need to be particularly sensitive to signs of abuse.
  • Recognition that, in a home environment where there is domestic violence, drug or alcohol
    abuse, children are vulnerable and may be in need of support or protection.

11.4 Promoting positive mental health and resilience in school
Positive mental health is the concern of the whole community and we recognise that schools play a
key part in this. Our school aims to develop the emotional wellbeing and resilience of all pupils and
staff, as well as provide specific support for those with additional needs. We understand that there
are risk factors which increase someone’s vulnerability and protective factors that can promote or 13
strengthen resiliency. The more risk factors present in an individual’s life, the more protective factors
or supportive interventions are required to counter balance and promote further growth of resilience.
It is vital that we work in partnership with parents to support the well-being of our pupils. Parents
should share any concerns about the well-being of their child with school, so appropriate support
and interventions can be identified and implemented.

12. TYPES OF ABUSE & SPECIFIC SAFEGUARDING ISSUES

12.1 Keeping Children Safe in Education (DfE, 2019) defines abuse as the maltreatment of a child.
‘Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm.
Children may be abused in a family or in an institutional or community setting by those known to
them or, more rarely, by others (e.g. via the internet). They may be abused by an adult or adults or
another child or children.’

12.2 The four main types of abuse referred to in ‘Keeping children safe in education’ are:

  •  Physical
  •  Emotional
  •  Sexual
  •  and Neglect

12.3 Our school is aware of the signs of abuse and neglect so we are able to identify children who
may be in need of help or protection. All staff are aware that wider environmental factors may impact
on a child’s welfare and safety and understand safeguarding in the wider context (contextual
safeguarding). Staff are aware of safeguarding issues that can put children at risk of harm and
understand that behaviours linked to issues such as drug taking, alcohol abuse, deliberately missing
education and sexting put children in danger.
12.4 Our school recognises that there are a number of specific safeguarding issues about which
staff need to be aware, including: children missing from education*, children missing from home or
care, child sexual exploitation (CSE)*, domestic violence, drugs, E safety, fabricated/induced illness,
faith abuse, female genital mutilation (FGM)*, forced marriage, gangs and youth violence, violence
against women and girls (VAWG), mental health, children with special educational needs and
disabilities*, private fostering*, prevention of radicalisation*, teenage relationship abuse, trafficking,
peer on peer abuse*, which may include bullying (including cyberbullying),on-line abuse, genderbased abuse, sexting or sexually harmful behaviour. Further information regarding some of these
issues (as indicated *) can be found below and these issues are also addressed in Annex A of
Keeping Children Safe in Education (DfE, 2019)

12.5 Whilst the school will ensure that staff avail themselves of opportunities to raise their awareness
and gain knowledge regarding these areas, we recognise that expert and professional organisations
are best placed to provide up-to-date guidance and practical support in relation to these issues.
Government guidance is available on the GOV.UK website and links are provided from Keeping
Children Safe in Education (DfE, 2019) Other organisations also provide specialist information such
as:
NSPCC https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/
TES https://www.tes.com/teaching-resources and
MindEd https://www.minded.org.uk/course/view.php?id=40214

12.6 Peer-on-peer abuse –
Our school recognises that some children may abuse their peers and any incidents of peer-on-peer
abuse will be managed in the same way as any other child protection concern and will follow the
same procedures.
Peer-on-peer abuse can manifest itself in many ways. This may include bullying (including cyber
bullying), on-line abuse, gender-based abuse, ‘up-skirting’ ‘sexting’ or sexually harmful behaviour.
We do not tolerate any harmful behaviour in school and will take swift action to intervene where this
occurs. We use lessons and assemblies to help children understand, in an age-appropriate way,
what abuse is and we encourage them to tell a trusted adult if someone is behaving in a way that
makes them feel uncomfortable. Peer-on-peer abuse will never be tolerated or passed off as ‘banter’
or ‘part of growing up’. Our school understands the different gender issues that can be prevalent
when dealing with peer-on-peer abuse.
The school has a Pastoral Team, which works hard to identify potential risk factors in children,
respond promptly to arising needs and to provide appropriate support to individual children and
their families. See the school’s Anti-Bullying and Behaviour policies for details of the procedures in
place.
The school will use the guidance set out in:
Preventing and tackling bullying Advice for headteachers, staff and governing bodies (DfE, July 2017)
https://www.gov.uk/government/publications/preventing-and-tackling-bullying and
Sexting in school and colleges Responding to incidents and safeguarding young people
(UKCCIS, 2017). and
Sexual violence and sexual harassment between children in schools and colleges (DfE, May
2018)
12.7 Children with special educational needs and disabilities –
Our school understands that children with special educational needs and disabilities (SEND) can
face additional safeguarding challenges. Additional barriers can exist when recognising abuse and
neglect in this group of children.
This can include:

  •  assumptions that indicators of possible abuse such as behaviour, mood and injury relate to
    the child’s disability without further exploration;
  •  children with SEND can be disproportionally impacted by things like bullying- without
    outwardly showing any signs; communication barriers and difficulties in overcoming these barriers.

12.8 Children missing from education –
All children, regardless of their age, ability, aptitude and any special education needs they may have
are entitled to a full-time education. Our school recognises that a child missing education is a
potential indicator of abuse or neglect and will follow the school procedures for unauthorised
absence and for children missing education. Parents should always inform us of the reason for any
absence. Where contact is not made, a referral may be made to another appropriate agency
(Missing Education and Child Employment Service, Social Care or Police).15
Our school complies with Children missing education (DfE, September 2016) and Southend on
Sea Borough Council Early Help and Family Support Children Missing Education Guidance
(January 2019). Our school must inform the Local Authority of any pupil who has been absent for
a continuous period of 10 days or more without a good reason, and the school has satisfied all
avenues of enquiry and is unsuccessful tracing the pupil.

Our school also complies with the regulations regarding Elective Home Education (Regulation 12 of
the Education (Pupil Registration) (England) Regulations 2006 as amended 2016) and Southend’s
guidance http://www.southendlearningnetwork.co.uk/Services/4834
Our school notifies the Elective Home Education Team via secure email to
ehe@southend.gov.uk at the earliest opportunity and, when relevant, immediately provides a
copy of the parents written notification to home educate and the date they came off roll.
Our school notifies the Elective Home Education Team via secure email to
ehe@southend.gov.uk at the earliest opportunity and, when relevant, immediately provides a
copy of the parents written notification to home educate and the date they came off roll.

12.9 Child sexual exploitation (CSE) –
The statutory definition of CSE taken from Working Together is; ‘Child sexual exploitation is a form
of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of
power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual
activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial
advantage or increased status of the perpetrator or facilitator. The victim may have been sexually
exploited even if the sexual activity appears consensual. Child sexual exploitation does not always
involve physical contact; it can also occur through the use of technology’. (Working Together to
Safeguard Children (HMG, 2019))

It is understood that a significant number of children who are victims of CSE go missing from home,
care and education at some point. Our school is alert to the signs and indicators of a child becoming
at risk of, or subject to, CSE and will take appropriate action to respond to any concerns. The
Designated Safeguarding Lead is the named CSE Lead in school on these issues and will work with
other agencies as appropriate

Our school is committed to raising awareness of CSE and will use the guidance set out in
Child sexual exploitation Definition and a guide for practitioners (DfE, February 2017)

12.10 Child criminal exploitation & serious violence
Child criminal exploitation is a geographically widespread form of harm which is a typical feature of
county lines criminal activity (county lines is when drug networks or gangs groom and exploit children
to carry drugs and money from urban areas to suburban and rural areas and seaside towns). Our
school works with key partners locally to prevent and respond to child criminal exploitation.
All staff are aware of indicators which may signal that children are at risk from, or involved with,
serious violent crime. 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 a child has been approached by, or is involved
with, individuals associated with criminal networks or gangs.

12.11 Contextual safeguarding
Safeguarding incidents and/or behaviours can be associated with factors outside our school and/or
can occur between children outside school. All staff are aware of contextual safeguarding and the
fact that they should consider whether wider environmental factors present in a child’s life are a
threat to their safety and/or welfare. To this end, we will consider relevant information when
assessing any risk to a child and share it with other agencies to support better understanding of a
child and their family.

12.12 Domestic abuse
Domestic abuse can take many forms, including psychological, physical, sexual, financial and
emotional. Our school recognises that exposure to domestic abuse can have a serious, long-term
emotional and psychological impact on children. We work with other key partners and will
share relevant information where there are concerns that domestic abuse may be an issue for a
child or family or be placing a child at risk of harm.

12.13 So-called ‘honour-based violence’ (including Female Genital Mutilation and Forced Marriage
Female Genital Mutilation (FGM) comprises all procedures involving partial or total removal of the
external female genitalia or other injury to female genital organs. It is illegal in the UK and a form of
child abuse.
As of October 2015, the Serious Crime Act 2015 (Home Office, 2015) introduced a duty on teachers
(and other professionals) to notify the police personally of known cases of female genital mutilation
where it appears to have been carried out on a girl under the age of 18. Our school will operate in
accordance with the statutory requirements relating to this issue, and in line with ‘Multi-Agency
statutory guidance on female genital mutilation’ (HMG, April 2016) and existing local safeguarding
procedures.

Our staff are alert to the possibility of a girl being at risk of Female Genital Mutilation (FGM), or
already having suffered FGM. Victims of FGM are likely to come from a community that is known
to practise FGM. Staff should note that girls at risk of FGM may not yet be aware of the practice or
that it may be conducted on them, so sensitivity should always be shown when approaching the
subject. Warning signs that FGM may be about to take place, or may have already taken place,
can be found in the SET procedures (2019) and in the above guidance that can be found on the
GOV.UK website.

A Forced marriage is one entered into without the full consent of one or both parties. It is where
violence, threats or other forms of coercion is used and is a crime. Our staff understand how to
report concerns where this may be an issue.

12.14 Prevention of radicalisation
As of July 2015, the Counter-Terrorism and Security Act (HMG, 2015) placed a new duty on schools
and other education providers. Under section 26 of the Act, schools are required, 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.
It requires schools to:
• teach a broad and balanced curriculum which promotes spiritual, moral, cultural, mental and
physical development of pupils and prepares them for the opportunities, responsibilities and
experiences of life and must promote community cohesion17
• be safe spaces in which children / young people can understand and discuss sensitive topics,
including terrorism and the extremist ideas that are part of terrorist ideology, and learn how
to challenge these ideas
• be mindful of their existing duties to forbid political indoctrination and secure a balanced
presentation of political issues
CHANNEL is a national programme which focuses on providing support at an early stage to people
identified as vulnerable to being drawn into terrorism.
Our school works in accordance with local procedures for Prevent and with other agencies, sharing
information and concerns, as appropriate.
The Prevent duty (DfE, Aug 2015) and the Revised Prevent Duty Guidance: for England and Wales’
(HMG, April 19) .

12.15 Private Fostering
As a school we must make sure that privately fostered children are properly and safely cared for.
Local Authorities are under a legal duty to ensure the welfare of a privately fostered child is being
promoted and safeguarded and are therefore required to undertake assessments of proposed or
actual private fostering arrangements. As such, we will always inform the Local Authority when we
are notified about such an arrangement or become aware of one.
“A private fostering arrangement is one that is made privately (that is to say without the involvement
of a Local Authority) for the care of a child under the age of 16 (under 18, if disabled) by someone
other than a parent or close relative with the intention that it should last for 28 days or more. Private
foster carers may be from the extended family such as a cousin or great aunt. However a person
who is a relative under the Children Act 1989, i.e., a grandparent, brother, sister, uncle or aunt
(whether of full blood or half blood or by marriage) or step-parent will not be a private foster carer.
A private foster carer may be a friend of the family, the parent of a friend of the child, or someone
previously unknown to the child’s family who is willing to privately foster a child.”

12.16 Looked After Children (LAC)
Our school has a Designated Teacher for pupils who are LAC. The Designated Teacher attends
LAC Reviews, PEP meetings and liaises with the child’s Social Worker and Independent Reviewing
Officer (IRO) and with the Local Authority Virtual School Headteacher, who is responsible for the
progress of children looked after. A previously looked after child remains vulnerable and all staff
should have the skills, knowledge and understanding to keep previously looked after children safe.

13. ALLEGATIONS OR CONCERNS ABOUT PEOPLE WORKING WITH CHILDREN

13.1 All staff members are made aware of the boundaries of appropriate behaviour and conduct.
These matters form part of staff induction and are outlined in the Staff Code of Conduct/Staff
Behaviour Policy.

13.2 It is essential that the high standards of concern and professional responsibility adopted with
regard to alleged child abuse by parents are similarly displayed when allegations are made about
members of staff.

13.3 The school works in accordance with statutory guidance and the SET procedures (2019) in
respect of allegations against an adult working with children (in a paid or voluntary capacity). Section
7 of the current SET procedures provides detailed information regarding this.

13.4 The school has processes in place for reporting any concerns about a member of staff (or any
adult working with children). Any concerns about the conduct of a member of staff will be referred
to the Headteacher (or the Deputy Headteacher in their absence). This role is distinct from the
Designated Child Protection Lead as the named person should have sufficient status and authority
in the school to manage employment procedures. Staffing matters are confidential and the school
must operate within statutory guidance around Data Protection.
Where the concern involves the Headteacher, it should be reported direct to the Chair of
Governors.

13.5 The SET procedures require that, where an allegation against a member of staff has been
received, the Headteacher, senior named person, or the Chair of Governors must inform the Local
Authority Designated Officer (LADO) one working day. Where the allegation is against the
Headteacher, the Chair of Governors will consult with the LADO. For people working with children
in Southend, the LADO is Allison Francis, who can be contacted on 01702 534539 (Child Protection
Adviser, Sharon Langston 01702 534591) safeguardingforchildren@southend.gov.uk.

13.6 The LADO has overall responsibility for oversight of the procedures for dealing with allegations
against staff members. Wherever possible, contact with the LADO should be made immediately, as
she will then advise on how to proceed and whether the matter requires Police involvement. This
will include advice on speaking to pupils and parents and HR. The school will manage these
procedures alongside the school’s disciplinary process, if appropriate, in liaison with the school’s
HR Advisor.

13.7 In accordance with Keeping Children Safe in Education (DfE, 2019) details of allegations that
are found to have been malicious should be removed from personnel records. However, for all other
allegations, the record should be retained at least until the accused has reached normal pension
age, or for a period of 10 years from the date of the allegation if that is longer. However, cases in
which an allegation was proven to be false, unsubstantiated or malicious should not be included in
employer references.
Schools and colleges have an obligation to preserve records which contain information about
allegations of sexual abuse for the Independent Inquiry into Child Sexual Abuse (IICSA), for the term
of the inquiry.

14. USE OF REASONABLE FORCE
The term ‘reasonable force’ covers a broad range of actions used by staff that involve a degree of
physical contact to control or restrain children. The Department for Education believes that the
adoption of a ‘no contact policy’ at a school can leave staff unable to fully support and protect their
pupils and students. There are circumstances when it is appropriate for staff to use reasonable
force to safeguard children and young people, such as guiding a child to safety or breaking up a
fight. ‘Reasonable’ means using no more force than is needed. Our school works in accordance
with statutory and local guidance on the use of reasonable force and recognises that where
intervention is required, it should always be considered in a safeguarding context.

15. WHISTLEBLOWING

15.1 Whistleblowing is ‘making a disclosure in the public interest’ and occurs when a worker (or
member of the wider school community) raises a concern about danger or illegality that affects
others, for example pupils in the school or members of the public.

15.2 All staff must be aware of their duty to raise concerns about the attitude or actions of colleagues
in line with the school’s Whistleblowing policy.

15.3 We want all members of staff and the wider community to feel able to raise concerns about
poor or unsafe practice and feel confident that any concern will be taken seriously by the school
leadership team. However, for any member of staff who feels unable to raise these concerns
internally, or where they feel their concerns have not been addressed, they may contact the NSPCC
whistleblowing advice line on: 0800 028 0285 (line is available from 8:00 AM to 8:00 PM, Monday
to Friday) or email: help@nspcc.org.uk.
Parents or others in the wider school community with concerns can contact the NSPCC general
helpline on: 0808 800 5000 (24 hour helpline) or email: help@nspcc.org.uk.

16. USE OF THE SCHOOL PREMISES BY OTHER ORGANISATIONS

16.1 Where services or activities are provided separately by another body, using the school
premises, the Governing Body will seek assurance that the body concerned has appropriate policies
and procedures in place in regard to safeguarding children and child protection.

We recognise there are a number of policies that are relevant to safeguarding and promoting
children’s welfare. These include the following:

Policy or Procedure
Anti-Bullying (including internet and mobile ‘phone bullying)
Attendance
Behaviour management/student discipline
Children missing from Education
Disability and Equality
Drugs and Substance Misuse
Educating Children with medical needs
Equality Compliance
E Safety
Extended School activities
First Aid
Health and Safety
Looked After Children
Management of Allegations made against Staff
PHSE curriculum
Racial Equality
Recruitment and Selection
Residential trips and schools visits, including exchange visits
Sex & Relationships Education
Staff Handbook (Guidance on Conduct including the use of mobile ‘phones and social media)
Use of Positive Handling and Restraint/Physical Intervention

 

To view the Safeguarding Policy, please click on the link below:

Safeguarding and child protection policy Sept 20

 

To view the Child Protection Policy Addendum, please click on the link below:

Child_protection_policy_addendum Chalkwell Hall June 2020