Iqra High School

Safeguarding Children and Young People in Education

Policy and Procedures

 

Disclaimer: Please note this policy is now out of date, and is in the process of being updated.

 

1 Introduction

What is the difference between Safeguarding and Child Protection?

Safeguarding and promoting the welfare of children is defined as:

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

 

Child Protection is a part of Safeguarding and promoting welfare. It refers to the activity that is undertaken to protect specific children who are suffering, or are likely to suffer, significant harm.

Effective child protection is essential as part of wider work to safeguard and promote the welfare of children. However, all agencies and individuals should aim to proactively safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced.

There are six main elements to our policy:

  • Ensuring we practise safe recruitment in checking the suitability of staff and volunteers to work with children;
  • Raising awareness of safeguarding children and child protection
  • Equipping children with the skills needed to keep them safe;
  • Developing and implementing procedures for identifying and reporting cases, or suspected cases of abuse;
  • Supporting pupils who have been abused in accordance with his/her child protection plan;
  • Establishing a safe environment in which children can learn and develop.

1.1 Iqra High School Commitment

The school is committed to creating and maintaining a safe learning environment for children and young people, identifying where there are child welfare concerns and taking action to address them, in partnership with families and other agencies. This policy reflects the policies of Oldham Local Safeguarding Children’s Board

www.oldham.gov.uk/lscb/ and is in line with “Working Together to Safeguard Children” (2013) http://www.workingtogetheronline.co.uk/

The school will also contribute through the curriculum by developing children’s understanding, awareness and promoting their resilience by providing a safe environment within Iqra High school.

To create this safe environment the school has certain statutory duties and responsibilities.

These duties are listed below:

1.2 Duties

To provide a safe environment the Governing Body, Head Teacher and the teaching staff will:

  • Ensure that everyone from the School Governor Body to the Designated Senior Person for Safeguarding and all members of the school community have appropriate safeguards and supports in place should they choose to raise safeguarding issues, however unusual or sensitive these may be;
  • Cultivate an ethos within the school community where all adults feel comfortable and supported to draw safeguarding issues to the attention of the Head Teacher and/or the Designated Senior Person for Safeguarding and are able to pose safeguarding questions with “respectful uncertainty” as part of their shared responsibility to safeguard children;
  • Establish and maintain an environment where children feel secure, are encouraged to talk without coercion and are listened to;
  • Ensure children know that if they are worried they can talk to adults in the school;
  • Ensure that every effort is made to establish effective working relationships with parents and colleagues from other agencies and are fully committed to the provision of Early Help;
  • Ensure all adults working with children are aware of the role of Oldham Safeguarding Children’s Board
  • Include opportunities in the Personal, Social and Health Education (PSHE) curriculum for children to develop the skills they need to recognise and stay safe from abuse and to assess and manage risk as is appropriate to their age, stage of development and level of understanding;
  • Take all reasonable measures to ensure risks of harm to children’s welfare are minimised;
  • Take all appropriate actions to address concerns about the welfare of a child, working to local policies and procedures in full working partnership with families and agencies as far as possible;
  • Ensure robust safeguarding arrangements are in place and embedded in the daily life and practice of the school;
  • Promote pupil health and safety;
  • Promote safe practice and challenge unsafe practice in line with procedure;
  • Ensure that procedures are in place to deal with allegations of abuse against staff and volunteers
  • HM Government Guidance Safeguarding Children and Safer Recruitment in Education, 2006, Chapter 5: Dealing with Allegations of Abuse Against Teachers and Other Staff (also set out within the Local Interagency Procedures)
  • Dealing with allegations of abuse against teachers and other staff (DfE August 2011)
  • Put in place and promote robust anti-bullying, including cyber bullying, strategies;
  • Meet the health needs of children with medical conditions;
  • Provide first aid;
  • Maximise school security;
  • Tackle drugs and substance misuse;
  • Work with all agencies with regard to missing children, anti social behaviour/gang activity and violence/knife crime in the community.

2 Responsibilities

The school will identify harm and maintain safety by:

  • Everybody having a duty to safeguard children inside and outside the school environment including school trips, extended schools, activities and vocational placements;
  • Involving parents and providing advice/guidance regarding safeguarding;
  • Maintaining a child focus and listening to children;
  • Recognising signs of concern, especially with children who may be vulnerable;
  • Documenting and collating information on individual children to support early identification referral and actions to safeguard;
  • Taking appropriate actions to address concerns about a child’s welfare in partnership with other organisations and safeguarding agencies;
  • Informing all staff and volunteers who the Designated Senior and Deputy persons for Safeguarding are in school.
  • Providing PSHE including raising awareness with children in what are and are not acceptable behaviours.
  • PSHE input will provide opportunities for children and young people to learn how to keep themselves safe, for example, by:
  • The availability of advice and support in their local area and online;
  • Recognising and managing risks in different situations, including on the internet;
  • Judging what kind of physical contact is acceptable and unacceptable;
  • Recognising when pressure from others, including people they know, threatens their personal safety and well-being
  • Developing effective ways of resisting pressure;
  • Developing healthy relationships, including awareness of unhealthy relationships where domestic violence, bullying and abuse occur;
  • Our school will ensure that pupils are made aware that information can be found at the following at Childline or by speaking to a member of staff.
  • Our school’s arrangements for consulting with and listening to pupils are the school council, pupil questionnaires and listening to children during conversations.
  • We make pupils aware of these arrangements by talking about them in assembly and through the school council’s presentations in assembly.

3 The roles and responsibilities of the Designated Safeguarding Lead

  • An appropriate member of the school’s leadership team has been assigned to the role of Designated Safeguarding Lead (DSL). They have received appropriate training and are supported in their role: DSLs are Mohammad Farooq and Ahmad Aziz
  • We acknowledge the need for effective and appropriate communication between all members of staff in relation to safeguarding pupils. Mohammad Farooq will ensure a structured procedure within the school, which will be followed in cases of suspected abuse.

The DSL is responsible for the following:

3.1 Referrals

  • Referring cases of suspected abuse or allegations to the relevant investigating agencies;
  • The Senior Designated Person is not responsible for dealing with allegations made against members of staff. This is the responsibility of the Head Teacher who will inform the Oldham Local Authority Designated Officer (LADO).

Colette Morris Rock Street Centre,

Rock Street, Oldham. OL1 3UJ E: colette.morris@oldham.gov.uk

T: 0161 770 8870 F: 0161 770 6684

  • Acting as a source of support, advice and expertise within the school when deciding on the most appropriate course of action by liaising with relevant agencies;
  • Liaising with the Head Teacher/Principal (where the Designated Senior Person role is not carried out by the Head Teacher) to inform him/her of any issues and ongoing investigations. The Designated Senior Person will ensure there is always cover for this role on the school site in the event of their absence;
  • Ensuring that a systematic means of monitoring children known or thought to be at risk of harm, is in place and that the school contributes to assessments of need and actively supports multi agency planning for those children; Following any information raising concern, the Designated Senior Person will consider:
  • any urgent medical needs of the child
  • the immediate safety and wellbeing of the child
  • discussing the matter with other agencies currently known to be involved with the child and family
  • the child‘s wishes and feelings. Then decide:
  • wherever possible, 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 others at risk
  • whether to make a child protection referral to Contact and Referral Team because a child is suffering or is likely to suffer 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 invite the parent or carer to engage with a Team Around the Family assessment and/or make a referral for other services.
  • All information and actions taken, including the reasons for any decisions made, will be fully documented.

3.2 Action following a child protection referral

  • The Designated Senior Person or other appropriate member of staff will:
  • make regular contact with the allocated social worker or team manager in the event of absence
  • wherever possible, contribute to the strategy discussion
  • provide a report for, attend and contribute to any subsequent child protection conference
  • if the child or children are made the subject of a child protection plan, contribute to the child protection plan and attend core group meetings and review conferences
  • endeavour to share all reports with parents prior to meetings
  • where in disagreement with a decision made by Children’s Social Care e.g. not to apply child protection procedures or not to convene a child protection conference, follow the formal Escalation Process in respect of resolving professional disagreements/escalation process.

Phone: 0161 770 8081

Email: olscb@oldham.gov.uk

  • Where a child subject to a child protection plan moves from the school or goes missing, immediately inform the Contact and Referral Team.

3.3 Raising Awareness

  • Working with the governing body to ensure that the School’s Safeguarding Policy is updated and reviewed annually;
  • Ensuring that, in order to avoid conflict and mistrust, parents are aware that referrals may be made and of the role of the School;
  • Ensuring that when children leave the school, their Child Protection File is discussed as soon as possible with the Senior Designated Person at the new school;
  • Making sure that the Child Protection File is transferred separately from the main pupil file within 15 days of transfer; It should be posted recorded delivery to the Senior Designated Person at the new school or delivered directly by hand and a signature received, unless the child is leaving year 11 to go to a further education setting, in which case the file should be retained by the current school for a period stipulated in current statutory guidance.
  • Where the new school is not known, alerting the Education Welfare Service at Oldham Council so that the child’s name can be included on the data base for missing pupils and appropriate action taken to ascertain the safety of the child;
  • Cascading safeguarding advice and guidance issued by Oldham Safeguarding Children’s Board.

3.4 Training

  • The Designated Senior Person needs to attend the multi agency 2-day Intermediate (level 2) course in Safeguarding. This training then needs to be updated by attending a
  • half day refresher course, every 2 years, unless DSL feels they require a repeat of the full 2-day course.
  • This will enable more time to attend additional courses in areas such as record keeping, supervision and voice of the child. The Intermediate training will enable the Designated to:
  • Recognise how to identify signs of abuse and when it is appropriate to make a referral;
  • Have a working knowledge of how to support the Team Around the Family,
  • How Oldham LSCB operates, how a child protection case conference is conducted, and be able to attend and contribute effectively to all planning meetings when required to do so;
  • Be able to keep detailed, accurate and secure written records of referrals/concerns.
  • The Senior and Deputy Designated Persons will ensure all staff receive appropriate Safeguarding training, if necessary from an external provider using the endorsed Oldham LSCB materials. All staff will be expected to undergo endorsed Basic Awareness in Safeguarding training within the first term of their employment/placement which will be refreshed every 3 years, to enable them to understand and fulfil their safeguarding responsibilities effectively:
  • All staff and volunteers, especially new or part-time staff who may work with different educational settings, will receive:
  • a copy of a safeguarding summary document prior to starting work
  • induction training to ensure that staff have an overview of the organisation understand its purpose, values, services and structure are able to recognise/identify signs of abuse which may include:
  • significant changes in children’s behaviour;
  • deterioration in children’s general well-being;
  • unexplained bruising, marks or signs of possible abuse or neglect;
  • children’s comments which give cause for concern;
  • any reasons to suspect neglect or abuse outside the setting, for example in the child’s home; and/or
  • Inappropriate behaviour displayed by other members of staff, or any other person working with the children. For example, inappropriate sexual comments; excessive one-to-one attention beyond the requirements of their usual role and responsibilities; or inappropriate sharing of personal information (eg phone numbers, email, social networking) or images.
  • Know that they must report any concerns immediately they arise and to whom understand confidentiality issues.

4 Roles and Responsibilities of the Head Teacher

The Head Teacher will ensure that:

  • The policies and procedures adopted by the Governing Body are fully implemented and followed by all staff, so that everyone knows what to do if concerned about a child;
  • Sufficient resources and time are allocated to enable the Senior Designated Person and other staff to discharge their responsibilities, including undertaking the Lead Professional role in the Team Around the Family, taking part in strategy discussions and other inter-agency meetings, and contributing to the assessment of children;
  • All staff and volunteers feel able to raise concerns about poor or unsafe practice in regard to children, and such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed whistle-blowing policies;
  • They personally, along with other senior leaders undertake safer recruitment training in order to comply with the statutory requirement to have a trained person on every recruitment panel.
  • Allegations against a member of staff are referred in a timely manner to the Local Authority Designated Officer (LADO) if appropriate

5 Roles and Responsibilities of the Governing Body

The Governing body is collectively responsible for the school’s safeguarding arrangements. The Designated Safeguarding Governor will undertake initial Safeguarding training to understand their Role and Responsibilities. Ideally, all  governors will undertake the Basic Awareness Safeguarding training with their school.

Allegations of abuse made against the Head Teacher are reported to the Chair of Governors, and referred to the Local Authority Designated Officer (LADO).

The Governing Body will ensure that:

  • Safeguarding arrangements are fully embedded within the school’s ethos and reflected in the school’s day to day safeguarding practices;
  • Sufficient governors are trained in safer recruitment practices that appointments to the senior leadership team can be adequately supported;
  • The school has effective policies and procedures in place in accordance with this policy, and school’s compliance with them is monitored;
  • There are policies and procedures in place for dealing with complaints and/or allegations against staff, including the Head Teacher and any subsequent staff disciplinary hearings.
  • There is a Designated Safeguarding Governor to champion safeguarding issues within the school, to liaise with the Head Teacher/Designated Senior Person, and to provide information and reports to the Governing Body. The Designated Safeguarding Governor should be supported by the Chair of Governors;
  • The Head Teacher, and all staff who work with children, will undertake a full and endorsed Basic Awareness Safeguarding training every three years and have access to a refresher session every year.
  • The Senior and Deputy Designated Persons attend at least a minimum of Level 2/ Intermediate multi-agency course every two years
  • Temporary staff, volunteers and other regular visitors to the school who work with children are made aware of the school’s arrangements for safeguarding and their responsibilities.

6 Identifying Concerns

“Early identification and provision of help is in the child’s best interest and results –services which deliver and support families are vital in promoting children’s wellbeing.”

“All who come into contact with families have a part to play in identifying these children whose needs are not being adequately met.”

Teachers and other adults in school are well placed to observe any physical, emotional or behavioural signs which indicate that a child may be suffering significant harm. The relationships between staff, pupils, parents and the public which foster respect, confidence and trust can lead to disclosures of abuse, and/or school staff being alerted to concerns.

7 Definitions:

A child: As in the Children Act of 1989 and 2004, a child is anyone who has not yet reached his/her 18th birthday or in the case of disabled children 25 years.

Harm means ill-treatment or impairment of health and development, including, for example, impairment suffered from seeing or hearing the ill-treatment of another;

Development means physical, intellectual, emotional, social or behavioural development;

Health includes physical and mental health; IHS Safeguarding in Education/AA/2017 Page 9

Ill-treatment includes sexual abuse and other forms of ill-treatment which are not physical.

Abuse and Neglect are forms of maltreatment. Somebody may abuse or neglect a child by inflicting harm or failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting; by those known to them, or, more rarely, by a stranger. They may be abused by an adult or adults or another child or children.

Physical Abuse may involve the 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.

Sexual Abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily a high level of violence, whether or not the child is aware of what is happening. These activities may involve physical contact, including penetrative (e.g. rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may include non-contact activities, such as involving children looking at or in the production of, sexual images, watching sexual activities, or 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.

Emotional Abuse is the persistent emotional ill treatment of a child such as to cause severe and persistent adverse effects on the child’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.
  • 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.
  • These may include interactions that are beyond the child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction.
  • It may involve seeing or hearing the ill-treatment of another.
  • It may involve serious bullying (including cyber- bullying) causing children frequently to feel frightened or in danger, or the exploitation or corruption of children.

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 of maternal substance abuse.

Once a child is born, neglect may involve a parent or carer failing to:

  • provide adequate food, clothing or 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-takers
  • ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

Working Together to Safeguard Children, 2013/ http://www.workingtogetheronline.co.uk/

8 Disclosure

All members of staff, volunteers and governors must know how to respond to a pupil who discloses abuse, and they must be familiar with procedures to be followed.

It takes a lot of courage for a child to disclose that they are being abused. They may feel disloyal, ashamed, particularly if the abuse is sexual, their abuser may have threatened what will happen if they tell, they may have lost all trust in adults, or they may believe, or have been told, that the abuse is their own fault.

If a pupil talks to you about any risks to their safety or wellbeing you will need to let them know that you must pass the information on – you are not allowed to keep secrets. The point at which you do this is a matter for professional judgement. If you jump in immediately the pupil may think that you do not want to listen, if you leave it till the very end of the conversation, the pupil may feel that you have misled them into revealing more than they would have otherwise. During your conversation with the pupil:

  • Allow them to speak freely.
  • Remain calm and do not over react – the pupil may stop talking if they feel they are upsetting you.
  • Give reassuring nods or words of comfort – ‘I’m so sorry this has happened’, ‘I want to help’, ‘this isn’t your fault’, ‘You are doing the right thing in talking to me’.
  • Do not be afraid of silences – remember how hard this must be for the pupil.
  • Under no circumstances ask investigative questions – such as how many times this has happened, whether it happens to siblings too, or what does the pupil’s mother thinks about all this.
  • At an appropriate time tell the pupil that in order to help them you must pass the information on.
  • Respect the child’s personal space. Do not automatically offer any physical touch as comfort. It may be anything but comforting to a child who has been abused.
  • Avoid admonishing the child for not disclosing earlier. Saying ‘I do wish you had told me about this when it started’ or ‘I can’t believe what I’m hearing’ may be your way of being supportive but the child may interpret it that they have done something wrong.
  • Tell the pupil what will happen next.
  • Report verbally to the Designated Senior Person.
  • Write up your conversation as soon as possible on the record of concern form and hand it to the designated person.
  • Seek support if you feel distressed.

9 Confidentiality

While it is recognised that all matters relating to safeguarding individual children are confidential, a member of staff, governor or volunteer, if confided in by a pupil, must never guarantee confidentiality to that pupil. Where there is a Child Protection concern it will be passed immediately to the Senior Designated Person who will consider the most appropriate response, consulting with relevant partners if appropriate.

The parents of the child should be informed immediately unless it is felt that this would not be in the best interests of the child. The Head Teacher or Senior or Deputy Designated Person will disclose personal information about a pupil, including the

level of involvement of other agencies, to other members of staff only on a need to know’ basis. All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children.

10 Records and Monitoring

Child protection information will be stored and handled in line with the principles of the Data Protection Act 1998 to ensure that information is:

  • processed for limited purposes
  • adequate, relevant and not excessive
  • accurate
  • kept no longer than necessary
  • processed in accordance with the data subject’s rights

Child protection records are normally exempt from the disclosure provisions of the Data Protection Act, which means that children and parents do not have an automatic right to see them. If any member of staff receives a request from a pupil or parent to see child protection records, they should refer the request to the Headteacher.

The Data Protection Act does not prevent school staff from sharing information with relevant agencies, where that information may help to protect a child. Any concerns about a child will be recorded in writing within 24 hours. All records must provide a factual, evidence-based account. Accurate recording of actions should be made. Records will be signed, dated and where appropriate witnessed.

Hard copies of records or reports relating to Child Protection concerns will be kept in a separate, confidential file, securely stored away from the main pupil file. The main pupil file will have (for example, a blue C in the top right hand corner to denote the existence of a separate file- insert your system) Schools may hold some electronic records, for example, a record of concern log or the multi agency referral form or a central list of those pupils who have a child protection plan in place. Authorisation to access these electronic records will be controlled by the Senior Designated Officer. The school will keep written records of concerns about children, even where there is no need to action the matter immediately. These records will be kept within the separate confidential file. Records will be kept up to date and reviewed regularly. Original notes will be retained as evidence if there are criminal proceedings arising from current or historical allegations of abuse or neglect or civil actions.

Timely and accurate recording will take place when there are any issues regarding a child. A record of each and every episode/incident/concern/activity regarding that child, including telephone calls to other professionals, needs to be recorded in chronological order and kept within the confidential file for that child. Support and advice will be sought from Children’s Social Care or the Local Area Designated Officer, whenever necessary and recorded.

If the child moves to another setting the Child Protection file should be sent, by registered post immediately to the Senior Designated Person at the new setting, making sure that the Child Protection file is transferred separately from the main pupil file. There must be liaison between the two Senior Designated Persons in order to ensure a smooth and safe transition for the child. Where the new school is not known the Educational Welfare Service at Oldham should be informed so that the

child can be included on the data base for missing pupils and action taken to ascertain the safety and wellbeing of the child and that the child is receiving their right to education.

11 Supporting children

Some children may have an increased risk of harm. Many factors can contribute to an increase in risk, including prejudice and discrimination, isolation, social exclusion, communication issues and reluctance on the part of some adults to accept that abuse can occur. To ensure that all of our pupils receive equal protection, we will give special consideration to children who are:

  • disabled or have special educational needs
  • children in the care of the Local Authority
  • living in a domestic abuse situation
  • affected by parental substance misuse

“The damage inflicted by bullying can frequently be underestimated. It can cause considerable distress to children, to the extent it affects their health and development or, at the extreme, causes them significant harm (including self harm). All settings in which children are provided with services or are living away from home should have in place rigorously enforced anti bullying strategies.”

Working Together To Safeguard Children 2010

“The effect of domestic violence on children is such that it must be considered as abuse”

Safeguarding Children and Safer Recruitment in Education 2007

  • asylum seekers
  • living away from home
  • vulnerable to being bullied, or engaging in bullying
  • living in temporary accommodation
  • live transient lifestyles
  • living in chaotic and unsupportive home situations
  • vulnerable to discrimination and maltreatment on the grounds of race, ethnicity, religion, sexuality or gender identity disorder
  • involved directly or indirectly in prostitution or child trafficking
  • do not have English as a first language.

Special consideration includes the provision of safeguarding information and resources in community languages and accessible formats.

We recognise that children who are abused or witness violence may find it difficult to develop a sense of self worth. They may feel helplessness, humiliation and some sense of blame. The school may be the only stable, secure and predictable element in the lives of children at risk. When at school their behaviour may be challenging and defiant or they may be withdrawn. The school will endeavour to support the pupil through:

  • The content of the curriculum;
  • A school ethos which promotes a positive, supportive and secure environment and gives pupils a sense of being valued;
  • Implementation of the school Behaviour Policy which is aimed at supporting vulnerable pupils. The school will ensure that the pupil knows that some behaviour is unacceptable but they are nonetheless valued and are not to be blamed for any abuse which has occurred;
  • Liaison with other agencies that support the pupil, such as Children’s Social Care, Behaviour Improvement Team and Education Psychology Service;
  • Ensuring that, where a pupil subject to a child protection plan leaves, their information is transferred to the new school immediately and that the child’s social worker is informed.

12 Early Intervention and Prevention within Safeguarding

All school staff need to be aware of their responsibility to raise any concerns they have about a child as early as possible in order to prevent the situation worsening. This may present as a change in a child’s behaviour, appearance or from a conversation with the family about home conditions, financial difficulties, speech and language, toileting issues etc. Where this concern does not identify a safeguarding issue but could lead to more serious concerns if left, staff need to follow the procedures set out in the Team around the Family (TAF) guidance to fulfil their duties at level 2 and 3 on the Continuum of Need. This may involve signposting to or involving more appropriate agencies for support and may involve the school acting as Lead Person on a child’s plan.

Young Carers

In many families, children contribute to family care and well-being as a part of normal family life. A young carer is a child who is responsible for caring on a regular basis for a relative (usually a parent, grandparent, sometimes a sibling or very occasionally a friend) who has an illness or disability. Many young carers may experience:

  • Social isolation;
  • A low level of school attendance;
  • Some educational difficulties;
  • Impaired development of their identity and potential;
  • Low self-esteem;
  • Emotional and physical neglect;
  • Conflict between loyalty to their family and their wish to have their own needs met.

Where a young carer is identified, the child’s needs will be considered, using the Team around the Family process.

13 Recruitment

The school pays full regard to DfE guidance ‘Safeguarding Children and Safer Recruitment in Education’ Jan 2007. We ensure that all appropriate measures are applied in relation to everyone who works in the school who is likely to be perceived by the children as a safe and trustworthy adult including e.g. volunteers and staff employed by contractors. Safer recruitment practice includes scrutinising applicants, verifying identity academic and vocational qualifications, obtaining professional 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 checking the Children’s List and Criminal Records Bureau checks and right to work in England checks. In line with statutory changes, underpinned by regulations, the following will apply:

  • An enhanced DBS Check is obtained for all new appointments where an individual will ‘intensively and frequently’ have contact with our pupils.
  • this school is committed to keep an up to date single central record detailing a range of checks carried out on our staff
  • all new appointments to our school workforce who have lived outside the UK will be subject to additional checks as appropriate
  • our school ensures that supply staff have undergone the necessary checks and will be made aware of this policy
  • identity checks must be carried out on all appointments to our school workforce before the appointment is made, in partnership with the LA

14 Volunteers

We understand that some people otherwise unsuitable for working with children may use volunteering to gain access to children; for this reason, any volunteers in the school, in whatever capacity, are expected to follow the policies and procedures in the same way as paid staff. Where a parent or other volunteer helps on a one-off basis, he/she will only work under the direct supervision of a member of staff, and at no time have one to one contact with children. However, if a parent or other volunteer is to be in school regularly or over a longer period then they will be checked to ensure their suitability to work with children.

We will ensure all volunteers receive guidance on the parameters of their role and what to do if they have concerns before they start their work with the school.

15 Safe Staff

Checks will be undertaken corresponding to Safer Recruitment procedures on all adults working in the school to establish their suitability to work with children. Records of these checks will be kept in accordance with Section 4.5 of ‘Safeguarding Children and Safer Recruitment in Education’ DfE, 2006.

All school staff will take care not to place themselves in a vulnerable position with a child. It is always advisable for interviews or work with individual children or parents to be conducted with or in view of other adults. If an allegation is made against another member of staff, the member of staff receiving the allegation will immediately inform the Head Teacher or the most senior teacher if the Head Teacher is not present. The Head Teacher or most senior teacher will then consult with the Local Authority Designated Officer.

Allegations against the Head Teacher are reported to the Chair and referred to the Oldham Local Authority Designated Officer (LADO)

E: colette.morris@oldham.gov.uk T: 0161 770 8870 F: 0161 770 6684

16 Conduct of Staff

The school has a duty to ensure that professional behaviour applies to relationships between staff and children, and that all members of staff are clear about what constitutes appropriate behaviour and professional boundaries.

Staff will have access to The Guidance for Safer Working Practices for Adults who work with Children and Young People on appointment/induction.

All staff should be aware of the dangers inherent in:

  • Working alone with a child;
  • Physical interventions;
  • Cultural and gender stereotyping;
  • Dealing with sensitive information;
  • Giving to, and receiving gifts from, children and parents;
  • Contacting children through private telephones (including texting), e-mail, MSN, or social networking websites;
  • Disclosing personal details inappropriately;
  • Meeting pupils outside school hours or school duties;
  • Making inappropriate sexual comments; excessive one to one attention beyond the normal requirements of the role; or inappropriate sharing of images

If any member of staff has reasonable suspicion that a child is suffering harm, and fails to act in accordance with this policy and Oldham Local Safeguarding Board procedures, this will be viewed as misconduct, and appropriate action will be taken.

17 Allegations

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. We will apply the same principles as in the rest of this document and will always follow the Oldham Safeguarding Children Procedures. Detailed records will be made to include decisions, actions taken, and reasons for these. All records will be retained securely in a locked filing cabinet in the Head teacher’s Office. Whilst we acknowledge such allegations, (as all others), may be false, malicious or misplaced, we also acknowledge they may be with foundation. It is, therefore, essential that all allegations are investigated properly and in line with agreed procedures.

Initial action to be taken:

  • The person who has received an allegation or witnessed an event will immediately inform the Head teacher and make a record
  • In the event that an allegation is made against the head teacher the matter will be reported to the Chair of Governors who will proceed as the ‘Head teacher’
  • The Head teacher 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 it is necessary to address the immediate safety of children
  • The head teacher may need to clarify any information regarding the allegation, however no person will be interviewed at this stage
  • The head teacher will consult with the Local Authority Designated Officer ( see Contacts List) in order to determine if it is appropriate for the allegation to be dealt with by school or if there needs to be a referral to Contact and Referral and/or the police for investigation
  • Consideration will be given throughout to the support and information needs of pupils, parents and staff
  • The head teacher will inform the Chair of Governors of any allegation.
  • If consideration needs to be given to the individuals employment, advice will be sought from HR (see contact sheet)

18 Supporting staff

We recognise that staff working in the school who have become involved with a child who has suffered harm, or who appears likely to suffer harm, may find this situation stressful and upsetting. We will support such staff by providing an opportunity to talk through anxieties with the Senior Designated Person or Head Teacher and to seek IHS further support, if necessary. The Senior Designated Person and the Head teacher can seek personal support through SCiE Team Chair or other appropriate Email: info@scie.org.ukTelephone: 020 7535 0900 services. This provides advice on the boundaries of appropriate behaviour and the circumstances that should be avoided in order to limit complaints against staff of the abuse of trust and/or allegations of abuse.

19 Photographing Children

The vast majority of people who take or view photographs or videos of children do so for entirely innocent, understandable and acceptable reasons. We acknowledge however that some people abuse children through taking, using or circulating images.

20 Staff and Volunteers

  • Parental consent will be sought annually at the beginning of the academic year and permissions noted.
  • Staff and volunteers must seek the authorisation of the Head Teacher prior to taking photographs/ videos of children and must only use school equipment unless given specific authorisation by the Head Teacher.
  • The use of cameras on mobile phones or the downloading of images onto any internet site is forbidden
  • Only the pupil’s first name will be used with an image
  • It will be ensured that pupils are appropriately dressed before images are taken
  • Pupils are encouraged to tell us if they are worried or unsure about any photographs that are taken of them. It is important not to underestimate the difficulty for both staff and managers in confronting what appear to be poor professional standards or unacceptable conduct by a colleague in an environment, which of necessity is dependent on close working relationships. It must also be recognised that it is very rare for a teacher to commit offences in the manner of Teacher A. However some of the allegations were of such a serious nature, particularly those from children themselves that they constituted matters that should have been investigated under the child protection procedures.

21 Parents or Members of the Public

We understand that parents like to take photos of or video record their children in the school production, or at sports day, or school presentations. This is a normal part of family life, and we will not discourage parents from celebrating their child’s successes.

However, if there are Health and Safety issues associated with this (e.g. the use of a flash when taking photos could distract or dazzle the child, causing an accident), we will encourage parents to use film or settings on their camera that do not require flash.

We will not allow other people including staff to photograph or film pupils during a school activity without parental permission. This includes the use of cameras on mobile phones or any other device. We will not allow images of pupils to be used on school websites, publicity, or press releases, including social networking sites, without express permission from the parent, and if we do obtain such permission, we will not identify individual children by name.

The school cannot however be held accountable for the use of photographs or video footage taken by parents or members of the public at school functions where parental permission has been given.

22 Complaints and Compliments

Our complaints procedure will be followed where a pupil or parent raises a concern about poor practice towards a pupil that initially does not reach the threshold for child protection action. Poor practice examples include unfairly singling out a pupil, using sarcasm or humiliation as a form of control, bullying or belittling a pupil or discriminating against them in some way. Complaints are managed by senior staff ie the Headteacher and Governors. Complaints from staff are dealt with under the school’s Complaints, Disciplinary and Grievance procedures.

23 Appendix 1

Safeguarding Children – Key Points

All adults in charge of or in contact with children or young people should know what to do if they suspect that someone is being physically, emotionally or sexually abused, or if someone tells them that this is happening. Ensure that you are familiar with the Safeguarding policy; copies of which are located in the school office. On request you will be provided with a printed copy. In addition, the following key points give a guide on what to do and not to do.

  1. Always stop and listen straight away to someone who wants to tell you about incidents or suspicions of abuse.
  2. Make a note of what was said or observed as soon as possible and pass to the Designated Senior Person Mohammad Farooq at your earliest opportunity.
  3. Never make a promise that you will keep what is said confidential or secret. If you are told about abuse you have a responsibility to tell the right people to get something done about it. You should explain that if you are going to be told something very important that needs to be sorted out, you will need to tell the people who can sort it out, but that you will only tell the people who absolutely have to know.
  4. Do not ask leading questions that might give your own ideas of what might have happened, e.g. “did he do X to you?” Just ask, “what do you want to tell me?” or “Is there anything else you want to say?”
  5. Immediately tell the Designated Senior Person for safeguarding unless they are the subject of the accusation. Don’t tell other adults or young people what you have been told. If someone has made an accusation to you or you have concerns about the Head Teacher, you should report your concerns to the Chair of the School Board
  6. Discuss with the Designated Senior Person for safeguarding whether any steps need to be taken to protect the person who has told you about the abuse.
  7. Never attempt to carry out an investigation of suspected or alleged abuse by interviewing people etc. The Local Authority Designated Officer (LADO) or Children’s Social Care Officers and police officers are the people trained to do this. You could cause more damage and endanger possible criminal proceedings. It is your duty to refer concerns on, not investigate.
  8. As soon as possible (and certainly the same day) the Designated Senior Person for safeguarding or the Chair of Governors where the allegation is against the Head Teacher, should refer the matter to The Local Authority Designated Officer (LADO) or the Contact and Referral Team (helped by your notes). Follow their instructions about what to do next. They will set up any necessary investigations.
  1. That is their statutory job.
  2. Never think abuse is impossible in your organisation or assume that an accusation against someone you know well and trust is bound to be wrong.
  3. Children and young people often tell other young people, rather than staff or other adults about abuse. Therefore you may hear an allegation from another child. This should be acted upon in exactly the same manner as outlined above.

24 Appendix 2

Essential Contact Details

Iqra High School Designated Safeguarding Leads Mohammad Farooq & Ahmad Aziz

Local Authority Designated Officer Colette Morris Rock Street Centre, Rock Street, Oldham. OL1 3UJ E: colette.morris@oldham.gov.uk T: 0161 770 8870 F: 0161 770 6684

Note: The following website for Oldham local authority leads to ALL the related contacts.

http://www.oldham.gov.uk/lscb/

Oldham LSCB Manager

Sue Harrison Phone: 0161 770 8096 Email: olscb@oldham.gov.uk

Oldham Business Support Officer

Joanne Clapham Phone: 0161 770 8081 Email: olscb@oldham.gov.uk

Oldham referrals and assessments

Children under 16

Phone: 0161 770 3790/3791 Fax: Royton Town Hall 0161 770 3377 Fax: Prospect House 0161 770 5240

  • Online Referral Form
  • Referral Form

Reporting a concern about a child or a vulnerable adult (the current numbers will continue to be used):

  • Adult Safeguarding Team on 0161 770 1532
  • Children’s Assessment Team on 0161 770 3790

To speak to someone about the development of the MASH:

  • Haydn Roberts on 0161 770 1577
  • Glynis Williams on 0161 770 5068
  • Kim Scragg on 0161 770 4751

Children’s Assessment Team

cat-duty@oldham.gov.uk

Royton Town Hall Rochdale Road Royton Oldham, OL2 6QJ

Tel: 0161 770 3790 Fax: 0161 770 3377

Non Emergency Police Contact

Oldham Town Centre Phone: 0161 856 8927 Email: oldhamcentral@gmp.police.uk

Emergency: 999 Complied/reviewed November 2017
Agreed by SMT
Review frequency Annual
Revision date October 2018
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