Safeguarding policies
Version: July 2022( Reviewed)
Review: July 2023
Ratified by: Salma Kalooji
Signed by: Manager/Director Salma Kalooji
To be reviewed (annually):
Safeguarding & Child Protection Policy for
Golden Stars Nursery Limited
| Part 1: Safeguarding Policy | ||
| 1 | Introduction | Page 3 |
| 2 | Overall Aims | Page 4 |
| 3 | Guiding Principles | Page 5 |
| 4 | Expectations | Page 5 |
| 5 | The Designated Safeguarding Lead (DSL) | Page 5 |
| 6 | Safer Recruitment and Selection | Page 7 |
| 6.1 Induction | Page 7 | |
| 6.2 Staff Support | Page 7 | |
| 7 | The Use of Reasonable Force | Page 7 |
| 8 | The School Role in the Prevention of Abuse | Page 7 |
| 9 | What We Will Do if We Are Concerned – Early Help Response | Page 8 |
| 10 | Safeguarding pupils who are Vulnerable to Radicalisation | Page 8 |
| 10.1 Risk Reduction | Page 8 | |
| 10.2 Channel | Page 9 | |
| 11 | Safeguarding pupils who are Vulnerable to Exploitation, Forced Marriage, Female Genital Mutilation or Trafficking | Page 10 |
| 13 | Children who go Missing from Education | Page 10 |
| 14 | Peer on Peer Abuse including Sexual Violence and Harassment | Page 11 |
| 15 | Criminal Exploitation & Gang Affiliation | Page 12 |
| Part 2: The Key Procedures | ||
| Chart: Responding to Concerns About a Child | Page 13 | |
| 16 | Involving Parents/Carers | Page 14 |
| 17 | Multi-Agency Work | Page 14 |
| 18 | Our Role in Supporting Children | Page 14 |
| 19 | Responding to an Allegation About a Member of Staff | Page 15 |
| 20 | Children With Additional Needs | Page 15 |
| 21 | Children in Specific Circumstances – Private Fostering | Page 15 |
| 22 | Links to additional information about safeguarding issues and forms of abuse | Page 16 |
| Appendices | ||
| Appendix 1: Definitions and Indicators of Abuse | Page 19 | |
| 1. Neglect | Page 19 | |
| 2. Physical Abuse | Page 20 | |
| 3. Sexual Abuse | Page 20 | |
| 4. Sexual Exploitation | Page 20 | |
| 5. Emotional Abuse | Page 21 | |
| 6. Responses from Parents | Page 21 | |
| 7. Disabled Children | Page 22 | |
| Appendix 2: Dealing with a Disclosure of Abuse | Page 23 | |
| Appendix 3: Allegations About a Member of Staff, Governor or Volunteer | Page 24 | |
| Appendix 4: Indicators of Vulnerability to Radicalisation | Page 25 | |
| Appendix 5:Preventing Violent Extremism – Roles and Responsibilities of the Single Point of Contact (SPOC) | Page 27 | |
PART ONE: SAFEGUARDING POLICY
| 1.0 INTRODUCTION Safeguarding and promotingthewelfareofchildren is defined as – Protecting children from maltreatment;Preventing impairment of children’s health or development;Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care; andTaking action to enable all children to have the best outcomes.Children include everyone undertheage of18 | This means that our school is committed to safeguarding and promoting the welfare of all its pupils. We believe that: Our children have the right to be protected from harm, abuse and neglectThat every child has the right to an education and children people need to be safe and to feel safe in the nurseryChildren need support that matches their individual needs, including those who may have experienced abuseOur Children have the right to express their views, feelings and wishes and voice their own values and beliefsOur Children should be encouraged to respect each other’s values and support each otherOur Children have the right to be supported to meet their emotional and social needs as well as their educational needsOur nursery will contribute to the prevention of abuse, victimisation, bullying (including homophobic, bi-phobic, trans-phobic and cyber-bullying), exploitation, extreme behaviours, discriminatory views and risk taking behaviours All staff and visitors have an important role to play in safeguarding Children and protecting them from abuse. |
| Schools will fulfil their local and national responsibilities as laid out in the following documents: · The most recent version ofWorking Together to Safeguard Children(DfE) The most recent version of Keeping Children Safe in Education: Statutory guidance for schools and colleges (DfE Sept 2018) · West Midlands Safeguarding Children Procedures · The Education Act 2002s175 Sexting in Schools & Colleges – responding to incidents and safeguarding young people(UKCCIS) 2016 General Data Protection Legislation (2018) https://ec.europa.eu/commission/priorities/justice-and-fundamental-rights/data-protection/2018-reform-eu-data-protection-rules_en Mental Health & Behaviour in Schools. https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools–2 Birmingham Criminal Exploitation & Gang Affiliation Practice Guidance (2018) https://www.birmingham.gov.uk/downloads/file/11545/birmingham_criminal_exploitation_and_gang_affiliation_practice_guidance_2018 |
| 2.0 OVERALL AIMS This policy will contribute to the protection and safeguarding of our pupils and promote their welfare by: Clarifying standards of behaviour for staff and pupilsContributing to the establishment of a safe, resilient and robust ethos in the school, built on mutual respect and shared valuesIntroducing appropriate work within the curriculumEncouraging pupils and parents to participate;Alerting staff to the signs and indicators that all may not be wellDeveloping staff awareness of the causes of abuseDeveloping staff awareness of the risks and vulnerabilities their pupils faceAddressing concerns at the earliest possible stage; andReducing the potential risks pupils face of being exposed to violence, extremism, exploitation, discrimination or victimisation. | This means that in our Nursery we will: Identify and protect our vulnerable childrenIdentify individual needs as early as possible; and Design plans to address those needsWork in partnership with children, parents/carers and other agencies. Our policy extends to any establishment our school commissions to deliver education to our pupils on our behalf including alternative provision settings. Our Governing Body will ensure that any commissioned agency will reflect the values, philosophy and standards of our school. Confirmation should be sought from the nursery that appropriate risk assessments are completed and ongoing monitoring is undertaken. |
| 3.0 GUIDING PRINCIPLES These are the 7 guiding principles of safeguarding, as stated by Birmingham Safeguarding Children Board (found in Right Help Right time); Have conversations and listen to children and their families as early as possible. Understand the child’s lived experience.Work collaboratively to improve children’s life experience.Be open, honest and transparent with families in our approach. Empower families by working with them.Work in a way that builds on the families’ strengths.Build resilience in families to overcome difficulties. | This means that in our school that all staff will be aware of the guidance issued by Birmingham Safeguarding Children Board in Right Help Right Time, and procedures for Early Help. |
| 4.0 EXPECTATIONS All staff and visitors will: Be familiar with this Safeguarding & Child Protection PolicyUnderstand their role in relation to safeguardingBe alert to signs and indicators of possible abuse (See Appendix 1 for current definitions and indicators)Record concerns and give the record to the DSL, or deputy DSL, andDeal with a disclosure of abuse from a child in line with the guidance in Appendix 2 – you must inform the DSL immediately, and provide a written account as soon as possible.Be involved, where appropriate, in the implementation of individual School-focused interventions, Early Help assessments and Our Family Plans, Child In Need Plans and inter-agency Child Protection Plans | This means that in our school: All our staff will receive annual safeguarding training and update briefingsas appropriate. Key staff will undertake more specialist safeguarding training as agreed by the management team We will follow Safer Recruitment processes and checks for all staff. |
| 5.0 THE DESIGNATED SAFEGUARDING LEAD (DSL) The DSL will be a member of the Senior Leadership Team. Whilst the activities of the DSL can be delegated to appropriately trained deputies, the ultimate lead responsibility for safeguarding and child protection remains with the DSL. This responsibility should not be delegated.Governing bodies and proprietors should ensure that the DSL role is explicit in the role-holder’s job description and appropriate time is made available to the DSL and deputy DSL(s) to allow them to undertake their duties. | This means the DSL team in our nursery will be: Lead Salma Kalooji and Amani Kalooji In her absence it will be Khoyrunnehar Begum Choudhury and sidra Zahoor Any steps taken to support a child/ young person who has a safeguarding vulnerability must be reported to the lead DSL. Staff will be informed of relevant details only when the DSL feels their having knowledge of a situation will improve their ability to support an individual child and/or family. A written record will be made of what information has been shared, with whom, and when. |
| Safeguarding and Child Protection information will be dealt with in a confidential manner.Safeguarding records will be stored securely in a central place separate from academic records. Individual files will be kept for each pupil: the school will not keep family files. Files will be kept for at least the period during which the pupil is attending the school, and beyond that in line with current data legislation and guidance.If a pupil moves from our school, Child Protection and Safeguarding records will be forwarded on to the DSL at the new school, with due regard to their confidential nature and in line with current government guidance on the transfer of such records. Direct contact between the two schools may be necessary, especially on transfer from Primary to Secondary schools. | We will not disclose to a parent any information held on a child/young person if this would put the child at risk of significant harm We will record where and to whom the records have been passed and the date. This will allow the new setting to continue supporting victims of abuse and have thatsupport in place forwhen the child arrives. |
| 6.0 SAFER RECRUITMENT & SELECTION The nursery will pay full regard to ‘Safer Recruitment’ practice including scrutinising applicants, verifying identity and academic or vocational qualifications, obtaining professional and character references, checking previous employment history and ensuring that a candidate has the health and physical capacity for the job. It also includes undertaking interviews and appropriate checks including disclosure & barring check, barred list checks and prohibition checks. Evidence of these checks must be recorded on our Single Central Record. All recruitment materials will include reference to the school’s commitment to safeguarding and promoting the wellbeing of pupils. | This means that in our school: The following Nursery staff have undertaken Safer Recruitment training: 1 Salma Kalooji |
| 6.1 Induction All staff must be aware of systems within their setting which support safeguarding and these should be explained to them as part of staff induction. 6.2 Staff Support Regular supervision will be offered to the DSL within school, usually half-termly and may be extended to other all members of staff too. | Our staff induction process will cover: The Safeguarding & Child Protection policy;The Behaviour Policy;The Staff Behaviour Policy (sometimes called a Code of Conduct); The safeguarding response to children who go missing from education; and The role of the DSL (including the identity of the DSL and any deputies). We recognise the stressful and traumatic nature of safeguarding and child protection work. We will support staff by providing an opportunity to talk through their anxieties with the DSL and to seek further support as appropriate. |
| 7.0 THE USE OF REASONABLE FORCE There are circumstances when it is appropriate for staff in school to use reasonable force to safeguard children and young people. The term ‘reasonable force’ covers the broad range of actions used by staff that involves a degree of physical contact to control or restrain children. This can range from guiding a child to safety by the arm, to more extreme circumstances such as breaking up a fight or where a child needs to be restrained to prevent violence or injury. ‘Reasonable’ in these circumstances means ‘using no more force than is needed’. The use of force may involve either passive physical contact, such as standing between pupils or blocking a pupil’s path, or active physical contact such as leading a pupil by the arm out of the classroom. Departmental advice for schools is available here: https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools | This means in our nursery: By planning positive and proactive behaviour support, will reduce the occurrence of challenging behaviour and the need to use reasonable force. We will write individual behaviour plans for our more vulnerable children, and agree them with parents and carers. We will not have a ‘no contact’ policy as this could leave our staff unable to fully support and protect their pupils and students. When using reasonable force in response to risks presented by incidents involving Children including any with SEN or disabilities, or with medical conditions, our staff will consider the risks carefully. |
| 8.0 THE NURSERY ROLE IN THE PREVENTION OF ABUSE This Safeguarding & Child Protection Policy cannot be separated from the general ethos of the school, which should ensure that pupils are treated with respect and dignity, taught to treat each other with respect, feel safe, have a voice, and are listened to. Safeguarding issues will be addressed through all areas of the curriculum. | This means that in our nursery: We will provide opportunities for pupils to develop skills, concepts, attitudes and knowledge that promote their safety and well-being. All our policies which address issues of power and potential harm, for example Anti-Bullying, Discrimination, Equal Opportunities, Handling, Positive Behaviour, will be inter-linked to ensure a whole school approach. |
| 10 SAFEGUARDING STUDENTS WHO ARE VULNERABLE TO RADICALISATION With effect from 1st July 2015, all Nurseries are subject to a duty to have “due regard to the need to prevent people being drawn into terrorism” (section 26, Counter Terrorism and Security Act 2015). This is known as The Prevent Duty. The current threat from terrorism in the United Kingdom may include the exploitation of vulnerable people, to involve them in terrorism or in activity in support of terrorism. The normalisation of extreme views may also make children and young people vulnerable to future manipulation and exploitation. Definitions of radicalisation and extremism, and indicators of vulnerability to radicalisation are in Appendix 4. | This means that in our nursery: Values freedom of speech and the expression of beliefs and ideology as fundamental rights underpinning our society’s values. Pupils and teachers have the right to speak freely and voice their opinions. However, freedom comes with responsibility and free speech that is designed to manipulate the vulnerable or that leads to violence and harm of others goes against the moral principles in which freedom of speech is valued. Free speech is not an unqualified privilege; it is subject to laws and policies governing equality, human rights, community safety and community cohesion. |
| 10.1 Risk Reduction The managementand the DSL will assess the level of risk within the school and put actions in place to reduce that risk. Risk assessment may include consideration of the school’s RE curriculum, SEND policy, Assembly Policy, the use of nursery premises by external agencies, integration of pupils by gender and SEN, anti-bullying policy and other issues specific to the school’s profile, community and philosophy. To this end, open source due diligence checks will be undertaken on all external speakers invited to our school. An example of this can be found at: https://www.birmingham.gov.uk/downloads/download/773/the_prevent_duty The setting is required to identify a Prevent Single Point of Contact (SPOC) who will be the lead within the organisation for safeguarding in relation to protecting individuals from radicalisation and involvement in terrorism: this will normally be the DSL.The responsibilities of the SPOC are described in Appendix 5 The nursery will monitor online activity within the school to ensure that inappropriate sites are not accessed by pupils or staff. The nursery has a duty to cooperate with the Channel programme in the carrying out of its functions, and with the Police in providing information about an individual who is referred to Channel (Section 38, Counter Terrorism and Security Act 2015). | We are clear that this exploitation and radicalisation must be viewed as a safeguarding concern and that protecting children from the risk of radicalisation from any group (including, but not restricted to, those linked to Islamist ideology, or to Far Right/Neo-Nazi/Whit,Supremacist, Domestic Terrorism, Irish Nationalist and Loyalist paramilitary groups, and extremist Animal Rights movements) is part of our school’s safeguarding duty. The SPOC for our Nursery is: Name: Salma Kalooji All staff within our schoolwill be alert to changes in a child’s behaviour or attitude which could indicate that they are in need of help or protection. Our nursery will make referrals to Channel if we are concerned that an individual might be vulnerable to radicalisation |
| 11 PUPILS WHO ARE VULNERABLE TO EXPLOITATION, FORCED MARRIAGE, FEMALE GENITAL MUTILATION OR TRAFFICKING With effect from October 2015, all nursery are subject to a mandatory reporting requirement in respect of female genital mutilation (FGM). When a teacher suspects or discovers that an act of FGM is going to be or has been carried out on a girl aged under 18, that teacher has a statutory duty to report it to the Police. Failure to report such cases will result in disciplinary sanctions. The nursery officer will also discuss the situation with the DSL who will consult Birmingham Children’s Trust before a decision is made as to whether the mandatory reporting duty applies. | This means that in our nursery we ensure: Our staff are supported to talk to families and local communities about sensitive concerns in relation to their children and to find ways to address them together wherever possible. All staff are up to date on the latest advice and guidance provided to assist in addressing specific vulnerabilities and forms of exploitation around; Forced MarriageFGMTraffickingCriminal Exploitation & Gang Affiliation Our staff will be supported to recognise warning signs and symptoms in relation to each specific issue, and include such issues, in an age appropriate way, in their lesson plans. |
| 13.0 CHILDREN MISSING FROM EDUCATION A child goingmissing,particularlyrepeatedly, can act as a vitalwarning sign ofa range ofsafeguardingrisks, including abuseand neglect, which may include sexual abuseorexploitation;child criminal exploitation;mental healthproblems; substanceabuse and other issues. Earlyinterventionis necessary to identifytheexistence ofany underlying safeguardingrisks and tohelp prevent therisk ofthemgoing missing in future. Work around attendance and Missing from Education will be coordinated with safeguarding interventions. The nursery must notify the Local Authority of any pupil/student who fails to attend nursery regularly after making reasonable enquiries, or has been absent without the school’s permission for a continuous period of 5 days or more. The nursery (regardless of designation) must also notify the Local Authority of any pupil/student who is to be deleted from the admission register because s/he: Has been taken out of nursery by their parents and is being educated outside the nursery system (e.g. home education)Has ceased to attend nursery and no longer lives within a reasonable distance of the nursery at which s/he is registered (moved within the city, within the country or moved abroad but failed to notify the school of the change)Displaced as a result of a crisis e.g. domestic violence or homelessness | This means that in our nursery we will: Hold two or more emergency contact numbers for each pupil. All our attendance workwill liaise closely with the DSL. We will adapt our attendance monitoring on an individual basis to ensure the safety of each child at our nursery Our nursery will demonstrate that we have taken reasonable enquiries to ascertain the whereabouts of pupils that would be considered ‘missing’. |
| Has been certified by the nursery medical officer as unlikely to be in a fit state of health to attend nursery before ceasing to be of compulsory school age, and neither s/he nor his/her parent has indicated the intention to continue to attend the nursery after ceasing to be of compulsory school ageIs in custody for a period of more than four months due to a final court order and the proprietor does not reasonably believe that s/he will return to the school at the end of that periodHas been permanently excluded |
| 14.0 PEER ON PEER ABUSE It is important that nursery and college can recognise that children are capable of abusing their peers, and that this abuse can include physical abuse, sexting, initiation/ hazing, sexual violence and harassment. The school’s values, ethos and behaviour policies provide the platform for staff and students to clearly recognise that abuse is abuse and it should never be tolerated or diminished in significance. It should be recognised that there is a gendered nature to peer on peer abuse i.e. that it is more likely that girls will be victims and boys perpetrators. Nursery should recognise the impact of sexual violence and the fact Children can, and sometimes do, abuse their peers in this way. When referring to sexual violence this policy is referring to sexual offences under the Sexual Offences Act 2003 as described below: Rape: A person (A) commits an offence of rape if: there is intentional penetration of the vagina, anus or mouth of another person (B) with his penis, (B) does not consent to the penetration and (A) does not reasonably believe that (B) consents. Assault by Penetration: A person (A) commits an offence if: s/he intentionally penetrates the vagina, anus or mouth of another person (B) with a part of her/his body or anything else, the penetration is sexual, (B) does not consent to the penetration and (A) does not reasonably believe that (B) consents. Sexual Assault: A person (A) commits an offence of sexual assault if: s/he intentionally touches another person (B), the touching is sexual, (B) does not consent to the touching and (A) does not reasonably believe that (B) consents. | This means that in our nurseryl: We will not tolerate instances of peer on peer abuse and will not pass it off as “banter”, “just having a laugh” or “part of growing up”. We will follow both national and local guidance and policies to support any Children subject to peer on peer abuse, including sexting (also known as youth produced sexual imagery) and gang violence. We will follow the guidance on managing reports of child-on-child sexual violence and sexual harassment in schools. We will utilise the Children who pose a Risk to Children Nursery Safety Plan produced by the local authority https://www.birmingham.gov.uk/downloads/file/9504/children_who_pose_a_risk_to_children Our DSL will follow local guidance to enable provision of effective support to any child affected by this type of abuse. https://www.birmingham.gov.uk/downloads/file/8321/responding_to_hsb_-_school_guidance |
| 15.0 Criminal Exploitation & Gang Affiliation Criminal exploitation interlinks with a number of multiple vulnerabilities and offences including a child being exposed to and/or the victim of physical and emotional violence, neglect, poor attendance, sexual abuse and exploitation, modern slavery, human trafficking and missing episodes. It is important that children who are criminally exploited are seen as victims and not treated as criminals, and treated through safeguarding and child protection procedure. Work to address criminal exploitation is covered by relevant legislation including: Crime & Disorder Act – 1998Children Act – 2004Serious Crime Act – 2015Modern Slavery Act – 2015Criminal Finances Act – 2017Children & Social Work Act – 2017 And the new Working Together (2018) requires agencies support vulnerable people within the context of the wider safeguarding agenda. | This means that in our nursery we will follow the Criminal Exploitation & Gang Affiliation Practice Guidance issued in 2019 (see link below) and use the risk assessment screening tool to support our referrals to CASS for any children in our school we are concerned about. https://www.birmingham.gov.uk/downloads/file/11545/birmingham_criminal_exploitation_and_gang_affiliation_practice_guidance_2018 We will be aware of and work with the Police and local organisations to disrupt as much as possible gang activity within our nursery. |
PART TWO – THE KEY PROCEDURES
RESPONDING TO CONCERNS ABOUT A CHILD
16.0 INVOLVING PARENTS/CARERS
16.1 In general, we will discuss any Safeguarding or Child Protection concerns with parents/carers before approaching other agencies, and will seek their consent to making a referral to another agency. Appropriate staff will approach parents/carers after consultation with the DSL.
16.1.2 However there may be occasions when the nursery will contact another agency before informing parents/carers because it considers that contacting them may increase the risk of significant harm to the child.
16.2 Parents/carers will be informed about our Safeguarding & Child Protection Policy through school prospectus, website, newsletter etc.
17.0 MULTI-AGENCY WORK
17.1 We work in partnership with other agencies to promote the best interests of our Children and keep them as a top priority in all decisions and actions that affect them. Our school will, where necessary, liaise with these agencies and make requests for support from Birmingham Children’s Trust. These requests will be made by the DSL to the Children’s Advice and Support Service (CASS) – 0121 303 1888. Where the child already has a safeguarding Social Worker or Family Support Worker, the ‘Request for Support’ should go immediately to the team involved, or in their absence, to their team manager.
17.2 When invited the DSL will participate in a MASH strategy meeting, usually by conference phone, adding school-held data and intelligence to the discussion so that the best interests of the child are met.
17.3 We will co-operate with any Child Protection enquiries conducted by Birmingham Children’s Trust: the school will ensure representation at appropriate inter-agency meetings such as Our Family Plan, Children in Need, Initial and Review Child Protection Conferences, and Core Group meetings.
17.4 We will provide reports as required for these meetings (17.3). If the school is unable to attend, a written report will be sent and shared with Birmingham Children’s Trust at least 24 hours prior to the meeting.
17.5 Where a pupil/student is subject to an inter-agency Child Protection Plan or a multi-agency risk assessment conference (MARAC) meeting, the school will contribute to the preparation, implementation and review of the plan as appropriate.
18.0 OUR ROLE IN SUPPORTING CHILDREN
18.1 Our nursery staff will offer appropriate support to individual pupils who have experienced abuse, who have abused others (peer on peer abuse) or who act as Young Carers in their home situation.
18.2 An Our Family Plan will be devised, implemented and reviewed regularly for these children. This Plan will detail areas of support, who will be involved, and the child’s wishes and feelings. A copy of the Plan will be kept in the child’s safeguarding record.
18.3 Children and young people who abuse others will be responded to in a way that meets their needs as well as protecting others within the school community through a multi-agency risk assessment. Within our school we will ensure that the needs of children and young people who abuse others will be considered separately from the needs of their victims.
18.4 We will ensure the school works in partnership with parents/ carers and other agencies as appropriate.
19.0 RESPONDING TO AN ALLEGATION ABOUT A MEMBER OF STAFF
See also Birmingham Safeguarding Children Board Procedures on Allegations against Staff and Volunteers.
19.1 This procedure must be used in any case in which it is alleged that a member of staff, manager =, visiting professional or volunteer has:
- Behaved in a way that has harmed a child or may have harmed a child;
- Possibly committed a criminal offence against or related to a child; or
- Behaved in a way that indicates s/he is unsuitable to work with children.
19.2 Although it is an uncomfortable thought, it needs to be acknowledged that there is the potential for staff in nursery to abuse pupils.
19.3 All staff working within our organisation must report any potential safeguarding concerns about an individual’s behaviour towards children and young people immediately.
19.3.1 Allegations or concerns about staff, colleagues and visitors must be reported directly to the manager who will liaise with the Birmingham Children’s Trust Designated Officer (LADO) Team who will decide on any action required.
19.3.2 If the concern relates to the manager it must be reported immediately to the Designated Officer in Birmingham Children’s Trust (LADO) and they will decide on any action required.
19.3.3 If the safeguarding concern relates to the proprietor of the setting then the concern must be made directly to the Birmingham Children’s Trust Designated Officer (LADO) Team who will decide on any action required.
20.0 CHILDREN WITH ADDITIONAL NEEDS
20.1 Our nursery recognises that all pupils have a right to be safe. Some pupils may be more vulnerable to abuse, for example those with a disability or special educational need, those living with domestic violence or drug/alcohol abusing parents, etc.
20.2 When the school is considering excluding, either for a fixed term or permanently, a vulnerable pupil or one who is the subject of a Child Protection Plan or where there is an existing Child Protection file, we will call a multi-agency risk-assessment meeting prior to making the decision to exclude. In the event of a one-off serious incident resulting in an immediate decision to exclude, the risk assessment should be completed prior to convening a meeting of the Governing Body.
21.0 CHILDREN IN SPECIFIC CIRCUMSTANCES
21.1 Private Fostering
21.1.1 Many adults find themselves looking after someone else’s child without realising that they may be involved in private fostering. A private fostering arrangement is one that is made privately (that is to say without the involvement of Birmingham Children’s Trust) for the care of a child under the age of 16 (under 18, if disabled) by someone other than a parent or immediate relative. If the arrangement is to last, or has lasted, for 28 days or more, it is categorised as private fostering.
21.1.2 The Children Act 1989 defines an immediate relative as a grandparent, brother, sister, uncle or aunt (whether of full blood or half blood or by marriage or civil partnership), or a step parent.
21.1.3 People become involved in private fostering for all kinds of reasons. Examples of private fostering include:
- Children who need alternative care because of parental illness;
- Children whose parents cannot care for them because their work or study involves long or antisocial hours;
- Children sent from abroad to stay with another family, usually to improve their educational opportunities;
- Unaccompanied asylum seeking and refugee children/young people;
- Teenagers who stay with friends (or other non-relatives) because they have fallen out with their parents;
- Children staying with families while attending a school away from their home area.
21.1.4 There is a mandatory duty on the school to inform Birmingham Children’s Trust of a private fostering arrangement – this is done by contacting CASS (0121 303 1888). The Trust then has a duty to check that the child/young person is being properly cared for and that the arrangement is satisfactory.
22.0 Links to additional information about safeguarding issues and forms of abuse
22.1 Staff who work directly with children/young people, and their leadership team should refer to this information
22.2 Guidance on children in specific circumstances found in Annex A of KCSIE- 18, and additional resources as listed below:
APPENDICES
APPENDIX 1
DEFINITIONS AND INDICATORS OF ABUSE
1. NEGLECT
Neglect is 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 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.
The following may be indicators of neglect (this is not designed to be used as a checklist):
- Constant hunger
- Stealing, scavenging and/or hoarding food
- Frequent tiredness or listlessness
- Frequently dirty or unkempt
- Often poorly or inappropriately clad for the weather
- Poor school attendance or often late for school
- Poor concentration
- Affection or attention seeking behaviour
- Illnesses or injuries that are left untreated
- Failure to achieve developmental milestones, for example growth, weight
- Failure to develop intellectually or socially
- Responsibility for activity that is not age appropriate such as cooking, ironing, caring for siblings
- The child is regularly not collected or received from school
- The child is left at home alone or with inappropriate carers
2. PHYSICAL ABUSE
Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.
The following may be indicators of physical abuse (this is not designed to be used as a checklist):
- Multiple bruises in clusters, or of uniform shape
- Bruises that carry an imprint, such as a hand or a belt
- Bite marks
- Round burn marks
- Multiple burn marks and burns on unusual areas of the body such as the back, shoulders or buttocks;
- An injury that is not consistent with the account given
- Changing or different accounts of how an injury occurred
- Bald patches
- Symptoms of drug or alcohol intoxication or poisoning
- Unaccountable covering of limbs, even in hot weather
- Fear of going home or parents being contacted
- Fear of medical help
- Fear of changing for PE
- Inexplicable fear of adults or over-compliance
- Violence or aggression towards others including bullying
- Isolation from peers
3. SEXUAL ABUSE
Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by rape and/or penetration 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 following may be indicators of sexual abuse (this is not designed to be used as a checklist):
- Sexually explicit play or behaviour or age-inappropriate knowledge
- Anal or vaginal discharge, soreness or scratching
- Reluctance to go home
- Inability to concentrate, tiredness
- Refusal to communicate
- Thrush, persistent complaints of stomach disorders or pains
- Eating disorders, for example anorexia nervosa and bulimia
- Attention seeking behaviour, self-mutilation, substance abuse
- Aggressive behaviour including sexual harassment or molestation
- Unusual compliance
- Regressive behaviour, enuresis, soiling
- Frequent or openly masturbating, touching others inappropriately
- Depression, withdrawal, isolation from peer group
- Reluctance to undress for PE or swimming
- Bruises or scratches in the genital area
4. SEXUAL EXPLOITATION
Child Sexual Exploitation occurs when a child or young person, or another person, receives “something” (for example food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of the child/young person performing sexual activities, or another person performing sexual activities on the child/young person.
The presence of any significant indicator for sexual exploitation should trigger a referral to Birmingham Children’s Trust. The significant indicators are:
- Having a relationship of concern with a controlling adult or young person (this may involve physical and/or emotional abuse and/or gang activity)
- Entering and/or leaving vehicles driven by unknown adults
- Possessing unexplained amounts of money, expensive clothes or other items
- Frequenting areas known for risky activities
- Being groomed or abused via the Internet and mobile technology; and
- Having unexplained contact with hotels, taxi companies or fast food outlets.
- Missing for periods of time (CSE and County Lines)
5. EMOTIONAL ABUSE
Emotional abuse is the persistent emotional maltreatment of a child/young person such as to cause severe and persistent adverse effects on the child/young person’s emotional development. It may involve conveying to Children 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/young person 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 the child/young person’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child/young person participating in normal social interaction. It may also involve seeing or hearing the ill-treatment of another person. It may involve serious bullying (including cyber bullying), causing Children frequently to feel frightened or in danger, or the exploitation or corruption of children/young people. Some level of emotional abuse is involved in all types of maltreatment.
The following may be indicators of emotional abuse (this is not designed to be used as a checklist):
- The child consistently describes him/herself in very negative ways – as stupid, naughty, hopeless, ugly
- Over-reaction to mistakes
- Delayed physical, mental or emotional development
- Sudden speech or sensory disorders
- Inappropriate emotional responses, fantasies
- Neurotic behaviour: rocking, banging head, regression, tics and twitches
- Self-harming, drug or solvent abuse
· Fear of parents being contacted
· Running away
· Compulsive stealing
· Appetite disorders – anorexia nervosa, bulimia; or
- Soiling, smearing faeces, enuresis.
N.B: Some situations where children stop communicating suddenly (known as “traumatic mutism”) can indicate maltreatment.
6. RESPONSES FROM PARENTS/CARERS
Research and experience indicates that the following responses from parents may suggest a cause for concern across all five categories:
- Delay in seeking treatment that is obviously needed
- Unawareness or denial of any injury, pain or loss of function (for example, a fractured limb)
- Incompatible explanations offered, several different explanations or the child is said to have acted in a way that is inappropriate to her/his age and development
- Reluctance to give information or failure to mention other known relevant injuries
- Frequent presentation of minor injuries
- A persistently negative attitude towards the child
- Unrealistic expectations or constant complaints about the child
- Alcohol misuse or other drug/substance misuse
- Parents request removal of the child from home; or
- Violence between adults in the household
- Evidence of coercion and control.
7. DISABLED CHILDREN
When working with children with disabilities, practitioners need to be aware that additional possible indicators ofabuse and/or neglect may also include:
- A bruise in a site that may not be of concern on an ambulant child such as the shin, maybe of concern on a non-mobile child
- Not getting enough help with feeding leading to malnourishment
- Poor toileting arrangements
- Lack of stimulation
- Unjustified and/or excessive use of restraint
- Rough handling, extreme behaviour modification such as deprivation of medication, food or clothing, disabling wheelchair batteries
- Unwillingness to try to learn a child’s means of communication
- Ill-fitting equipment, for example, callipers, sleep boards, inappropriate splinting
- Misappropriation of a child’s finances; or
- Inappropriate invasive procedures.
APPENDIX 2
DEALING WITH A DISCLOSURE OF ABUSE
When a pupil tells me about abuse they have suffered, what should I remember?
- Stay calm.
- Do not communicate shock, anger or embarrassment.
- Reassure the child. Tell her/him you are pleased that s/he is speaking to you.
- Never enter into a pact of secrecy with the child. Assure her/him that you will try to help but let the child know that you will have to tell other people in order to do this. State who this will be and why.
- Tell her/him that you believe them. Children very rarely lie about abuse; but s/he may have tried to tell others and not been heard or believed.
- Tell the child that it is not her/his fault.
- Encourage the child to talk but do not ask “leading questions” or press for information.
- Listen and remember.
- Check that you have understood correctly what the child is trying to tell you.
- Praise the child for telling you. Communicate that s/he has a right to be safe and protected.
- Do not tell the child that what s/he experienced is dirty, naughty or bad.
- It is inappropriate to make any comments about the alleged offender.
- Be aware that the child may retract what s/he has told you. It is essential to record in writing, all you have heard, though not necessarily at the time of disclosure.
- At the end of the conversation, tell the child again who you are going to tell and why that person or those people need to know.
- As soon as you can afterwards, make a detailed record of the conversation using the child’s own language. Include any questions you may have asked. Do not add any opinions or interpretations.
- If the disclosure relates to a physical injury do not photograph the injury, but record in writing as much detail as possible.
NB – it is not education staff’s role to seek disclosures. Their role is to observe that something may be wrong, ask about it, listen, be available and try to make time to talk.
Immediately after a Disclosure
You should not deal with this yourself. Clear indications or disclosure of abuse must be reported to Birmingham Children’s Trust without delay, by the Head Teacher, DSL or in exceptional circumstances by the staff member who has raised the concern.
Children making a disclosure may do so with difficulty, having chosen carefully to whom they will speak. Listening to and supporting a child who has been abused can be traumatic for the adults involved. Support for you will be available from your DSL or Head Teacher.
APPENDIX 3
ALLEGATIONS ABOUT A MEMBER OF STAFF, MANAGER OR VOLUNTEER
1. Inappropriate behaviour by staff/volunteers could take the following forms:
- Physical
For example, the intentional use of force as a punishment, slapping, use of objects to hit with, throwing objects, or rough physical handling.
- Emotional
For example, intimidation, belittling, scapegoating, sarcasm, lack of respect for children’s rights, and attitudes that discriminate on the grounds of race, gender, disability or sexuality.
- Sexual
For example, sexualisedbehaviour towards pupils, sexual harassment, inappropriate phone calls and texts, images via social media, sexual assault and rape.
- Neglect
For example failing to act to protect children/young people, failing to seek medical attention or failure to carry out an appropriate risk assessment.
- Spiritual Abuse
For example using undue influence or pressure to control individuals or ensure obedience, follow religious practices that are harmful such as beatings or starvation.
2. If a child makes an allegation about a member of staff, visitor or volunteer the Manager must be informed immediately. The Manager must carry out an urgent initial consideration in order to establish whether there is substance to the allegation. The Manager should not carry out the investigation him/herself or interview pupils.
3. The Manager should exercise and be accountable for their professional judgement on the action to be taken as follows:
- If the actions of the member of staff, and the consequences of the actions, raise credible child protection concerns the Manager will notify Birmingham Children’s Trust Designated Officer (LADO) Team[1] (Tel: 0121 675 1669). The LADO Team will liaise with the Chair of Governors and advise about action to be taken, and may initiate internal referrals within Birmingham Children’s Trust to address the needs of children likely to have been affected.
- If the actions of the member of staff, and the consequences of the actions, do not raise credible child protection concerns, but do raise other issues in relation to the conduct of the member of staff or the pupil. These should be addressed through the school’s own internal procedures.
- If the Manager decides that the allegation is without foundation and no further formal action is necessary, all those involved should be informed of this conclusion, and the reasons for the decision should be recorded on the child’s safeguarding file. The allegation should be removed from personnel records.
4. Where an allegation has been made against the Manager, then the second in lead takes on the role of liaising with the LADO Team in determining the appropriate way forward. For details of this specific procedure see the Section on Allegations against Staff and Volunteers in the procedures of Birmingham Safeguarding Children Board.
5. Where the allegation is against the sole proprietor, the referral should be made to the LADO Team directly.
APPENDIX 4
INDICATORS OF VULNERABILITY TO RADICALISATION
1. Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism leading to terrorism.
2. Extremism is defined by the Government in the Prevent Strategy as:
Vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas.
3. Extremism is defined by the Crown Prosecution Service as:
The demonstration of unacceptable behaviour by using any means or medium to express views which:
- Encourage, justify or glorify terrorist violence in furtherance of particular beliefs;
- Seek to provoke others to terrorist acts;
- Encourage other serious criminal activity or seek to provoke others to serious criminal acts; or
- Foster hatred which might lead to inter-community violence in the UK.
4. There is no such thing as a “typical extremist”. Those who become involved in extremist actions come from a range of backgrounds and experiences, and most individuals, even those who hold radical views, do not become involved in violent extremist activity.
5. Pupils may become susceptible to radicalisation through a range of social, personal and environmental factors – it is known that violent extremists exploit vulnerabilities in individuals to drive a wedge between them and their families and communities. It is vital that staff are able to recognise those vulnerabilities.
6. Indicators of vulnerability include:
- Identity Crisis– the student/pupil is distanced from their cultural/religious heritage and experiences discomfort about their place in society
- Personal Crisis– the student/pupil may be experiencing family tensions; a sense of isolation; and low self-esteem; they may have dissociated from their existing friendship group and become involved with a new and different group of friends; they may be searching for answers to questions about identity, faith and belonging
- Personal Circumstances– migration; local community tensions; and events affecting the student/pupil’s country or region of origin may contribute to a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy
- Unmet Aspirations– the student/pupil may have perceptions of injustice; a feeling of failure; rejection of civic life
- Experiences of Criminality– which may include involvement with criminal groups, imprisonment, and poor resettlement/reintegration
- Special Educational Need– students/pupils may experience difficulties with social interaction, empathy with others, understanding the consequences of their actions and awareness of the motivations of others.
7. This list is not exhaustive, nor does it mean that all Children experiencing the above are at risk of radicalisation for the purposes of violent extremism.
8. More critical risk factors could include:
- Being in contact with extremist recruiters
- Family members convicted of a terrorism act or subject to a Channel intervention
- Accessing violent extremist websites, especially those with a social networking element
- Possessing or accessing violent extremist literature
- Using extremist narratives and a global ideology to explain personal disadvantage
- Justifying the use of violence to solve societal issues
- Joining or seeking to join extremist organisations
- Significant changes to appearance and/or behaviour; and
- Experiencing a high level of social isolation resulting in issues of identity crisis and/or personal crisis.
APPENDIX 5
PREVENTING VIOLENT EXTREMISM –
ROLES AND RESPONSIBILITIES OF THE SINGLE POINT OF CONTACT (SPOC)
The SPOC for Golden Stars Nursery Limited is Salma Kalooji, who is responsible for:
- Ensuring that staff of the school are aware that you are the SPOC in relation to protecting students/pupils from radicalisation and involvement in terrorism;
- Maintaining and applying a good understanding of the relevant guidance in relation to preventing students/pupils from becoming involved in terrorism, and protecting them from radicalisation by those who support terrorism or forms of extremism which lead to terrorism;
- Raising awareness about the role and responsibilities of Golden Stars NurseryLimitedin relation to protecting students/pupils from radicalisation and involvement in terrorism;
- Monitoring the effect in practice of the school’s RE curriculum and Assembly Policy to ensure that they are used to promote community cohesion and tolerance of different faiths and beliefs;
- Raising awareness within the school about the safeguarding processes relating to protecting students/pupils from radicalisation and involvement in terrorism;
- Acting as the first point of contact within the school for case discussions relating to students/pupils who may be at risk of radicalisation or involved in terrorism;
- Collating relevant information in relation to referrals of vulnerable students/pupils into the Channel[2] process;
- Attending Channel meetings as necessary and carrying out any actions as agreed;
- Reporting progress on actions to the Channel Co-ordinator; and sharing any relevant additional information in a timely manner.
At Golden Stars Nursery Limited we aim to create a stimulating, healthy, happy, secure and inclusive environment which will promote the independent learning process for all
Golden Stars Nursery Limited Safeguarding Guidance and Procedures
Safeguarding – Proactively seeking to involve the whole community in keeping children safe and promoting their welfare.
Child Protection – Process of protecting individual children identified as either suffering or at risk of suffering significant harm as a result of abuse or neglect and is a central part of safeguarding and promoting welfare.
At Golden Stars Nursery Limited we follow:
The policies and procedures from Birmingham City Council and Birmingham Safeguarding Children Board (BSCB) which includes the government’s prevent strategy and
Early Education Entitlement (EEE) Provision for 2, 3 and 4 year olds in Birmingham – Provider Agreement
Golden Stars Nursery Limited
Summary of Child Protection Information for Visitors and Volunteers
Golden Stars Nursery Limited is committed to the highest standards in protecting and safeguarding the children entrusted to our care.
Our Nursery /service will support all children by:
• Promoting a caring, safe and positive environment within the school
• Encouraging self-esteem and self-assertiveness
• Effectively tackling bullying and harassment
We recognise that some children may be the victims of neglect, physical, sexual or emotional abuse. Staff working with children are well placed to identify such abuse.
At Golden Stars Nursery Limited in order to protect our children, we aim to:
• Create an atmosphere where all our children can feel secure, valued and listened to
• Recognise signs and symptoms of abuse
• Respond quickly, appropriately and effectively to cases of suspected abuse
If you have a concern that a child is being harmed, is at risk of harm, or you receive a disclosure (intentionally or unintentionally) you must contact the following staff member as quickly as possible.
| Designated Safeguarding LeadSalma Kalloji Manager/Diractor | Designated Safeguarding LeadAmarni Kalooji Nursery Manager | Designated Safeguarding LeadNehar Begum Deputy Manager/Nursery Practitioner | Designated Safeguarding Lead Sidra Zahoor Nursery Practitioner | Designated Safeguarding Lead Aman sohail Nursery Practitioner | |
Everyone working with our children their parents and carers should be aware that:
• Their role is to listen and note carefully any observations which could indicate abuse.
• They should not attempt to investigate once the initial concern is raised
• They should involve the Designated Safeguarding Lead (DSL) immediately
• If the DSL is not available the Deputy DSL should be contacted.
• Disclosures of abuse or harm from children may be made at any time.
If you have any concerns regarding a child’s safety/wellbeing please contact the Designated Senior Lead for Safeguarding. If a child discloses any information report it to the DSL and make a record using the ‘Record of Concern’ forms.
Birmingham CASS is the first port of call for anyone with a child safeguarding concern
0121 303 1888 if you have a concern about a child.
If you have a concern about a member of Staff/Headteacher/Governor and you are unable to speak to the Headteacher contact the LADO team Elaine Webster 0121 464 2612
At Golden Stars Nursery Limited we follow the policies and procedures from Birmingham City Council and Birmingham Safeguarding Children Board (BSCB) which includes the government’s prevent duty June 2015.
Every child will be issued with a ‘Chronology of Events’.
CHRONOLOGY OF EVENTS
Will include any significant changes in events in the children/family/carer’s stay at Golden Stars Nursery Limited
| Child’s Name: | DOB: | |||||
| Which services are the family working with: (Tick if know) | ||||||
| Children’s Services | Health Visitor | CAMHS | Early Help Service | Think Family | SEND | |
| Date of Event | Significant Events | Staff Printed Name |
A record of concern will be completed for each concern by the person who identified the concern and handed to the DSL Designated Safeguarding Lead immediately.
Record of Concern page 1
| Child’s Name: | Date: | Time: |
| Attendance: | Staff Name Printed: | |
| Place: | Signature: | |
| Concern |
| ACTION: |
| Chronology Body Map page 2 | |
| This form must be added to each time an injury is noted on the child by shading and dating the injured area on the body map. Then on page 1 add a very brief description of the injury, the date. Any possible child protection or safeguarding concerns must be: Reported immediately by the person noting the concern.Record the facts and do not make judgements. Record dates, times, places, actual words, what was observed, who was present and questions asked on a new Notice of Concern Form. | |
| Safeguarding Prevention and Awareness Guidance |
| Aspects for staff to be aware of during induction, home visits and throughout the academic year. Use your professional judgement and the aspects below to identify signals of concern. Any aspects/concerns must be recorded using the school’s safeguarding recording procedures and brought to the DSL/Deputy DSL immediately. Record all concerns you have about anyone you come into contact with. They may be a younger/elder sibling, family member, friend, member of staff or member of the public. If you have a concern record and report. The Children’s Advice and Support Service (CASS) provides a single point of contact for professionals and members of the public who want to seek support or raise concerns about a child.0121 303 1888 |
Guidance for all school staff, agency and volunteers
| Safeguarding Aspects | Identifying Factors |
| Neglect | 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. Child may be tired, hungry or unclean, Neglect may occur during pregnancy as a result of maternal substance abuse. Parent/carer failing to provide adequate food, clothing and shelter (including exclusion from home or abandonment); Parent/carer failing to protect a child from physical and emotional harm or danger; Parent/carer failing to ensure adequate supervision (including the use of inadequate care-givers); Parent/carer failing to ensure access to appropriate medical care or treatment. Neglect of, or unresponsiveness to, a child’s basic emotional needs. |
| Emotional | Conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. Not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. Age or developmentally inappropriate expectations being imposed on children. 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) Seeing or hearing the ill-treatment of another. Serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. All types of maltreatment of a child, although it may occur alone. |
| Physical | Abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Parent/ carer fabricate the symptoms of, or deliberately induce, illness in a child. Obesity, underweight, poor aural health or any other preventative poor health condition. |
| Sexual | Forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. 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. 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. |
| Abuse in Relationships/ Domestic Violence | Anxiety, depression, withdrawn, low self esteem Easily startled Difficulty sleeping – experiencing nightmares or flashbacks – wetting the bed Aggression and temper tantrums Display a range of emotions; angry, guilty, insecure, alone, frightened, powerless or confused. Behave younger than they are Self-harming – eating disorder Ambivalent feelings towards both the abuser and the non-abusing parent Remember abuse in relationships can happen to male members of the family as well as females. |
| Bereavement | Feeding and sleeping difficulties The child will pick up on the feelings of grief surrounding them –heightened crying or longer periods of quiet A sense of loss is felt by the infant –separation anxiety Display an increase anxiety towards strangers The Child jumps in & out of grief –e.g. sad one minute then goes out to play the next–‘puddles of grief’ Fear if faced with separation from a carer, or further abandonment from a loved one. This may show by crying, kicking, biting, holding on etc. Sleep problems. May think dead people continue to do everyday things. ‘Magical thinking’. Child may think they caused the death or illness or made things worse by bad behaviour. |
| Bullying | Low self-esteem and wellbeing Irritability or anxious Changes in mood Unwillingness to go to school/ go home Feeling unwell, often with a headache Aggressive (physical and verbal) Bedwetting or waking in the night Missing or damaged belongings Self-harm |
| Child Sexual Exploitation (Boys, Girls, Trans) | Going missing for periods of time or regularly coming home late; Regularly missing school or education or not taking part in education Appearing with unexplained gifts or new possessions; Associating with other young people involved in exploitation; Having older boyfriends or girlfriends; Suffering from sexually transmitted infections; Mood swings or changes in emotional wellbeing; Drug and alcohol misuse; and Displaying inappropriate sexualised behaviour. Practitioners should also be aware that many children and young people who are victims of sexual exploitation do not recognise themselves as such. |
| Child Trafficking | Moved from one place to another – achieved by threat, force, coercion, abduction Threats to harm family members based on factual knowledge; For example – I know where your mother lives/where your sister goes to school. Threats to place incriminating or embarrassing material on the internet; Threats of owing a large amount of money and must work to pay it off Confiscating identity documents; Socially isolated or locked up |
| County Lines – Child Criminal Exploitation | Some indicators of county lines involvement and exploitation are listed below, with those at the top of particular concern: Persistently going missing from school or home and / or being found out-of-area; Unexplained acquisition of money, clothes, or mobile phones. Excessive receipt of texts / phone calls. Relationships with controlling / older individuals or groups. Leaving home / care without explanation. Suspicion of physical assault / unexplained injuries. Parental concerns. Carrying weapons. Significant decline in school results / performance. Gang association or isolation from peers or social networks. Self-harm or significant changes in emotional well-being |
| E-Safety | Access and exposure to inappropriate /disturbing images, video, songs and content Access and exposure to racist or hate material Access to games, programmes and films unsuitable for their age group Being encouraged to take part in violent behaviour such as ‘happy slapping’ and ‘sexting’ Physical harm to young people in making video content, such as enacting and imitating stunts and risk taking activities Cyber bullying, Cyber stalking, Online grooming, Identity Theft, Spam & Viruses |
| Fabricated or Induced Illness | A carer reporting symptoms and observed signs that are not explained by any known medical condition; A carer giving conflicting information to different professionals Missed appointments especially if the appointments are not leading in the desired direction for the carer; Physical examination and results of investigations that do not explain symptoms or signs reported by the carer; The child having an inexplicably poor response to prescribed medication or other treatment, or intolerance of treatment; Acute symptoms that are exclusively observed by/in the presence of the carer; On resolution of the child’s presenting problems, the carer reporting new symptoms or reporting symptoms in different children in sequence; The child’s daily life and activities being limited beyond what is expected due to any disorder from which the child is known to suffer, for example, partial or no school attendance and the use of seemingly unnecessary special aids; The carer expressing concern that they are under suspicion of Fabricated or Induced Illness The carer seeking multiple opinions inappropriately. |
| Faith/Belief Abuse | This includes belief in witchcraft, spirit possession, demons or the devil, the evil eye or djinns, dakini, kindoki, ritual or muti murders and use of fear of the supernatural to make children comply with being trafficked for domestic slavery or sexual exploitation. Remember this is not about challenging people’s beliefs, but where beliefs lead to abuse that must not be tolerated.Not confined to one faith, nationality or ethnic community. |
| FGM Female Genital Mutilation | Prevention: The family belongs to a community which practices FGM The family are making plans to go on holiday / requested extended leave from school Visits to UK from female family elders Disclosure from older family members Disclosure about a forthcoming special celebration or becoming a woman Their own mother or other siblings have had FGM Awareness: Absence from school (prolonged or repeated) Difficulty sitting, walking, standing Urinary/medical problems – Spending longer than normal toileting Changes in behaviour eg withdrawn/anxious FGM procedures happen here in UK , largely age 5-8 years of age, however it can be newborn, during childhood, adolescence, marriage, first pregnancy |
| Forced Marriage | Absence, persistent absence or being withdrawn from school by those with parental responsibility. Request for extended leave of absence, failure to return from visits to country of origin or other siblings within the family reported missing Fear about forthcoming school holidays Decline in behaviour, engagement, performance or punctuality Removal from a day centre of a person with a physical or learning disability Prevented from going on to further/higher education or extra-curricular activities Sudden announcement of engagement to a stranger Family disputes, surveillance by family members, accompanied to doctors or clinics Self harm/attempted suicide, Eating disorder, Depression/ Isolation, Substance misuse or Self harm or suicide of siblings Siblings forced to marry Death of a parent |
| Gang Activity | Low parental supervision, attachment and expectation Low achievement in school, poor attendance, hard to reach family Antisocial behaviour and bullying Family members involved with or associated with gangs or presence of gangs in community Community norms that tolerate crime Local tensions between ethnic/cultural/religious gangs Known gang recruitment at school/local feeder schools High level of local crime including drugs Ownership and discussions about using weapons Early dating and precocious sexual activity |
| Hate Crime: | Hate crimes are any crimes that are targeted at a person because of hostility or prejudice towards that person’s: disability, race or ethnicity, religion or belief, sexual orientation, transgender identity Any physical, mental, or social abuse committed on the basis of the victim’s gender/transgender, race, ethnicity, religion, believes, sexual orientation. Unequal power relations between men and women – passive & submissive/forceful and aggressive Abuse based on gender roles, or perceived as deviating from their roles as men (for example, as can be seen with violence against gay men) Sexual and domestic violence, FGM, breast ironing and male genital mutilation, forced marriage, and widow killings. |
| Harmful Sexual Behaviours | Amber behaviours – preoccupation with adult sexual behaviour, pulling other children’s pants down/skirts up/trousers down against their will talking about sex using adult slang, preoccupation with touching the genitals of other people, following others into toilets or changing rooms to look at them or touch them, talking about sexual activities seen on TV/online. Red behaviours – persistently touching the genitals of other children, persistent attempts to touch the genitals of adults, simulation of sexual activity in play, sexual behaviour between young children involving penetration with objects, forcing other children to engage in sexual play. |
| Homophobia | Prejudiced actions against lesbian, gay, bisexual, and transgender Negative verbal remarks, name calling or stereotyping Avoidance of person or group by omission or exclusion Discrimination refusal of engagement, service or denial of opportunity Physical Attack or threat of physical violence Extermination, mass assassination, genocide |
| Mental Health | Being anxious and irritable Being depressed (having a low mood for a long time) Finding it difficult to concentrate or remember things Sleeping less or too much Feeling changes in your mood Finding it difficult to manage everyday life (for example, preparing food, washing regularly) Becoming suspicious and paranoid Changing how you behave around people (for example, becoming isolated and withdrawn) Having suicidal thoughts Believing that your family and/or friends want to do you harm Believing that people or organisations are out to get you Experiencing hallucinations (sensing things that other people do not – this can include seeing and hearing things) Believing that you have special powers or are on a mission. Excessive spending and/or problems managing your money |
| Modern Slavery | Modern slavery is a complex crime and may involve multiple forms of exploitation. Physical appearance – Is fearful, anxious, depressed, submissive, tense, or nervous/paranoid, Exhibits unusually fearful or anxious behaviour, Appear withdrawn, Avoids eye contact, Reluctant to seek help, Lacks health care/dental care, Appears malnourished, Shows signs of physical and/or sexual abuse, physical restraint, confinement, or torture.Isolation – Not allowed to travel on their own, Rarely interacts with others, Unfamiliar with their neighbourhood or where they work, Seem under the control of others.Lack of control – Has few or no personal possessions, Is not in control own money, no financial records, or bank account, not in control of own identification documents (ID or passport), Is not allowed or able to speak for themselves (a third party may insist on being present and/or translating), May wear the same clothes day in day out or clothes be inappropriate for the work being done.Poor living conditions – Dirty cramped environment, Over-crowded accommodation, Living and working at the same place.Unusual travel times – Maybe dropped off and collected for work on a regular basis either very early or late at night.Signs specific to child victims:Absent parent or legal guardian – A child is being cared for by an adult that is not their parent or legal guardian. The quality of the relationship between the child and their adult carer is poor and a reason for concern. May not be attending school or registered with a GP.Multiple children – A number of unrelated children found at one address. Frequent movement of children from a premises.Grooming – Children may not always demonstrate outward signs of distress and may have a ‘bond’ with those exploiting them and have been groomed to not disclose their abuse – however, they are likely to be very scared and traumatised.Identity documents – Missing, altered or false documentation is common.Missing children – Children who come into contact with authorities often disappear and are re-trafficked within the UK or out of the country. |
| Private Fostering | Local Authority unaware of private fostering arrangement Carer, accommodation and arrangements unsuitable or unsafe Child is unsafe safe – their needs are not being met. Child displays low levels of wellbeing and self-esteem Remember a private foster carer does not have parental responsibility for the child but is responsible for providing day to day care of the child in a way which will promote & safeguard their welfare. Overarching responsibility for safeguarding & promoting the welfare of the child remains with the parent/s. |
| Radicalisation/ Terrorism PREVENT | Possession or exposure of violent extremist literature, images, leaflets, magazines The family members are making plans to go on holiday trip abroad to fight Absence from school/work (prolonged or repeated) Behavioural changes, withdrawn, angry outbursts Challenging authority Other influences other than parents Disclosure of extremist views; Use of inappropriate language; Advocating violent actions Seeking to recruit others to an extremist ideology |
| Safety in Home | This may be identified during a home visit or a disclosure from a child. Serious or frequent accidents happening in the home. Stairs (gates if young children present), Lighting lose not fitted correctly, Fire and Heaters without guards, Broken or damaged items, Windows (damaged or left open at height), Flooring (trips/falls), Drive way slip/trip, Flexes out, Cookers and Cooking equipment within reach, Iron/Hot drinks/lighters/matches at reach, Cleaning Products/Medicines at Reach, Garden tools at reach, No smoke detectors, Alcohol/drugs/cigarettes out and available, |
| Sexual Harmful Behaviour | Amber: preoccupation with adult sexual behaviour, pulling other children’s pants down/skirts up/trousers down against their will, talking about sex using adult slang, preoccupation with touching the genitals of other people, following others into toilets or changing rooms to look at them or touch them, talking about sexual activities seen on TV/online Red: persistently touching the genitals of other children, persistent attempts to touch the genitals of adults, simulation of sexual activity in play, sexual behaviour between young children involving penetration with objects, forcing other children to engage in sexual play |
| Substance Misuse | Access to drugs or drugs paraphernalia within the home, for example tablets, needles etc. The use of alcohol and/or some drugs can act as a disinhibitor that allows violence to surface or lowers tolerance levels. Exposed to a number of strangers within the home who may be potentially dangerous to the child. Chemical dependence for the child when s/he is born and/or other associated health risk factors. Neglect, disruption to the child’s education or poor school attendance. Inadequate supervision at home. No clear boundaries between family roles with the child assuming a parental role. Health appointments for the child are not kept or appropriate advice is not sought for any health problems the child may be experiencing. |
| Teenage Relationship Abuse | Sign of controlling or violent behaviour similar to DV no longer hanging out with their circle of friends not doing as well at school, or skipping school altogether, constantly checking their phone, being withdrawn and quieter than usual, being angry, and becoming irritable when asked how they are doing, making excuses for their boyfriend or girlfriend, having unexplained scratches or bruises, showing changes in mood or personality Drugs and/or alcohol abuse. |
Signposting for parents/carers
Keeping Children Safe in Education – Safeguarding Advice for Parents/Carers
There are many websites offering help and support to keep you and your family safe. The following websites are for adult support and not to be used by children unsupervised. If you have any concerns regarding these areas or need advice for a friend/family member please click on the link:
[1] In other authorities the LADO service is referred to as the Position of Trust Team (POT)
[2] Channel is a multi-agency approach to provide support to individuals who are at risk of being drawn into terrorist related activity. It is led by the West Midlands Police Counter-Terrorism Unit, and it aims to
- Establish an effective multi-agency referral and intervention process to identify vulnerable individuals;
- Safeguard individuals who might be vulnerable to being radicalised, so that they are not at risk of being drawn into terrorist-related activity; and
- Provide early intervention to protect and divert people away from the risks they face and reduce vulnerability.