Child Protection Policy

  INTRODUCTION

 

The governors and staff of Botanic Primary School fully recognise the contribution it makes to safeguarding children and work in the knowledge that this begins with preventative education. We recognise that all staff, including volunteers, have a full and active part to play in protecting our pupils from harm. Due to the current global COVID 19 pandemic, staff recognise the additional stresses some pupils and their families may face.  As a result, additional support services have been signposted to parents and additional lessons in mindfulness have been incorporated into the curriculum.

 

All staff and Governors believe that our school should provide a caring, positive, safe and stimulating environment which promotes the social physical and moral development of the individual child.

 

This policy is informed by the guidance and procedures set out by DE ‘Pastoral Care in Schools: Child Protection (1999); Cooperating to Safeguard children and young people. (DHSSPSNI, revised

 2017) and the Area Child Protection Committees’ (ACPC) Regional Policy and Procedures (2005), Safeguarding and Child Protection in Schools; a guide for schools, (2017).

 

Key Principles of Safeguarding and Child Protection:

The central thrust of The Children (Northern Ireland) Order 1995 is that the welfare of the child must be the paramount consideration in all decision concerning the child.  This is also reflected in Article 3 of the UN Convention on the Rights of the Child – the best interests of the child shall be a primary consideration. The ‘paramountcy’ of the child principle underpins our Child Protection policy and procedures.

The safeguarding and Child Protection guide for schools (DoE 2017) notes the following as key principals:

The child or young person’s welfare is paramount

The voice of the child or young person should be heard

Parents are supported to exercise parental responsibility and families helped to stay together

Partnership – safeguarding is a shared responsibility.

 

Our policy applies to all staff, governors and volunteers working in the school. The purpose of the procedures set out in this policy is to safeguard and protect our pupils by ensuring that every adult who works in our school – teachers, non-teaching staff and volunteers – has clear guidance on the action which is required where abuse (including bullying both on and offline) or neglect of a child is suspected. The issue of child abuse will not be ignored by anyone who works in our school and we know that some forms of child abuse are also a criminal offence.

 

There are five main elements to our policy:

 

1. Establishing a safe environment in which children can learn and develop
2. Developing and implementing procedures for identifying and reporting cases, or suspected cases, of abuse
3. Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children
4. Raising awareness of child protection issues and equipping children with the skills needed to keep them safe
5. Supporting pupils who have been abused in accordance with his/her agreed child protection plan

 

This policy may be translated as required.

 

THE SAFEGUARDING TEAM AT BOTANIC PRIMARY SCHOOL

Chair of Governors: Mrs Helen McHugh

Designated Governor for Child Protection Governance: Miss Jayne Stewart

Principal: Mr Paul Bell

Designated Teacher for Child Protection: Miss Gemma Bacon

Deputy Designated Teacher for Child Protection: Mrs Victoria Parr and Miss E Robinson

 

WHAT IS CHILD ABUSE?

 

(A child is a person under the age of 18 years as defined in the Children (NI) Order 1995. This policy also applies to vulnerable adults who are registered in the school to the end of their 19^th year.)

 

Child Abuse occurs in families from all social classes and cultures and in communities, agencies and organisations.  Child abuse can manifest in a number of ways and can involve the combination of the forms of abuse. (Managing safeguarding and child protection in schools; 5.1) 

 

Where a member of staff is concerned that abuse may have occurred, he/she must report this immediately to the Designated Teacher who has specific responsibility for child protection. 

 

Types of Abuse 

 

Physical Abuse – is deliberately physically hurting a child.  It might take a variety of different forms, including hitting, biting, pinching, shaking, throwing, poisoning, burning or scalding, drowning or suffocating a child. (DoE safeguarding and child protection in schools; 2017)

Possible signs or symptoms of physical abuse include:

• Unexplained bruises (in places difficult to mark)
• Human bite marks, welts or bald spots
• Unexplained lacerations, fractions or abrasions
• Untreated injuries
• Self-destructive tendencies
• Chronic runaway
• Fear of going home

 

Emotional Abuse – is the persistent emotional maltreatment of a child.  It is also sometimes called a psychological abuse and it can have severe and persistent adverse effects on a child’s emotional development.  Emotional abuse may involve deliberately telling a child that they are worthless, or unloved and inadequate.  It may include not giving a child opportunity to express their views, deliberately silencing them or ‘making fun of what they say or how they communicate.  Emotional abuse may involve bullying including online bullying through social networks, online games or mobile phones- by a child’s peers. DoE safeguarding and child protection in schools 2017; 5.2)

 

Possible signs or symptoms of emotional abuse include:

• Bullying of others
• Change in personality from outgoing to withdrawn
• Difficulty in forming / maintaining relationships with others
• Depression
• Signs of mutilation
• Attention seeking
• Chronic runaway
• Wetting and soiling
• Sudden speech disorders
• Low self-esteem

 

Sexual Abuse – occurs when others use and exploit children sexually for their own gratification or gain or the gratification of others.  Sexual abuse may involve physical contact, including assault by penetration (for example, rape, or oral sex) or non- penetrative acts such as masturbation, kissing, rubbing and touching outside clothing.  It may include non-contact activities, such as involving children in the production of sexual images, forcing children to look at sexual images or watch sexual activities, encouraging children to behave in sexually inappropriate ways or grooming a child in preparation for abuse (including via e- technology).  Sexual abuse is not solely perpetrated by adult males.  Women can commit acts of sexual abuse, as can other children. (DoE safeguarding and child protection in schools, 2017: 5.2)

 

Possible signs or symptoms of sexual abuse include:

• Bruised or sore genitals
• Genital infection
• Difficulty in walking or sitting
• Inappropriate sexualised language or behaviour
• Low self-esteem
• Chronic depression
• Substance abuse
• Personality changes
• Fear of going home

 

Exploitation: is the intentional ill-treatment, manipulation or abuse of power and control over a child or young person; to take selfish or unfair advantage of a child or young person or situation, for personal gain.  It may manifest itself in many forms such as child labour, slavery, servitude, engagement in criminal activity, begging, benefit or other financial fraud or child trafficking.  It extends to the recruitment, transportation, transfer, harbouring or receipt of children for the purpose of exploitation. 

 

 Child Sexual Exploitation –

Child sexual exploitation is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person into sexual activity: a) in exchange for something the victim needs or wants, b) for the financial advantage or increased status of the perpetrator.  Child sexual exploitation does not always involve physical contact; it can also occur through the use of technology. (Safeguarding and child protection in schools 2017).

 

Possible signs or symptoms of Child Sexual Exploitation include:

Acquisition of money, clothes, mobile phones etc. without plausible explanation

Truanting/leaving school without permission

Persistently going missing or returning home late

Change in mood

Receiving a lot of texts/phone calls prior to leaving

Inappropriate sexualised behaviour for age

Physical symptoms e.g. bruising, bite marks

 

Neglect – is the failure to provide for a child’s basic needs, whether it be adequate food, clothing, hygiene, supervision or shelter that is likely to result in the serious impairment of a child’s heath or development.  Children who are neglected often also suffer from other types of abuse. (DoE safeguarding and child protection in schools; 2017)

 

Possible signs or symptoms of neglect include:

• Poor hygiene
• Constant hunger/cramming food
• Inadequate / inappropriate clothing
• Constant tiredness
• Exposed to danger / lack of adequate supervision
• Untreated illness
• Lack of peer relationships
• Compulsive stealing / begging

 

A child may suffer or be at risk of suffering from one or more types of abuse and abuse may take place on a single occasion or may occur repeatedly over time.

 

Specific forms of abuse:

 

Domestic Abuse:  includes threatening, controlling, coercive behaviour, violence or

abuse (psychological, physical, verbal, sexual, financial or emotional) inflicted on anyone (irrespective of age, ethnicity, religion, gender or sexual orientation) by current or former intimate partner or family member’.

 

Female Genital Mutilation: FGM involves procedures that include the partial or total removal of the external female genital organs for cultural or other non-therapeutic reasons. The practice is medically unnecessary, extremely painful

and has serious health consequences, both at the time when the mutilation is carried

out and in later life.

 

Forced Marriage: A forced marriage is a marriage conducted without the valid consent of one or both parties and where duress is a factor.  Forced marriage is a criminal offence in N. Ireland, and where an agency, organisation or practitioner has knowledge or suspicion of a forced marriage in relation to a child or young person they should contact PSNI IMMEDIATELY.   (Safeguarding and child protection in schools 2017; 6.5).

Warning signs within the school environment:

• Absence or persistent absence
• Request for extended leave/failure to return from country of origin
• Surveillance by siblings/cousins
• Decline in behaviour, engagement, performance or punctuality
• Poor exam results
• Being withdrawn from school by those with parental responsibility and not being provided with suitable education at home
• Not allowed to attend extracurricular activities
• Sudden announcement of engagement to a stranger
• Prevented from going on to further education.

 

Bullying including cyber bullying

 

Definition of “bullying”

 

(1) In this Act “bullying” includes (but is not limited to) the repeated use

of—

(a) any verbal, written or electronic communication,

(b) any other act, or

(c) any combination of those, by a pupil or a group of pupils against another pupil or group of pupils, with the intention of causing physical or emotional harm to that pupil or group of pupils.

 

(2) For the purposes of subsection (1), “act” includes omission.

 

REF: ADDRESSING BULLYING IN SCHOOLS ACT (NORTHERN IRELAND) 2016

 

Our Anti- Bullying and eSafety policies acknowledge that to allow or condone bullying may lead to consideration under child protection procedures.

 

Staff aim to be vigilant at all times to the possibility of bullying occurring, and will take immediate steps to stop it happening. To protect and reassure the target and to work with the pupil displaying bullying behaviour.  Parents of both the target and the pupil displaying bullying behaviour will be personally contacted when bullying has been identified.

 

If after investigation, on the basis of the information gathered the criteria of bullying behaviour has been met the Code of Practice is used to develop Action Plans for both targeted pupil/s and pupil/s displaying bullying behaviours. Details are recorded by the Vice-Principal on the Bullying Concern Assessment Form on SIMS- See Botanic Primary Schools Anti-Bullying Policy for the support provision for all involved.

 

The sanctions taken against a pupil who bullies will depend on the seriousness of the case, but will include the loss of privileges in the school.  His/her behaviour will be carefully monitored until staff are satisfied that the problem has stopped.  If a pupil’s bullying behaviour persists, the second stage will be to instigate the child protection procedures. When a ‘Risk Reduction Action Plan’ is needed: the development, implementation and assessment will be discussed and acted on by the SLT who include the Principal, LSCO, Head of Pastoral Care and Head of Safeguarding.

External advice/support will be accessed as deemed necessary by the SLT who include the Principal, LSCO, Head of Pastoral  Care and Head of Safeguarding e.g. on the basis of early intervention; by completing a stage 3 Code of Practice referral form or a UNOCINI Assessment form to access relevant support services such as Education and Welfare Service, Behaviour Support and Provisions, Educational Psychology, Autism Advisory & Intervention Service, Child Protection Support Services, Child & Adolescent Mental Health Service,  Dept. of Health and Social Services.

(see Anti-Bullying Policy and Positive Behaviour Policy)

 

E- safety/ internet abuse:

Online safety means acting and staying safe when using digital technologies.  It is wider than simply internet technology and includes electronic communication via text messages, social environments and apps, and using games consoles through any digital device.

The SBNI published a report in 2014 outlining the following risks;

• Content risks – the child/ young person is exposed to harmful material
• Contact risks- the child/young person participates in adult initiated online activity
• Conduct risks- the child/young person is a perpetrator or victim in peer-to-peer exchange
• Commercial risks – the child/young person is exposed to inappropriate commercial advertising, marketing schemes or hidden costs.

 

In Botanic Primary School, online risks have been assessed and filters have been applied by EA/C2K. In addition, all pupils receive e-safety lessons within school as part of our ICT curriculum and whole school assemblies are held as form of preventative education.

 

Children with limited fluency in English (Safeguarding and Child Protection in schools, 2017; 7.2)

 

As with children with a special educational need, children who are not fluent in English should be given the opportunity to express themselves to a member of staff or other professional with appropriate language skills, especially where there are concerns that abuse may have occurred.  The Designated Teacher will work with the SEN coordinator and EAL teacher to ensure that children feel confident to discuss matters which may be concerning them.

 

PROCEDURES FOR REPORTING SUSPECTED (OR DISCLOSED) CHILD ABUSE

 

The designated teacher for child protection (DT) is Miss Gemma Bacon

In her absence the deputy designated teachers for child protection (DDT) Mrs Victoria Parr or Miss Emma Robinson will assume responsibility for child protection. On the rare occasion that neither DT nor DDT is in the school the Principal Mr. Paul Bell will assume responsibility for child protection.

 

If a child makes a disclosure to a teacher or other member of staff which gives rise to concerns about possible abuse, or if a member of staff has concerns about a child, the member of staff must act promptly.

 

He/she should not investigate – this is a matter for social services – but should report these concerns immediately to the DT, discuss the matter with her, make full notes (signing and dating them), and hand the note to the DT.

 

The DT will discuss the matter with the Principal as a matter of urgency to plan a course of action, and ensure that a written record of decisions is made.

 

The DT, in consultation with the Principal, will decide whether, in line with their legal responsibilities under the Children (NI) Order 1995, the matter needs to be referred to social services. If there are concerns that the child may be at risk of significant harm, the school is obliged to make a referral to social services. Unless there are concerns that a parent/guardian may be the possible abuser, the parents/guardians will be informed immediately.

 

The DT may seek clarification or advice and consult with The Child Protection Support Service for Schools (CPSS) - Designated Officer for Child Protection at theEA, or a senior social worker before a referral is made. No decisions to refer a child to social services will be made without full consideration and on appropriate advice. The safety of the child is our first priority.

 

Where there are concerns about possible abuse of a child, the DT will inform:

• Social Services - using the regional UNOCINI template (Understanding the Needs of Children in Northern Ireland) *
• EA Designated Officer for Child Protection

 

*  The UNOCINI referral will be made within 24 hours of the initial telephone referral to social services.

(The referral will be placed in an envelope marked ‘CONFIDENTIAL _ CHILD PROTECTION).

UNOCINI may be emailed within the secure C2K network to referrals department at the Health Trust.

If any member of staff feels unsure about what to do if he/she has concerns about a child, or unsure about being able to recognise signs or symptoms of possible child abuse, he/she should talk with the DT.

 

It should be noted that the information given to members of staff about possible child abuse cannot be held ‘in confidence’. In the interests of the child, staff may need to share this information with other professionals. However, only those who need to know will be informed.

How to respond to a child who makes a disclosure

 

1. Receive
   • Stay calm
   • Listen to what the child is saying without displaying shock or disbelief
   • Accept what the child is saying
   • Be discreet

2. Reassure

• Reassure the child that they have done the right thing by talking to you, do not make promises that you cannot keep (eg everything will be alright now, I’ll stay with you)
• Do not promise confidentiality, staff have a duty to refer the matter to the designated teacher for child protection. Explain that you will need to talk to Miss Bacon who will know what to do next
• Do reassure and alleviate guilt if the child refers to it

 

3. Respond

• Respond to the child only as far as is necessary for you to establish whether or not you need to refer the matter to the designated teacher for child protection
• Do ask open questions (can you tell me what happened? Anything else you wish to tell me? Yes …)
• Do not ask closed questions (those that will evoke a yes/no response, eg Did _____________ do this to you?). Such questions invalidate evidence where a subsequent court action is necessary.
• Do not criticise the perpetrator as the child may love that person
• Do explain what you will do next (talk with the designated teacher who will know how to get help)

 

4. Record

• Make notes as soon as possible after hearing what the child has said and write them up
• Do not destroy these original notes
• Record the date, time place, people present and any noticeable non-verbal behaviour. Record the words the child used as much as possible. – if the child uses ‘pet’ words record those rather than translating them into ‘proper’ words. Any injuries or marks noticed can be depicted on a diagram showing position and extent
• Record statements and observable things, rather than your interpretations and assumptions.
• Sign the record and hand it to the designated teacher

 

(All written records of concerns about children, even where there is no need to refer the matter immediately, are securely maintained, separate from the main pupil file, and in a locked location.

5. Refer

• Concerns about possible abuse must be referred to the designated teacher as soon as possible within the working day. She will liaise with the Principal in the decision-making process regarding referral to statutory services.
• The DT should make the referral to social services within 24 hours (SBNI Child Protection policies and procedures 2017))
• If acknowledgement of the referral is not received from social services within 5 working days, then the DT should follow this up.
• After referral the school will cooperate with the social services investigation which can involve the provision of factual information and attendance at case conferences. (SBNI Child Protection policy and procedures 2017)

 

Supporting Vulnerable Children

 

The staff of Botanic Primary School 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, or they may be withdrawn.

 

Botanic Primary School will endeavour to support the pupils who are exposed to risk of harm through supporting such pupils in accordance with his/her agreed protection plan.  Recognising that the COVID 19 pandemic may have negative impacts on our pupils and our families, we endeavour to maintain links with our local community through online assemblies and share multi agency support information on our school website.  Teachers will maintain contact with pupils and families through school closures via the Seesaw app and pass any concerns to the DT or Principal. Parents are given the relevant key stage email addresses to make contact with teaching staff as necessary.  All contacts between staff and pupils/parents are monitored by the Principal.

 

During periods of sustained school closure, the Principal and DT will make contact with all vulnerable and ‘looked after’ children in conjunction with our community partners, e.g. social services.

 

Support for all pupils in the school in developing skills in self protection and developing confidence will be afforded as follows:

           

• The content of the curriculum, particularly Personal Development.
• The school ethos which promotes a positive supportive and secure environment and gives pupils a sense of being valued.
• The school behaviour policy which is aimed at supporting vulnerable pupils in the school.  The school will ensure that pupils understand the difference between acceptable and unacceptable behaviours towards themselves and others
• Liaison with other agencies that support the pupil such as Social Services, Education Welfare Service, Educational Psychology, PSNI and the school nurse

 

Complaint against a staff member

 

If a complaint about possible child abuse is made against a member of staff, the Principal (or the DT if the Principal is unavailable) must be informed immediately. The above procedures will apply (unless the complaint is about the designated teacher or the Principal). Where the matter is referred to social services the member of staff may be removed from duties involving direct contact with pupils and may be suspended from duty as a precautionary measure pending investigations by social services. The Chairperson of the Board of Governors will be informed immediately.

 

If a complaint about possible child abuse is made against the Principal, the DT must be informed immediately. She will inform the Chairperson of the Board of Governors and together they will take appropriate advice and ensure the necessary action is taken.

 

Process for referral are set out in the flow charts below:

Procedure where the School has concerns or has been given information about possible abuse by someone other than a member of staff.

 

              

 

ROLE OF THE DESIGNATED TEACHER (DT) AND DEPUTY DESIGNATED TEACHER (DDT)

The DT:

• To provide training to all school staff including support staff
• Being available to discuss the child protection concerns of any member of staff
• Responsibility for managing and keeping of all child protection concerns
• Making referrals to Social services
• Developing effective links with relevant agencies and co-operating as required with their enquiries regarding child protection matters including attendance at case conferences.
• Liaising with EA Designated Officers for Child Protection
• Keeping the school Principal informed
• The lead responsibility for the development and updating of the school’s child protection policy
• Ensures parents receive a copy of the child protection policy every 2 years which alerts them to the fact that referrals may be made and the role of the school on this
• Promotion of a child protection ethos in the school
• Written reports to the Board of Governors annually regarding child protection
• Maintains all records pertaining to child protection in a secure location (accessed only by The Safeguarding Team as appropriate)

 

DDT:

To support and undertake the duties of the Designated Teacher for Child Protection as required

 

Child Protection Record Keeping:

 

A child protection record may be commenced if there is evidence of a safeguarding or child protection risk.  The commencement of such records will be based on professional judgement of the safeguarding team. Botanic Primary recognises its duty and responsibility to record concerns and actions in relation to child protection and safeguarding in a secure and accurate manner.  This file will be accessible to the DT, DDT and Principal only.

 

Contents of a Child Protection File:

 

• Chronology of events/action taken
• All records of concern
• Any notes initially recorded which should be kept securely with the child protection file
• Records of discussions and telephone calls (with colleagues, parents, children, and other agencies or services)
• Correspondence with other organisations – sent and received
• Referral form- both for support and/or specialist services ( irrespective of outcome)
• Formal plans linked to the child e.g. child protection plan, child in need plan
• Risk assessments
• Risk Management Plans/Individual Safety and Support Plans
• School Reports to interagency meetings and conferences
• Minutes of interagency meetings, e.g. child in need. Strategy, child protection conference
• Any other relevant notes/papers

 

 

Storage of Child Protection Information:

Child Protection information is confidential.  Records will be held in a secure, confidential filing system.  This filing system is accessible only by the DT, DDT or Principal.  Physical Child Protection Records will not be removed from school premises except when taken to a case planning meeting in respect of a child or as a result of a court order.  Should information be taken out of school, it will be transported securely, and a record kept of when it was removed, by whom, for what purpose and when it was returned.  Any computing devises or data storage used to transport electronic Child Protection Records in the circumstances outlined above will be encrypted and password protected.

 

Botanic Primary school will comply with the DPA 2018 and GDPR regulations.

 

Closure, Retention and Disposal of Child Protection Records:

 

When a pupil leaves Botanic Primary or a child protection concern ceases to be current ongoing, the child’s individual Child Protection File will be closed. 

 

GDPR principals will guide the retention of records.

 

Retention Periods for Child Protection Records

 

Disposal:

 

At the end of the agreed retention period, records will be securely disposed of, e.g. incinerated or shredded in the presence of a member of SLT, or entrusted to a firm specialising in the destruction of confidential material.  Any electronically held information either within private folders or on the C2K system will be deleted in the identified timescales.  Following deletion, no evidence will remain on the C2K system.

 

Child Protection: Record Keeping in Schools Circular 2020/07  (August 2020)

 

Confidentiality and Information Sharing

Information given to members of staff about possible child abuse cannot be held “in confidence”. In the interests of the child, staff have a responsibility to share relevant information about the protection of children with other professionals particularly the investigative agencies. In keeping with the principle of confidentiality, the sharing of information with school staff will be on a ‘need to know’ basis.

Where there have been, or are current, child protection concerns about a pupil who transfers to another school we will consider what information should be shared with the Designated Teacher in the receiving school.