St.

Marys Church of England Primary School, High Crompton

Child Protection Policy

Reviewed: March 2013 Approved By Governors on: Next Review: March 2014

St. Marys C.E. Primary School, High Crompton CHILD PROTECTION POLICY PHILOSOPHY:

To provide a fun, stimulating and excellent education which enables each child to achieve their full potential, academically, spiritually, emotionally and socially in a safe, Christian environment.
Healthy School St. Marys is a Healthy School with healthy attitudes embedded in the curriculum and extra-curricular activities. Children are encouraged to be active and maintain healthy relationships with their peers and adults as well as making other choices about healthy lifestyles. Building Learning Power Statement At St. Marys, we encourage all pupils to build their own learning power. Building Learning Power emphasizes the development of lifelong learning values and skills. We aim to ensure that all children develop persistence and curiosity for learning and become adventurous risk takers who are not afraid of the dont know state of mind. At St. Marys, children will develop the ability to take responsibility for their own learning and self-assess and be able to articulate themselves as a learner. They will have the opportunity to develop the ability to know whats worth learning, know how to face confusion and know the best learning tool for the job. Introduction This document is a statement of the aims, principles and strategies for child protection It was revised and approved during Autumn 2009 through a process of consultation with governors, teaching and support staff This policy will be reviewed annually in accordance with the Policy Review Cycle

1.0 STATEMENT OF INTENT Everyone employed at St. Marys C of E Primary School has a responsibility to child protection. In most cases this will be a referral of concerns to his/her line manager. We recognise that because of the day to day contact with children, school staff are well placed to observe the outward signs of abuse. School will therefore strive to ensure that: the protection of children is an integral part of the ethos of the school. we are a "listening" school we create an atmosphere where all are secure and valued and feel reassured that they are secure and valued children know that there are adults in the school whom they can approach if they are worried people are encouraged to talk and are listened to agreed child protection procedures are followed confidentiality is respected safe recruitment practices are always followed opportunities are included in the PSHE curriculum for children to develop the skills they need to recognise and stay safe from abuse we work together with other agencies to protect our children, particularly those who have been identified as being at risk of child abuse

This policy aims to outline the role that school will have the procedures that staff should follow and guidance on issues related to child protection generally. All staff should use as a rule of thumb the needs and safety of the child as being at the centre of any decision they may need to take. 2.0 AIMS: To raise awareness of individual responsibilities in identifying and reporting possible cases of abuse. To provide a systematic means of monitoring, recording and reporting of concerns and cases. To provide guidance on recognising and reporting suspected child abuse.

3.0 RESPONSIBILITIES: 3.1 The Role of the Head Teacher and Governors We will follow the procedures set out by the Local Safeguarding Children Board and take account of guidance issued by the Department for Children, Schools and Families. The Head teacher and Governors at St. Mary's will support fully the role and responsibilities of the Designated Person for Child Protection (DPCP), and ensure that: staff are aware that the DPCP and procedures have their full support inter-agency procedures are known and followed time is available for DPCP and staff training we have a nominated governor responsible for child protection

time and resources are available for the DPCP to carry out his/her role and responsibilities an annual report is given to governors, which provides details of training undertaken during the year and monitors and reviews the school policy and in-school procedures all visitors to the school sign in to the office and are required to wear a visitors badge. parents have an understanding of the responsibility placed on the school and staff for child protection by ensuring that this policy is publicised to parents and is available upon request. A copy of the booklet Safeguarding Children A Shared Responsibility Reference for Staff is located in staffroom

3.2 The Role and Responsibilities of the Designated Person for Child Protection Mrs Pamela Hartley is the designated teacher for child protection. In her absence Mrs Joelle Hardman should be approached. We do not expect our DPCP to be an expert in recognising and dealing with suspected child abuse. The school's task is to report matters relating to Child Protection/Safeguarding to the relevant authorities: Police and Social Care (Childrens). School should not carry out investigations themselves. At St. Marys the DPCP will seek to: co-ordinate action in cases of child abuse within school and with outside agencies act as a consultant/source of advice for the staff and outside agencies about particular children relate information to appropriate staff ensure that staff are aware of "what to look for" keep information regarding children with Child Protection Plans, informing staff appropriately liaise with other agencies arrange ongoing whole school awareness raising and staff development with regard to child protection. Ensure staff are familiar with policy and procedures. Referral of individual cases of suspected abuse

Where verbal referrals are made to social care, the referral should be confirmed in writing within 24 hours. Where there is uncertainty about making a full referral, advice can be sought from the social care department without giving the childs details.

3.3 The Role and Responsibilities of the Whole Staff New staff and supply staff are informed of the main points of this child protection policy through the staff handbook/school prospectus and induction. All staff needs to be alert to the signs of abuse as detailed in this policy. They should report any concerns immediately to Mrs Hartley or Mrs Hardman. If in any doubt they should consult with Mrs Hartley. At St. Mary's the responsibilities for teaching and non-teaching staff; know who the DPCP is know and follow in school procedures as detailed in this policy attend any in school meetings where appropriate be generally aware of the possible indicators of abuse do not promise confidentiality share information only with those who need to know ensure that all children are treated with appropriate sensitivity and respect to always put the needs and the safety of the child first when in doubt ask.

4.0 GUIDANCE ON RECOGNISING SUSPECTED ABUSE All definitions of Abuse have been taken from the Working Together to Safeguard Children 2006 The following is a list of warning signs which MAY be an indicator that a child is being, or has been abused or neglected, or is at risk of abuse. Education professionals should be alert to these warning signs, but should be careful not to assume that abuse is the reason. Some signs can be present in children who are not abused at all. Nor should assumptions be made that they point to any particular form of abuse, simply because a pupil presents with any of these problems. They may suggest abuse if a child exhibits several of them or if a pattern emerges. It may not be our responsibility to decide whether child abuse is occurring but we are required to act on any concerns and report it to the appropriate party. 4.1 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. Possible signs of Physical abuse Unexplained injuries or burns, particularly if they are recurrent. Refusal to discuss injuries. Untreated injuries or lingering illness not attended to. Shrinking from physical contact. Fear of returning home or of a parent being contacted.

Fear of undressing Fear of medical help Aggression/bullying. Over complicated behaviour or watchful attitude Running away Significant changes in behaviour without explanation. Deterioration in work Unexplained pattern of absences, which may serve to hide bruises or other physical injuries.

4.2 Emotional Abuse Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent effects on the childs 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 feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the childs developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying, causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone. Possible signs of Emotional Abuse Continual self-deprecation. Fear of new situations Inappropriate emotional responses to painful situations Self-harm or mutilation. Compulsive stealing/scrounging. Drug/solvent abuse. Neurotic behaviour obsessive rocking, thumb sucking, and so on. Air of detachment dont care attitude. Social isolation does not join in and has few friends. Desperate attention-seeking behaviour. Eating problems, including overeating and lack of appetite. Depression, withdrawal.

4.3 Sexual Abuse Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, including prostitution, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative (eg. rape) or nonpenetrative acts. They may include non-contact activities, such as involving children in looking at, or the production of, sexual online images, watching sexual activities, or encouraging children to behave in sexually inappropriate ways.

Possible signs of Sexual Abuse Bruises, scratches, burns or bite marks on the body. Scratches, abrasions or persistent infections in the anal or genital regions. Pregnancy particularly in the case of young adolescents who are evasive concerning the identity of the father. Sexual awareness inappropriate to the childs age shown, for example in drawings, vocabulary, games and so on. Frequent public masturbation. Attempts to teach other children about sexual activity. Refusing to stay with certain people or go to certain places. Aggressiveness, anger, anxiety, tearfulness. Withdrawal from friends.

Possible Signs in older children Promiscuity, prostitution, provocative sexual behaviour. Self-injury, self-destruction behaviour, suicide attempts. Eating disorders. Tiredness, lethargy, listlessness. Over-complicated behaviour. Sleep disturbances. Unexplained gifts of money. Depression. Changes in behaviour.

Possible signs in young children Over compliant behaviour. Mature sexual behaviour. Acting out aggressive behaviour (tantrums.) Tummy pains no medical explanation. Child doesnt trust anyone. Air of detachment dont care attitude.

4.4 Neglect Neglect is the persistent failure to meet a childs basic physical and/or psychological needs, likely to result in the serious impairment of the childs health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, 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) ensure access to appropriate medical care or treatment It may also include neglect of, or unresponsiveness to, a childs basic emotional needs.

Possible signs of Neglect Constant hunger. Poor personal hygiene. Inappropriate clothing. Frequent lateness or non-attendance at school. Untreated medical problems. Low self-esteem. Poor social relationships. Compulsive stealing or scrounging. Constant tiredness.

5.0 BULLYING Bullying, including cyber bullying can be defined as using deliberately hurtful behaviour, usually over a period of time, where it is difficult for those bullied to defend themselves. The main types of bullying are: Physical Verbal Emotional Cyber All incidents of bullying should be dealt with by the class teacher in the first instance, followed by the Key Stage Leader and/or the Deputy Headteacher or Headteacher as appropriate. A more detailed guide can be found in the schools anti-bullying policy. 6.0 SELF HARM If it comes to the attention of the teacher/member of staff that a child is self-harming, they should alert the designated teacher for child protection. Actions for the designated teacher might include: contacting parents contacting Child Adolescent Mental Health Services contacting Social Care if the child meets the referral criteria

7.0 GUIDANCE ON DEALING WITH SUSPECTED ABUSE 7.1 Staff Staff should immediately report: any suspicions that a child is injured marked or bruised in any way that is not readily attributable to the normal knocks or scrapes received in play any explanations given which appears inconsistent or suspicious any behaviours which give rise to suspicions that a child may have suffered harm (e.g. worrying drawings or play) any concerns that a child may be suffering from inadequate care, ill treatment, or emotional maltreatment

 any concerns that a child is presenting signs or symptoms of abuse or neglect any significant changes in a childs presentation, including non-attendance any hint or disclosure of abuse from any person any concerns regarding person(s) who may pose a risk to children (e.g. living in a household with children present) All staff should refer concerns to the designated teacher as soon as possible. In the meantime they should: listen to and take seriously any disclosure or information that a child may be at risk of harm observe bruises (if any) but should not ask a child to remove or adjust their clothing try to ensure that the person disclosing does not have speak to another member of school staff clarify the information try not to show signs of shock, horror or surprise not express feelings or judgements regarding any person alleged to have harmed the child explain sensitively to the person that they have a responsibility to refer the information to the senior designated person reassure and support the person as far as possible explain that only those who need to know will be told explain what will happen next and that the person will be involved as appropriate Brief notes at the time or immediately after will help staff to complete the cause for concern sheet (see appendices 1) as soon as they are able. Staff should note: date and time of disclosure/incident observed place and context of disclosure or concern facts you need to report When staff can: Complete a cause for concern sheet which is available in the Heads office. This should then be passed onto the designated person. In the case of there being bruises or observed injuries the body map (see appendices 2) which is available in the Heads office. This should then be passed onto the designated person. Remember keep to factual information and not assumption or interpretation. Use the childs own language to quote rather than translating into your own terms. Be aware that these sheets may be used at a later date to support a referral to an external agency.

7.2 Designated Teacher for Child Protection: The designated teacher will: follow-up the referral using the cause for concern sheet as a basis for consideration before action. make additional records of discussions and any investigations that take place, on the advice of the CAT. Then decide whether: to talk to parents, unless to do so may place a child at risk of significant harm, impede any police investigation and/or place the member of staff or other at risk. to make a child protection referral to social care because a child is suffering or is likely to suffer any significant harm and if this needs to be undertaken immediately OR not to make a referral at this stage if further monitoring is necessary if it would be appropriate to undertake an assessment (e.g. CAF) and /or make a referral for other services. All information and actions taken, including the reasons for any decision made, will be recorded. All referrals to social care will be accompanied by a standard referral form (see appendices 3). Written referrals will be made within 48 hours of a telephone referral. (Please refer to the guidance given for individuals at Appendices 4 for quick reference/summary of procedures.)

7.3 Action following a child protection referral The designated senior person or other appropriate member of staff will: make regular contact with the social worker involved to stay informed wherever possible, contribute to strategy discussion provide a report for, attend and contribute to any subsequent Child Protection Conference if necessary, contribute to the Child Protection Plan and attend Core Group Meetings and Review Child Protection Conferences. where possible, share all reports with parents prior to meetings where a child subject to a Child Protection Plan moves from the school or goes missing, immediately inform the key worker in Social Care

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7.4 Recording and Monitoring Accurate records will be made as soon as practicable and will clearly distinguish between observation, fact, opinion and hypothesis. All records will be signed and dated. Any information will be recorded verbatim where possible and a note made of the location and description of injuries seen. In addition a red circle is placed on a class list at the front of the class file, if there are records of concerns or disclosure of a Child Protection nature. Recorded information from social care meetings and other meetings are stored in a file in a secure cabinet in the Heads office. Key holders will preserve the right to confidentiality of any child. Any documents to be included in this file should be given directly to the Headteacher. Access is only available to the Head teacher and Deputy Headteacher. 7.5 Sharing information Relevant information will be shared only on a "need to know" basis, with appropriate staff that has regular contact with the pupil concerned. Once any information has, of necessity, been shared with a member of staff, that member of staff must undertake not to discuss the information with anyone who is not in possession of the same information. If a child transfers to another school, the following action will be taken: If the child is on the "at risk" register a meeting will be held between DPCP from both schools in order to transfer information. This will be instigated by the school the child is transferring from. If possible, both DPCP will attend the next case review. The childs social worker will be informed. If a child is not on the "at risk" register, but has been, or there are grave concerns, a note will accompany the childs information to the new school, indicating that the DPCP is available for informal discussions with the receiving school. Confidential records will be kept at the child's original school. If no information exists as to which school the child is moving to, the last school must retain the confidential records until they are contacted. At this point the confidential information should be shared following the above guidance.

8.0 Missing Child If a child on the "at risk" register, or about whom a school has concerns disappears, the school will make initial enquiries as to the whereabouts of the child and refer the matter urgently to Childrens Social Care and the School Attendance Improvement Service if nothing can be discovered. A cause for concern sheet will be completed as a record. (See Missing Child Policy for more detailed guidance.)

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9.0 RECRUITMENT OF STAFF The Headteacher and at least one other Governor has received training on how to ensure that interviews to appoint staff reflect the importance of safeguarding children. All checks on staff are undertaken in accordance with the DCSF document Safeguarding Children and Safer Recruitment in Education. 10.0 ALLEGATIONS AGAINST STAFF AND VOLUNTEERS

Where an allegation is made against any person working in or on behalf of the school that he or she 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 has behaved towards a child or children in a way that indicates s/he is unsuitable to work with children. Then school will follow the Oldham Local Safeguarding Children Board procedures that can be accessed at www.oldham.gov.uk/lscb-home. Contact will also be made with: The LADO (Local Authority designated Officer at the Safeguarding Children team Collette Morris 0161 770 8870 colette.morris@oldham.gov.uk Whilst we acknowledge such allegations (as all others) may be false, malicious or misplaced, we also acknowledge they may be founded. It is therefore essential that all allegations are investigated properly and in line with agreed procedures. Initial Action: The person who has received an allegation or witnessed an event will immediately inform the Headteacher or DPCP and make a record In the event that an allegation is made against the Headteacher the matter will be reported to the Chair of Governors who will proceed as the Headteacher The Headteacher will take steps, where necessary, to secure the immediate safety of children and any urgent medical needs The member of staff will not be approached at this stage unless necessary to address the immediate safety of children The Headteacher may need to clarify any information regarding the allegation, however no person will be interviewed at this stage The Headteacher will consult with the Local Authority Designated Officer Collette Morris in order to determine if it is appropriate for the allegation to be dealt with by the school or if there needs to be a referral to social care and/or the police for investigation Consideration will be given throughout to the support and information needs of pupils, parents and staff (See also the schools policy for managing allegations against staff)

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11.0

INTER AGENCY LIAISON

11.1 Social Care Meetings At times school staff will be called to participate in meetings organised and chaired by social care. These might be: strategy discussions the Child Protection Review Conference Child Protection Conferences family Group Conferences for children in need, in a range of circumstances where a plan is required for the childs future welfare professional Meetings in which representative professionals from different agencies are asked to meet to discuss children and their families with a view to providing support or making recommendations in terms of next stages of involvement core group meetings meeting in which a core group of professionals associated with the family are asked to review the progress of actions decided at case conferences and register reviews. At these meetings, representatives from the school should be ready to report providing information about: attendance and punctuality academic achievement the childs behaviour and attitude relationships with peer group and social skills generally childs appearance and readiness for school contact with parents/carers any specific incidents that need reporting Prior to the meeting class teachers and any other adults working closely with the child should be asked for their comments. Following the meeting feedback should be given and staff brought up to date with any actions that are needed. 11.2 Child Protection Plan Children requiring a Child Protection Plan will require additional support and monitoring. The Social Care department will inform school of any child subject to a Child Protection Plan and accompanying records from the childs previous setting. 11.3 Confidentiality Where children are subject to a Child Protection Plan and leave one school for another the DPCP must inform the receiving school and key worker at Social Care department. Education staff have a professional responsibility to share relevant information about the protection of children with investigative agencies. Members of staff should not promise confidentiality but can let the child know that only those who need to know will be informed.

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Time should be taken to reassure the child and reassure that information given will be treated sensitively. The adult listening should do so non- judgementally. Staff should ensure information is only given to the appropriate person. All staff should be aware of issues relating to confidentiality and the status of the information they hold.

11.4 Serious Case Reviews The LSCB undertake reviews of serious cases. Should the DPCP have concerns about how a case has been dealt with and feels lessons could be learnt they should in the first instance contact David Devane, Safeguarding Advisor to Schools, People, Communities and Society. It will then be determined if to take the case forward to the LCSB. 11.5 Supporting Children at Risk For children at risk, school may be the one stable place from which they can expect security and reassurance. It is not only being alert to potential abuse but providing the support to help children through difficult times. School can assist the child, supporting them through difficult times and the emotional difficulties afterwards. 11.6 The Pastoral Support Programme Children who are looked after should have their own pastoral support programme which will be drawn up in discussion with social care, the class teacher, foster parents and the child themselves. 12.0 SUPPORT IN SCHOOL 12.1 Support in School Pastoral Care All teachers in conjunction with other support staff are responsible for the pastoral needs of the children in their care. This includes maintaining opportunity for children to share their concerns and following the guidance in this document. Our curriculum includes circle time during which children may be presented with issues from our PSHE guidance. In addition, circle time can be used to raise issues as the need arises and that are pertinent to a class at that time. Care should always be taken in regard to the discussion of sensitive issues and advice should be sought where there are concerns. The PSHE leader has a variety of resources available to support the discussion of such issues. 12.2 Support in School the Curriculum Within the curriculum there are opportunities to discuss sensitive and disturbing issues. Care should be taken particularly in relation to discussion about families and their make up, safety and sex education. Staff should be aware of the pupils in their care and their backgrounds before embarking upon these discussions in order to avoid pupils becoming distressed.

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13.0 PHYSICAL CONTACT WITH PUPILS Some form of physical contact with pupils by teachers is inevitable. In some cases it is necessary for reassurance. However, all teachers and all support staff should be aware of issues relating to touching and the way this may be misconstrued. This relates particularly to any sensitive areas of the body. In the event of physical restraint being used it is important that only the minimum amount of support is used in order to prevent the pupil from causing injuries to themselves, others or property. Following such an intervention a cause for concern sheet should be filled in. (see policy on Violence and Aggression for further guidance.)

14.0 WORKING WITH PARENTS Information for Parents The following statement appears in the school prospectus, informing parents of the school's duty in respect of Child Protection: PROTECTING CHILDREN FROM ABUSE Parents should be aware that the school will take any reasonable action to ensure the safety of pupils. Where the school is concerned that a child may be the subject of illtreatment, neglect or other forms of abuse, staff must follow Oldham Child Protection Procedures and concerns must be reported to Childrens Social Care (Childrens assessment Team). The first contact for referrals about sexual abuse/possible sexual abuse should always be CAT (0161 770 3790/3791). It is important that school has an established approach to working with parents. Parents and childrens need for privacy should be respected. Attitudes to and contact with should be non- judgemental. It is recognised that families from differing backgrounds and cultures will have different approaches to parenting. These differences should be acknowledged and respected provided they do not place the child at risk. Support can be sought for parents through: Home/school liaison Counseling Support Parent Support Advisors

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15.0 STAFF TRAINING: At St. Mary's we ensure that: all new staff are made aware of the Child Protection Policy and procedures during the school induction training. all staff will be regularly updated by the DPCP of any changes in procedure every 3 years all staff will undertake Child Protection training by The Safeguarding Adviser for Schools the DPCP receives training every 2 years in line with DCSF guidance (Safeguarding Children and Safer Recruitment in Education 2007) the DPCP will report annually to governors concerning the policy/training the Deputy DPCP will receive sufficient training from the DPCP the DPCP is released to attend relevant training the DPCP will ensure that relevant training information is disseminated to all staff

16.0 LINKS TO OTHER POLICIES This policy should be read in conjunction with other related school policies and procedures: Anti Bullying Policy Behaviour Policy, including violence and aggression First Aid and Medicine Policies Health and Safety Policy PSHE Policy Sex Relationships Education Policy Safer Working Practices Policy E- Safety Policy Confidentiality Policy Induction Procedures and Policy Missing Child Policy EVC Policy

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