Model Safeguarding & Child Protection Policy for Schools

This model policy is a framework and should be seen as a starting point for development to fit
your school’s individual context. You should review each section of the policy to ensure it is
appropriate and you may decide to add or remove information dependent upon your setting.

This document is based on Keeping Children Safe in Education guidance (September 2016).

Throughout this document any yellow highlighted sections require action or confirmation by the
school.

Made available by WSCC on: 6th October 2017

Review: September 2018

SAFEGUARDING & Child Protection Policy

SAFEGUARDING and CHILD PROTECTION
POLICY
First Approved: 10 December 2008
Approval history: 8th July 2016

Last Review Details:-

Reviewed by: PDBW
Date Reviewed: November 2017
Updated model policy
Amendments made: from WSCC Oct 2017

Full Governors Approval: M Foote 6/12/17

Next Review Due: September 2018

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 Table of Contents

1 KEY CONTACTS 3
1.1 DESIGNATED SAFEGUARDING LEAD IN OUR SCHOOL: 3
1.2 DEPUTY DESIGNATED SAFEGUARDING LEAD(S): 3
1.3 SAFEGUARDING GOVERNOR IN OUR SCHOOL: 3
1.4 WEST SUSSEX MULTI-AGENCY SAFEGUARDING HUB: 4
1.5 LOCAL AUTHORITY DESIGNATED OFFICERS (LADO): 4
1.6 SAFEGUARDING IN EDUCATION MANAGER 4

2 INTRODUCTION 4
2.1 CHILD PROTECTION STATEMENT 4
2.2 IT COULD HAPPEN HERE 5
2.3 OUR SCHOOL WILL 5

3 STATUTORY FRAMEWORK 5
3.1 GOVERNMENT LEGISLATION AND GUIDANCE 5

4 CONFIDENTIALITY 6
4.1 OUR SCHOOL WILL; 6

5 RESPONSIBILITIES 6
5.1 OUR SCHOOL WILL 6
5.2 RESPONSIBILITIES OF THE GOVERNING BODY 7
5.3 THE DESIGNATED SAFEGUARDING LEAD WILL: 9
5.4 THE DESIGNATED SAFEGUARDING LEAD IS EXPECTED TO: 9
5.5 TRAINING 10
5.6 DESIGNATED SAFEGUARDING LEAD – CONTINUAL PROFESSIONAL
DEVELOPMENT 10

6 CHILD PROTECTION PROCEDURES 11

6.1 IF A CHILD IS IN IMMEDIATE DANGER THE POLICE MUST BE CALLED. 11
6.2 IF A MEMBER OF STAFF HAS CONCERNS ABOUT A CHILD; 11
6.3 IF A MEMBER OF STAFF HAS CONCERNS ABOUT ANOTHER STAFF MEMBER. 12
6.4 ALLEGATIONS AGAINST MEMBER OF STAFF - ACTIONS TO BE TAKEN 12
6.5 WHISTLEBLOWING/ CONFIDENTIAL REPORTING 13
6.6 FLOWCHART FOR CHILD PROTECTION PROCEDURES FOR SCHOOLS 14

7 SPECIAL EDUCATIONAL NEEDS & DISABILITIES 15

7.1 SPECIAL CONSIDERATIONS 15

8 WHEN TO BE CONCERNED 15
8.1 OVERVIEW 15
8.2 PHYSICAL ABUSE 16

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 8.3 EMOTIONAL ABUSE 18
8.4 NEGLECT 19
8.4.1 Using the Neglect Identification and Management Tool (NIMT) 20
8.5 SEXUAL ABUSE 21
8.6 SPECIFIC SAFEGUARDING ISSUES 22
8.7 CHILD MISSING EDUCATION 22
8.8 CHILD SEXUAL EXPLOITATION 23
8.9 FEMALE GENITAL MUTILATION 24
8.10 PREVENTING RADICALISATION 24
8.11 WHAT DO I DO IF I AM CONCERNED SOMEONE IS AT RISK OF RADICALISATION?
26
CHANNEL PROGRAMME 26
8.12 PEER ON PEER ABUSE 26
8.13 PREVENTING PEER ON PEER ABUSE 27
8.14 YOUTH PRODUCED SEXUAL IMAGERY OR ‘SEXTING’ 28
8.15 OTHER ASPECTS OF RISK REQUIRING SPECIAL ATTENTION 29

9 DEALING WITH A DISCLOSURE 29

9.1 IF A CHILD DISCLOSES. 29
9.2 WHEN RECORDING INFORMATION. 30
9.3 REPORTING FORMS 30
9.4 SUPPORT FOR STAFF. 30

10 RECORD KEEPING 30
10.1 CHILD PROTECTION FILES 30
10.2 ALLEGATIONS AGAINST STAFF RECORDS 31

11 MANAGING PROFESSIONAL DIFFERENCES & CONCERNS 31

11.1 PROFESSIONAL DIFFERENCES AND CONCERNS PROTOCOL 31

12 ANNEXES 31
12.1 ANNEX 1 – LIST OF SUGGESTED POLICIES TO SUPPORT SAFEGUARDING 31
12.2 ANNEX 2 – RECORDING FORMS AND BODY / SKIN MAPS. 31

1 KEY CONTACTS

1.1 Designated Safeguarding Lead in our school: Daisy Bailey

1.2 Deputy Designated Safeguarding Lead(s): Wendy Lawson

1.3 Safeguarding Governor in our school: Lisa Widdows

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 1.4 West Sussex Multi-Agency Safeguarding Hub:

Tel: 01403 229900

(Out of Hours – 0330 222 6664)
MASH@westsussex.gcsx.gov.uk

1.5 Local Authority Designated Officers (LADO):

1) Lindsey Tunbridge-Adams 0330 222 3339

lindsey.tunbridge-adams@westsussex.gov.uk

2) Claire Coles 0330 222 3339 Claire.Coles@westsussex.gov.uk

1.6 Safeguarding in Education Manager

1) Jez Prior 0330 222 7618 jez.prior@westsussex.gov.uk

2 INTRODUCTION

Safeguarding children and child protection applies to all children up to the age of 18.

Safeguarding is the action taken to promote the welfare of children and protect them from harm.

Safeguarding means:

• protecting children from abuse and maltreatment

• preventing harm to children’s health or development
• ensuring children grow up with the provision of safe and effective care
• taking action to enable all children and young people to have the best outcomes.

Child protection is part of the safeguarding process. It focuses on protecting individual children identified
as suffering from, or likely to suffer, significant harm. This includes child protection procedures which
detail how to respond to concerns about a child.

Safeguarding children is everyone’s responsibility. Everyone who comes into contact with children and
families has a role to play.

The purpose of this policy is to inform staff1, parents, volunteers and governors about the school's
responsibilities for safeguarding children and to enable everyone to have a clear understanding of how
these responsibilities should be carried out.

We recognise that all adults, including temporary staff, volunteers and governors, have a full and active
part to play in protecting children from harm and that the child’s welfare is our paramount concern.

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

2.1 Child Protection Statement

1Wherever the word “staff” is used, it covers ALL staff on site, including ancillary and supply staff, and volunteers
working with children

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 This school takes its responsibility to safeguard children extremely seriously and this school will train and
empower all staff to recognise and respond effectively in order to protect a child who may be at risk of
significant harm.

2.2 It could happen here

We will ensure all staff members in our school maintain an attitude of ‘it could happen here’ and feel able
to raise concerns either about a child at risk or a member of staff whose behaviour may present a risk to a
child.

2.3 Our school will

• support the child’s development in ways that will foster security, confidence and independence;

• provide an environment in which children and young people feel safe, secure, valued, respected,
feel confident and know how to approach adults if they may be worried;

• provide a systematic means of monitoring children known or thought to be at risk of harm, and
ensure we, the school, contribute to assessments of need and support packages for those children;

• emphasise the need for good levels of communication between all members of staff and between
the school and other agencies;

• have and regularly review, a structured procedure within the school which will be followed by all
members of the school community in cases of suspected abuse;

• develop and promote effective working relationships with other agencies, especially the Police and
Children’s Social Care;

• ensure that all adults within our school who have access to children have been recruited and
checked as to their suitability in accordance with Part 3 of Keeping Children Safe in Education (DfE
September 2016)2.

• have in place, other, up to date policies which support safeguarding. (Please see Annex 1 for a list
of such policies.)

• develop our curriculum to teach our children at every opportunity how to keep themselves safe.

3 STATUTORY FRAMEWORK

The school will act in accordance with the following;

3.1 Government legislation and guidance

• The Children Act 1989

• The Children Act 2004
• Education Act 2002
Keeping Children Safe in Education (DfE September 2016):

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/550511/Keeping_children_safe_in_educa
tion.pdf

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 • Working Together to Safeguard Children ( 2015) Working together to safeguard children
• The Education (Child Information) (England) Regulations 2005
• Prevent Duty for England and Wales (2015) under section 26 of the Counter-Terrorism and Security
Act 2015
• Section 5B of the Female Genital Mutilation Act 2003 (as inserted by section 74 of the Serious Crime
Act 2015)
• Dealing with Allegations of Abuse against Teachers and Other Staff (2012)
• Children Missing Education Statutory guidance 2016
• Local Safeguarding Children Board Interagency and safeguarding procedures West Sussex
Safeguarding Children Board

4 CONFIDENTIALITY

4.1 Our school will;

1. As a general principle, all matters relating to child protection are confidential and should only be
shared on a ‘need-to-know’ basis.

2. The headteacher or designated safeguarding lead will disclose any child protection related information
about a child to other members of staff on a need to know basis only.

3. All staff must be aware that they have a professional responsibility to share information with other
agencies in order to safeguard children.

4. All staff must be aware that they cannot promise a child to keep secrets if doing so might compromise
the child’s safety or wellbeing.

5. The intention to refer a child to Children’s Social Care will be shared with parents/carers unless to do
so could put the child at greater risk of harm, or impede a criminal investigation. If in doubt, advice
should be sought from the MASH.

5 RESPONSIBILITIES

As a school we recognise ALL staff have a crucial role to play in supporting children and identifying
concerns early and providing help.

5.1 Our school will

• establish and maintain an environment where children feel secure, are encouraged to talk and are
listened to

• be aware of the signs of abuse and maintain an attitude of “it could happen here” with regards to
child protection

• ensure that children know that there are adults in the school whom they can approach if they are
worried about any problems

• know what to do if a child tells them they are being abused or neglected

• know how and where to record their concerns and report these to the Designated Safeguarding Lead
as soon as possible

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• if a child is in immediate danger, know how to refer the matter to Children’s Social Care and/or the
police immediately

• support pupils in line with their Child Protection Plan and notify the Designated Safeguarding Lead of
any child on a Child Protection Plan who has an unexplained absence

• actively plan opportunities within the curriculum for children to develop the skills they need to assess
and manage risk appropriately and keep themselves safe

• be aware of and follow the Sussex Child Protection & Safeguarding Procedures, produced by West
Sussex, East Sussex, and Brighton & Hove. This will include the referral process

• have read and understand Part 1 of Keeping Children Safe in Education September 2016 and be alert
to signs of abuse and know to whom they should report any concerns or suspicions

• participate in safeguarding training as part of their induction

• receive safeguarding and child protection updates as required, but at least annually, to provide them
with relevant skills and knowledge to safeguard children

• ensure that they know who the Designated and Deputy Safeguarding Lead(s) is/are and how to
contact them

• be aware of the early help process and understand their role in it. This includes identifying problems
and working effectively with other agencies that provide support to pupils

• refer to the headteacher or principal if they have concerns about another member of staff

• refer to the chair of governors where the concerns are about the headteacher or principal.

5.2 Responsibilities of the Governing Body

The Governing Body takes seriously its responsibility to safeguard and promote the welfare of children in
its care and to work together with other agencies to ensure adequate arrangements within our school to
identify, assess, and support children who are, or who may be, suffering harm.

The nominated Governor for Child Protection in this school is:

Name: Lisa Widdows

The responsibilities placed on governing bodies and proprietors include:

1. making sure that the safeguarding policies & procedures in the school are effective and comply with
the law at all times. This should include a Child Protection Policy (reviewed at least annually and
available online); and a Staff Behaviour Policy (sometimes called a Code of Conduct) which should,
amongst other things, include acceptable use of technologies staff/pupil relationships and
communications including the use of social media

2. putting in place appropriate safeguarding responses to children who go missing from education,
particularly on repeat occasions

3. appointing a designated safeguarding lead who is part of the senior staff team and has this recorded
on their job description in line with Annex B of Keeping Children Safe in Education 2016

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4. through regular review and audit, ensure that any safeguarding deficiencies or weaknesses within the
school are remedied without delay.

5. ensure that child protection records are kept securely and separately from other records and are only
accessed by staff who need to.

6. ensuring that there are procedures in place to handle allegations against all staff members. Such
allegations must be referred to the local authority designated officer (LADO)

7. recognising that neither the governing body, nor individual governors, have a role in pursuing or
managing the processes associated with individual cases of child protection

8. recognising that neither the governing body, nor individual governors, have a right to know details of
such cases, except when exercising their disciplinary functions in respect of allegations against staff

9. making sure all staff are familiar with the contents of part 1 of Keeping Children Safe in Education, and
that all staff have been trained appropriately and that this is updated in line with guidance

10. ensuring that the school is contributing to inter-agency working, which includes providing a
coordinated offer of early help when additional needs of children are identified

11. for e-learning, making sure that appropriate filters and appropriate monitoring systems are in place
safeguarding against potentially harmful and inappropriate online material

12. giving consideration as to how children may be taught about safeguarding including: online, through
teaching and learning opportunities and as part of providing a broad and balanced curriculum

13. ensuring that schools create a culture of safe recruitment and as part of that adopt recruitment
procedures that help deter, reject or identify people who might abuse children (Part 3: Safer
Recruitment. Keeping Children Safe in Education, September 2016). This includes ensuring taking up
references for each shortlisted candidate before interview and ensuring that at least one member of
any appointing panel, including at shortlisting, will have attended safer recruitment training

14. ensuring that the school keeps an up to date single central record (SCR) of all staff and volunteers and
the dates of all appropriate safeguarding checks

15. monitoring the adequacy of resources committed to child protection and the staff and governor
training profile

16. ensuring that the school complies with the ‘Disqualification under the Childcare Act 2006’, guidance
issued in February 2015 (only required if your school is impacted by this guidance).

17. ensuring the school follow the correct procedure for managing professional differences where there is
disagreement between the school and other agencies in respect of action taken to keep a child safe.
See Protocol managing professional differences

18. governors will ensure they are trained annually in respect of safeguarding. Governors will also
consider what other bespoke training, for example Prevent, would enable them to fulfil their
governance obligations.

19. Responsibilities of Designated Safeguarding Lead (DSL)

In this school, any individual can contact the designated safeguarding lead if they have concerns about
a child.

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 The Designated Safeguarding Lead in this school is:

NAME: Daisy Bailey

The Deputy Safeguarding Lead in this school is:

NAME: Wendy Lawson

Whilst the activities of the designated safeguarding lead can be delegated to appropriately trained
deputies the ultimate lead responsibility for child protection, as set out above, remains with the
designated safeguarding lead; this lead responsibility should not be delegated.

5.3 The designated safeguarding lead will:

1. assist the governing body in fulfilling their responsibilities under section 175 or 157 of the
Education Act 2002

2. attend initial training for their role and refresh this every two years

3. keep their knowledge and skills updated at least annually

4. ensure that all staff know who the designated safeguarding lead is, their role and how to make
contact

5. ensure that all staff understand their responsibilities in relation to signs of abuse and
responsibility to refer any concerns to the designated safeguarding lead. In addition, the
designated safeguarding lead should ensure that all staff read and understand Part 1 of Keeping
Children Safe in Education 2016 and have a record of when this was done

6. ensure that new staff participate in safeguarding training as part of their induction and that all
staff receive safeguarding and child protection updates as required, but at least annually, to
provide them with relevant skills and knowledge to safeguard children.

7. be the lead for the school when engaging the managing professional difference protocol when
there is disagreement between the school and other agencies in respect of action taken to keep a
child safe. (See Protocol managing professional differences)

5.4 The designated safeguarding lead is expected to:

• refer cases of suspected abuse to the West Sussex MASH. Where a referral is made that notes are
completed that same day

• support staff who make referrals to local authority Children’s Social Care

• refer cases to the Channel programme where there is a radicalisation concern as required

• support staff who make referrals to the Channel programme

• refer cases where a person is dismissed or left due to risk/harm to a child to the Disclosure and
Barring Service as required

• refer cases where a crime may have been committed to the police, via the MASH as required.

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 • ensure all child protection files are kept separately and securely from other records and accessible
only by staff who need to access them for safeguarding purposes.

• liaise with the headteacher or principal to inform him or her of issues especially ongoing enquiries
under section 47 of the Children Act 1989 and police investigation

• as required liaise with the case manager and where required the LADO, in all cases involving
allegations against members of staff (both current and former members of staff)

• liaise with staff on matters of safety and safeguarding, and when deciding whether to make a
referral by liaising with relevant agencies

• act as a source of support, advice and expertise for staff.

5.5 Training

As well as training all members of staff as above, the DSL and deputies should undergo training to
provide them with the skills required to carry out the role. This training should be updated at least
every two years.

The DSL and deputies should undertake Prevent Awareness training.

5.6 Designated Safeguarding Lead – continual professional development

The DSL should be afforded time to allow them to keep up to date with any developments relevant to
their role, including:

• attending the DSL network termly meetings as organised by the Local Authority

• understanding the assessment process for providing early help and intervention for example,
through locally agreed common and shared assessment processes such as early help assessments

• maintaining a working knowledge of how local authorities conduct a child protection case
conference and a child protection review conference and be able to attend and contribute to
these effectively when required to do so

• ensuring each member of staff has access to and understands the school or college’s child
protection policy and procedures, especially new and part time staff

• being alert to the specific needs of children in need, those with special educational needs and
young carers

• keeping detailed, accurate, secure written records of concerns and referrals separately from the
main pupil file and use these records to assess the likelihood of risk. The written records should
clearly identify details of the concerns and what action was taken. If these are stored
electronically ensure that they are differently password protected from the child’s other files and
accessible only by the headteacher/DSL

• supporting the school or college with regards to the requirements of the Prevent duty and are
able to provide advice and support to staff on protecting children from the risk of radicalisation

• obtaining access to resources and attend any relevant or refresher training courses

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 • encouraging a culture of listening to children and taking account of their wishes and feelings
among all staff, in any measures the school or college may put in place to protect them

• ensuring that where a pupil transfers school and is on a Child Protection Plan or is Looked After,
the information is passed to the new school immediately and the child’s social worker informed

• acting as a source of support, advice and expertise to staff on matters of safety and safeguarding
and when deciding whether to make a referral by liaising with relevant agencies

• ensuring that either they or the class teacher attends Child Protection conferences, core groups
or other multi-agency planning meetings, contributes to assessments and provides a report
which will normally have been shared with the parents

• ensuring that any child who is subject to a child protection plan and who is absent without
explanation is referred to their key worker’s social care team. In some cases any absence may be
a cause for concern and warrant immediate reporting

• ensuring the school’s child protection policy is reviewed annually, the procedures and
implementation are updated and reviewed regularly and work with governing bodies or
proprietors regarding this

• being responsible for making the senior leadership team aware of trends in behaviour that may
affect child welfare.

• liaising with relevant curriculum leads in setting to ensure safeguarding is considered within all
aspects of the curriculum?

6 CHILD PROTECTION PROCEDURES

6.1 If a child is in immediate danger the police must be called.

6.2 If a member of staff has concerns about a child;

• the member of staff will report their concerns to the designated safeguarding lead or in their
absence, the deputy safeguarding lead.

• the designated safeguarding lead will decide whether the concerns should be referred to the
Multi-Agency Safeguarding Hub (MASH). If there are grounds for actual or suspected significant
harm then a referral will be made to the MASH via telephone in the first instance. If the
designated safeguarding lead is unsure about whether a referral is required they should contact
the MASH for advice.

• if it is decided to make a referral to the MASH this will be usually be discussed with the parents,
unless to do so would place the child at further risk of harm or could impact on a police
investigation (the MASH is able to provide advice on this).

• the member of staff will make an accurate and detailed recording (which may be used in any
subsequent court proceedings) as soon as possible and on the same day. The signed and dated
recording must be a clear, precise, factual account of the observations. Do not add comments or
opinion although observations about a child’s demeanour or emotional state may be recorded.

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 • the MASH will require a follow up of any phone call in writing from the referrer. The designated
safeguarding lead will ensure that any written referrals are made using the Request for Support
form available here and can also be found on the LSCB website.

• the school child protection records must reflect who was spoken to at MASH, the time and date
of that contact. The school child protection records must also clearly record any advice given and
what steps the school have taken.

• particular attention will be paid to the attendance and development of any child for who the
school has concerns, or who has been or is the subject of a Child Protection Plan.

6.3 If a member of staff has concerns about another staff member.

• this applies to any member of staff/volunteer whom the staff member has contact with in their
personal, professional or community life.
• an allegation is any information which indicates that a member of staff/volunteer may have:
i. behaved in a way that has, or may have harmed a child

ii. possibly committed a criminal offence against/related to a child

iii. behaved towards a child or children in a way which indicates s/he would pose a risk
of harm if they work regularly or closely with children.

• if staff have concerns about another staff member then this should be referred to the
headteacher or principal. If the allegation is against the headteacher or principal, then the
referral should be made to the chair of governors, chair of the management committee, or
proprietor of an independent school as appropriate. If for any reason this causes a delay, then
the local authority designated officer (LADO) should be approached directly.

• the person to whom an allegation against another member of staff is first reported, should take
the matter seriously and keep an open mind. S/he should not investigate or ask leading questions
if seeking clarification. It is important not to make assumptions. Confidentiality should not be
promised and the person should be advised that the concern will be shared on a 'need to know'
basis only.

6.4 Allegations against member of staff - Actions to be taken

• making an immediate written record of the allegation using the informant's words including:
time, date and place where the alleged incident took place, brief details of what happened, what
was said and who was present

• this record should be signed, dated and immediately passed on to the

headteacher/principal/chair of governors

• the recipient of an allegation must not unilaterally determine its validity and failure to report it in
accordance with procedures is a potential disciplinary matter. The headteacher or chair will not
investigate the allegation themselves, or take written or detailed statements, but will assess and
decide whether to refer the concern to the LADO. If there is any doubt as to whether to refer,
advice should be taken from the LADO.

• if there are concerns that a child is at risk, the matter must be immediately reported to MASH.

• any records generated in the course of such matters must be retained securely, away from other
child protection and personnel records and only be accessed by those who need to for
investigation / review purposes.

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 • guidelines contained within the Pan Sussex Child Protection and Safeguarding Procedures in
respect of managing allegations made against people who work or volunteer with children, found
here , must be followed on each occasion. If there is any doubt then advice must be taken from
the LADO.

6.5 Whistleblowing/ Confidential reporting

We will ensure that all staff members are aware of their duty to raise concerns, where they exist,
about the actions or attitudes of colleagues. If necessary the member of staff can speak with the
headteacher, the chair of governors or with the LADO.

We will ensure staff should are aware of and know how to access West Sussex Confidential Reporting
Policy, accessed here and that further assistance for staff to raise concerns can be accessed by calling
the NSPCC whistleblowing helpline on 0800 028 0285.

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 6.6 Flowchart for child protection procedures for schools

DSL – Designated Safeguarding Lead

MASH – Multi Agency Safeguarding Hub
CSC – Children’s Social Care Child
Consistent Physical injury, Disclosure or Allegation against
explanation or minor neglect or emotional allegation of sexual staff member
accident abuse abuse
S
T Keep accurate records Serious incident or recurrent Give reassurance, avoid leading
A and all original hand
written notes
episodes or inconsistent
explanations
questions and do not promise
confidentiality
F
F Record the date, time, observations, what was said, who was present. Use skin map to record
visible injuries. NB. This is recorded by the first person the child speaks to as soon as possible
after the event and within 24 hours after the event

Refer to the DSL as

In an emergency If the DSL isn’t If the DSL isn’t the headteacher then
soon as practical on
call for available then contact inform them.
the same day as the
police/medical the deputy DSL
allegation
assistance

The DSL will make a judgement about the situation and either:-
DSL informs LADO.
D
S Work with the
family through the
Contact MASH. Discuss the situation,
await advice, complete ‘Request for
Monitor the
situation
L early help process Support’ form.

• DSL to inform those that need to know in the school including the MASH will refer to CSC if
Headteacher it is felt to be child
• Prepare a confidential file and keep accurate records protection. This will be
• Receive feedback from MASH and work with the social worker if communicated to school.
the case is allocated for assessment

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7 SPECIAL EDUCATIONAL NEEDS & DISABILITIES

7.1 Special Considerations

As a school, we are aware that children with SEN and disabilities can face additional safeguarding
challenges and expect all staff to recognise:

• assumptions that can be made that indicators of possible abuse such as behaviour, mood and injury
relate to the child’s disability and are not considered or identified as potential signs of abuse

• the potential for children with SEN and disabilities being disproportionally impacted by behaviours,
such as bullying, without showing any signs

• the communication barriers for some children with SEN and disabilities

• Education and Health Care Plans are reviewed in line with statutory guidance

8 WHEN TO BE CONCERNED

8.1 Overview

All staff and volunteers should be aware of the main categories of abuse:

Abuse
A form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm or by failing
to act to prevent harm. They may be abused by an adult or adults or another child or children.

Physical abuse
A form of abuse which 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.

Emotional abuse
The persistent emotional maltreatment of a child such as to cause severe and adverse effects on the
child’s emotional development. It may involve conveying to a child that they are worthless or unloved,
inadequate or valued only insofar as they meet the needs of another person. It may include not giving the
child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or
how they communicate. It may feature age or developmentally inappropriate expectations being imposed
on children. These may include interactions that are beyond a child’s developmental ability 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 cyberbullying), 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 although it may occur alone.

Sexual abuse
Involves forcing or enticing a child or young person to take part in sexual activities, not necessarily
involving violence, whether or not the child is aware of what is happening. The activities 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 of clothing. They may also include non-
contact activities such as involving children in looking at, or in the production of, sexual images, watching

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sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in
preparation for abuse (including via the internet) by establishing a close relationship or friendship. Sexual
abuse is not solely perpetrated by adult males; women can also commit acts of sexual abuse as can other
children.

Neglect
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 and shelter (including exclusion from home or abandonment), protect a child
from physical and emotional harm or danger, ensure adequate supervision (including the use of
inadequate care-givers), or ensure access to appropriate medical care or treatment. It may also include
neglect of, or unresponsiveness to, a child’s basic emotional needs.

8.2 PHYSICAL ABUSE

Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning,
suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a
parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

Indicators in the child

Bruising
It is often possible to differentiate between accidental and inflicted bruises. The following must be
considered as non-accidental unless there is evidence or an adequate explanation provided:

• bruising in or around the mouth

• two simultaneous bruised eyes, without bruising to the forehead, (rarely accidental, though a single
bruised eye can be accidental or abusive)
• repeated or multiple bruising on the head or on sites unlikely to be injured accidentally for example
the back, mouth, cheek, ear, stomach, chest, under the arm, neck, genital and rectal areas
• variation in colour possibly indicating injuries caused at different times
• the outline of an object used e.g. belt marks, hand prints or a hair brush
• linear bruising at any site particularly on the buttocks, back or face
• bruising or tears around or behind, the earlobe/s indicating injury by pulling or twisting
• bruising around the face
• grasp marks to the upper arms, forearms or leg
• petechae haemorrhages (pinpoint blood spots under the skin) commonly associated with slapping,
smothering/suffocation, strangling and squeezing

Fractures
Fractures may cause pain, swelling and discolouration over a bone or joint. It is unlikely that a child will
have had a fracture without the carers being aware of the child's distress. If the child is not using a limb,
has pain on movement and/or swelling of the limb, there may be a fracture.

There are grounds for concern if:

• the history provided is vague, non-existent or inconsistent

• there are associated old fractures
• medical attention is sought after a period of delay when the fracture has caused symptoms such as
swelling, pain or loss of movement.

Rib fractures are only caused in major trauma such as in a road traffic accident, a severe shaking injury or
a direct injury such as a kick.

Skull fractures are uncommon in ordinary falls, i.e. from three feet or less. The injury is usually witnessed,

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the child will cry and if there is a fracture, there is likely to be swelling on the skull developing over 2 to 3
hours. All fractures of the skull should be taken seriously.

Mouth Injuries
Tears to the frenulum (tissue attaching upper lip to gum) often indicates force feeding of a baby or a child
with a disability. There is often finger bruising to the cheeks and around the mouth. Rarely, there may
also be grazing on the palate.

Poisoning
Ingestion of tablets or domestic poisoning in children under 5 is usually due to the carelessness of a
parent or carer but it may be self-harm even in young children.

Fabricated or Induced Illness

Professionals may be concerned at the possibility of a child suffering significant harm as a result of having
illness fabricated or induced by their carer. Possible concerns are:

• discrepancies between reported and observed medical conditions, such as the incidence of fits
• attendance at various hospitals, in different geographical areas
• development of feeding / eating disorders, as a result of unpleasant feeding interactions
• the child developing abnormal attitudes to their own health
• non organic failure to thrive - a child does not put on weight and grow and there is no underlying
medical cause
• speech, language or motor developmental delays
• dislike of close physical contact
• attachment disorders
• low self esteem
• poor quality or no relationships with peers because social interactions are restricted
• poor attendance at school and under-achievement.

Pan-Sussex Child Protection Procedures in respect of Fabricated or Induced Illness can be found here

Bite Marks
Bite marks can leave clear impressions of the teeth when seen shortly after the injury has been
inflicted. The shape then becomes a more defused ring bruise or oval or crescent shaped. Those over 3cm
in diameter are more likely to have been caused by an adult or older child. A medical/dental opinion,
preferably within the first 24 hours, should be sought where there is any doubt over the origin of the bite.

Burns and Scalds

It can be difficult to distinguish between accidental and non-accidental burns and scalds. Scalds are the
most common intentional burn injury recorded.
Any burn with a clear outline may be suspicious e.g. circular burns from cigarettes, linear burns from hot
metal rods or electrical fire elements, burns of uniform depth over a large area, scalds that have a line
indicating immersion or poured liquid.

Old scars indicating previous burns/scalds which did not have appropriate treatment or adequate
explanation. Scalds to the buttocks of a child, particularly in the absence of burns to the feet, are
indicative of dipping into a hot liquid or bath.

The following points are also worth remembering:

• A responsible adult checks the temperature of the bath before the child gets in.
• A child is unlikely to sit down voluntarily in a hot bath and cannot accidentally scald its bottom without
also scalding his or her feet.
• A child getting into too hot water of his or her own accord will struggle to get out and there will be
splash marks.

Scars

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A large number of scars or scars of different sizes or ages, or on different parts of the body, or unusually
shaped, may suggest abuse.

Emotional / behavioural presentation:

• refusal to discuss injuries
• admission of punishment which appears excessive
• fear of parents being contacted and fear of returning home
• withdrawal from physical contact
• arms and legs kept covered in hot weather
• fear of medical help
• aggression towards others
• frequently absent from school
• an explanation which is inconsistent with an injury
• several different explanations provided for an injury.

Indicators in the parent:

• may have injuries themselves that suggest domestic violence
• not seeking medical help/unexplained delay in seeking treatment reluctant to give information or
mention previous injuries
• absent without good reason when their child is presented for treatment
• disinterested or undisturbed by accident or injury
• aggressive towards child or others
• unauthorised attempts to administer medication
• tries to draw the child into their own illness
• past history of childhood abuse, self-harm, somatising disorder or false allegations of physical or
sexual assault
• parent/carer may be over involved in participating in medical tests, taking temperatures and
measuring bodily fluids
• observed to be intensely involved with their children, never taking a much needed break nor allowing
anyone else to undertake their child's care.
• may appear unusually concerned about the results of investigations which may indicate physical illness
in the child
• wider parenting difficulties may (or may not) be associated with this form of abuse
• parent/carer has convictions for violent crimes.

Indicators in the family/environment:

• marginalised or isolated by the community
• history of mental health, alcohol or drug misuse or domestic violence
• history of unexplained death, illness or multiple surgery in parents and/or siblings of the family
• past history of childhood abuse, self-harm, somatising disorder or false allegations of physical or
sexual assault or a culture of physical chastisement.

8.3 EMOTIONAL ABUSE

Emotional abuse is the persistent emotional maltreatment 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.

It may include not giving the child opportunities to express their views, deliberately silencing them or
‘making fun’ of what they say or how they communicate.

It may feature age or developmentally inappropriate expectations being imposed on children. These may
include interactions that are beyond the child’s developmental capability, as well as overprotection and
limitation of exploration and learning or preventing the child participating in normal social interaction.

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It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including
cyberbullying), 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.

Indicators in the child:

• developmental delay
• abnormal attachment between a child and parent/carer e.g. anxious, indiscriminate or no attachment
• aggressive behaviour towards others
• child scapegoated within the family
• frozen watchfulness, particularly in pre-school children
• low self-esteem and lack of confidence
• withdrawn or seen as a 'loner' - difficulty relating to others
• over-reaction to mistakes
• fear of new situations
• inappropriate emotional responses to painful situations
• neurotic behaviour (e.g. rocking, hair twisting, thumb sucking)
• self-harm
• fear of parents being contacted
• extremes of passivity or aggression
• drug/solvent abuse
• chronic running away
• compulsive stealing
• low self-esteem
• air of detachment – ‘don’t care’ attitude
• social isolation – does not join in and has few friends
• depression, withdrawal
• behavioural problems e.g. aggression, attention seeking, hyperactivity, poor attention
• low self-esteem, lack of confidence, fearful, distressed, anxious
• poor peer relationships including withdrawn or isolated behaviour.

Indicators in the parent:

• domestic abuse, adult mental health problems and parental substance misuse may be features in
families where children are exposed to abuse
• abnormal attachment to child e.g. overly anxious or disinterest in the child
• scapegoats one child in the family
• imposes inappropriate expectations on the child e.g. prevents the child’s developmental exploration
or learning, or normal social interaction through overprotection
• wider parenting difficulties may, or may not, be associated with this form of abuse.

Indicators of in the family/environment:

• lack of support from family or social network
• marginalised or isolated by the community
• history of mental health, alcohol or drug misuse or domestic violence
• history of unexplained death, illness or multiple surgery in parents and/or siblings of the family
• past history of childhood abuse, self-harm, somatising disorder or false allegations of physical or
sexual assault or a culture of physical chastisement.

8.4 NEGLECT

Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result
in the serious impairment of the child’s

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health or development. Neglect may occur during pregnancy as a result of maternal substance abuse.

8.4.1 Using the Neglect Identification and Management Tool (NIMT)

In order to assist professionals identify and respond to neglect, West Sussex Safeguarding Children Board
have adopted the Neglect identification & Management Tool (NIMT). Our school are committed to using
this tool to assess concerns and identify support for those children at risk of neglect. Access to the NIMT
tool can be found here

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 child’s basic emotional needs.

If neglect is suspected,

Indicators in the child

Physical presentation:

• failure to thrive or, in older children, short stature

• underweight
• frequent hunger
• dirty, unkempt condition
• inadequately clothed, clothing in a poor state of repair
• red/purple mottled skin, particularly on the hands and feet, seen in the winter due to cold
• swollen limbs with sores that are slow to heal, usually associated with cold injury
• abnormal voracious appetite
• dry, sparse hair
• recurrent/untreated infections or skin conditions e.g. severe nappy rash, eczema or persistent head
lice/scabies/diarrhoea
• unmanaged / untreated health/medical conditions including poor dental health
• frequent accidents or injuries.

Development:
• general delay, especially speech and language delay
• inadequate social skills and poor socialization.

Emotional/behavioural presentation:
• attachment disorders
• absence of normal social responsiveness
• indiscriminate behaviour in relationships with adults
• emotionally needy
• compulsive stealing
• constant tiredness
• frequently absent or late at school
• poor self esteem
• destructive tendencies
• thrives away from home environment
• aggressive and impulsive behaviour
• disturbed peer relationships
• self-harming behaviour.

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Indicators in the parent:
• dirty, unkempt presentation
• inadequately clothed
• inadequate social skills and poor socialisation
• abnormal attachment to the child e.g. anxious
• low self- esteem and lack of confidence
• failure to meet the basic essential needs e.g. adequate food, clothes, warmth, hygiene
• failure to meet the child’s health and medical needs e.g. poor dental health; failure to attend or keep
appointments with health visitor, GP or hospital; lack of GP registration; failure to seek or comply with
appropriate medical treatment; failure to address parental substance misuse during pregnancy
• child left with adults who are intoxicated or violent
• child abandoned or left alone for excessive periods
• wider parenting difficulties, may or may not be associated with this form of abuse.

Indicators in the family/environment

• history of neglect in the family
• family marginalised or isolated by the community
• family has history of mental health, alcohol or drug misuse or domestic violence
• history of unexplained death, illness or multiple surgery in parents and/or siblings of the family
• family has a past history of childhood abuse, self-harm, somatising disorder or false allegations of
physical or sexual assault or a culture of physical chastisement
• dangerous or hazardous home environment including failure to use home safety equipment; risk from
animals
• poor state of home environment e.g. unhygienic facilities, lack of appropriate sleeping arrangements,
inadequate ventilation (including passive smoking) and lack of adequate heating
• lack of opportunities for child to play and learn.

8.5 SEXUAL ABUSE

Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not
necessarily involving a high level of violence, whether or not the child is aware of what is happening.

The activities may involve physical contact, including assault by penetration (for example, rape or oral sex)
or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing.

They may also include non-contact activities, such as involving children in looking at, or in the production
of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate
ways, or grooming a child in preparation for abuse (including via the internet).
Sexual abuse is not solely perpetrated by adult males women can also commit acts of sexual abuse, as can
other children.

Indicators in the child

Physical presentation:
• urinary infections, bleeding or soreness in the genital or anal areas
• recurrent pain on passing urine or faeces
• blood on underclothes
• sexually transmitted infections
• vaginal soreness or bleeding
• pregnancy in a younger girl where the identity of the father is not disclosed and/or there is secrecy or
vagueness about the identity of the father
• physical symptoms such as injuries to the genital or anal area, bruising to buttocks, abdomen and
thighs, sexually transmitted disease, presence of semen on vagina, anus, external genitalia or clothing

Emotional / behavioural presentation:

• makes a disclosure

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• demonstrates sexual knowledge or behaviour inappropriate to age/stage of development, or that is
unusually explicit
• inexplicable changes in behaviour, such as becoming aggressive or withdrawn
• self-harm - eating disorders, self-mutilation and suicide attempts
• poor self-image, self-harm, self-hatred
• reluctant to undress for PE
• running away from home
• poor attention / concentration (world of their own)
• sudden changes in school work habits, become truant
• withdrawal, isolation or excessive worrying
• inappropriate sexualised conduct
• sexually exploited or indiscriminate choice of sexual partners
• wetting or other regressive behaviours e.g. thumb sucking
• draws sexually explicit pictures
• Depression.

Indicators in the parents:

• comments made by the parent/carer about the child
• lack of sexual boundaries
• wider parenting difficulties or vulnerabilities
• grooming behaviour
• parent is a sex offender

Indicators in the family/environment:

• marginalised or isolated by the community
• history of mental health, alcohol or drug misuse or domestic violence
• history of unexplained death, illness or multiple surgery in parents and/or siblings of the family
• past history of childhood abuse, self-harm, or a culture of physical chastisement
• family member is a sex offender.

8.6 Specific Safeguarding Issues

8.7 Child Missing Education

click here for the latest statutory guidance

1. All children, regardless of their circumstances, are entitled to a full time education which is suitable to
their age, ability, aptitude and any special educational needs they may have. Local authorities have a
duty to establish, as far as it is possible to do so, the identity of children of compulsory school age who
are missing education (not on a school role or in any other suitable provision) in their area.

2. Schools should put in place appropriate safeguarding policies, procedures and responses for children
who go missing from education (truant) or whose absence from school is unexplained, particularly on
repeat occasions. It is essential that all staff are alert to signs to look out for and the individual triggers
to be aware of when considering the risks of potential safeguarding concerns such as travelling to
conflict zones, FGM and forced marriage.

3. A child going missing from education (truant) is a potential indicator of abuse or neglect. School and
college staff should follow the school’s or college’s procedures for dealing with children that go
missing from education, particularly on repeat occasions, to help identify the risk of abuse and
neglect, including sexual exploitation, and to help prevent the risks of their going missing in future.

4. Unexplained absences where school are not been able to contact parents within a short space of time
to establish the reason for the absence should be considered as a potential safeguarding concern.

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 5. The law requires all schools to have an admission register and, with the exception of schools where all
pupils are boarders, an attendance register. All pupils must be placed on both registers3.

6. All schools must inform their local authority 4 of any pupil who is going to be deleted from the
admission register where they:

• have been taken out of school by their parents and are being educated outside the school system
e.g. home education

• have ceased to attend school and no longer live within reasonable distance of the school at which
they are registered

• have been certified by the school medical officer as unlikely to be in a fit state of health to attend
school before ceasing to be of compulsory school age, and neither he/she nor his/her parent has
indicated the intention to continue to attend the school after ceasing to be of compulsory school
age

• are in custody for a period of more than four months due to a final court order and the
proprietor does not reasonably believe they will be returning to the school at the end of that
period

• have been permanently excluded.

The local authority must be notified when a school is to delete a pupil from its register under the above
circumstances. This should be done as soon as the grounds for deletion are met, but no later than deleting the
pupil’s name from the register. It is essential that schools comply with this duty so that local authorities can, as
part of their duty to identify children of compulsory school age who are missing education, follow up with any
child who might be in danger of not receiving an education and who might be at risk of abuse or neglect.

All schools must inform the local authority (Pupil Entitlement: Investigation) of any pupil who fails to attend
school regularly, or has been absent without the school’s permission for a continuous period of 10 school days
or more, at such intervals as are agreed between the school and the local authority (or in default of such
agreement, at intervals determined by the Secretary of State) 5.

Further advice re attendance, absence and missing can be obtained from the Pupil Entitlement Advice Line
03302 228200.

8.8 Child Sexual Exploitation

• Child sexual exploitation (CSE) involves exploitative situations, contexts and relationships where
young people receive something (for example food, accommodation, drugs, alcohol, gifts, money
or in some cases simply affection) as a result of engaging in sexual activities. Sexual exploitation
can take many forms ranging from the seemingly ‘consensual’ relationship where sex is exchanged
for affection or gifts, to serious organised crime by gangs and groups. What marks out exploitation
is an imbalance of power in the relationship.

• The perpetrator always holds some kind of power over the victim which increases as the
exploitative relationship develops. Sexual exploitation involves varying degrees of coercion,
intimidation or enticement, including unwanted pressure from peers to have sex, sexual bullying

3 Regulation 4 of the Education (Pupil Registration) (England) Regulations 2006

4 Regulation 12(3) of the Education (Pupil Registration) (England) Regulations 2006
5 Regulation 12(1) of the Education (Pupil Registration) (England) Regulations 2006

23
 including cyberbullying and grooming. However, it also important to recognise that some young
people who are being sexually exploited do not exhibit any external signs of this abuse.

• Where there are concerns a child may be at risk of CSE, advice MUST be taken from MASH and
school will normally complete Part A of the CSE ‘screening tool’ Part A which can be accessed here
• Completion of this should not delay you making a referral however it may assist you in being clear
about the key areas of concern and the level of risk.

• Schools play a vital role in keeping children safe from CSE and often have more information than
any other agency. Where schools have concerns they must be persistent in referring those
concerns, and escalate using the professional difference protocol if necessary.

8.9 Female Genital Mutilation

• All schools and colleges have a legal obligation to report acts of Female Genital Mutilation.

• Female Genital Mutilation (FGM) comprises all procedures involving partial or total removal of the
external female genitalia or other injury to the female genital organs. It is illegal in the UK and a
form of child abuse with long-lasting harmful consequences.

• Professionals in all agencies, and individuals and groups in relevant communities, need to be alert
to the possibility of a girl being at risk of FGM, or already having suffered FGM.

• From 31st October 2015, regulated health and social care professionals and teachers in England and
Wales must report ‘known’ cases of FGM in under 18’s which they identify in the course of their
professional work to the police.

• The Home Office has published procedural information on the duty to help health and social care
professionals, teachers and the police understand: the legal requirements placed upon them, a
suggested process to follow, and an overview of the action which may be taken if they fail to
comply with the duty. It also aims to give the police an understanding of the duty and the next
steps upon receiving a report.

• Guidance can be obtained here;

i. Home Office: Mandatory Reporting of FGM – procedure information

ii. FGM Mandatory Reporting Fact Sheet
iii. FGM Reporting Flowchart for under 18’s

8.10 Preventing Radicalisation

• Protecting children from the risk of radicalisation should be seen as part of our school’s wider
safeguarding duties and is similar in nature to protecting children from other forms of harm and
abuse. During the process of radicalisation it is possible to intervene to prevent vulnerable people
being radicalised.

• Radicalisation refers to the process by which a person comes to support any form of violent
extremism6, including terrorism. There is no single way of identifying an individual who is likely to
be susceptible to an extremist ideology. It can happen in many different ways and settings. Specific

6 Extremism is vocal or active opposition to fundamental British values, including democracy, the rule of law,
individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of
extremism calls for the death of members of our armed forces, whether in this country or overseas

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 background factors may contribute to vulnerability which are often combined with specific
influences such as family, friends or online and with specific needs for which an extremist or
terrorist group may appear to provide an answer. The internet and the use of social media in
particular has become a major factor in the radicalisation of young people.

• As with managing other safeguarding risks, staff should be alert to changes in children’s behaviour
which could indicate that they may be in need of help or protection. School staff should use their
professional judgement in identifying children who might be at risk of radicalisation and act
proportionately which may include making a referral to the Channel programme.

Prevent

• From 1 July 2015 specified authorities, including all schools as defined in the summary of this
guidance, are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015
(“the CTSA 2015”), in the exercise of their functions, to have “due regard 7 to the need prevent
people being drawn into terrorism8” must have regard to statutory guidance issued under section
29 of the CTSA 2015 (“the Prevent guidance”). Paragraphs 57-76 of the Prevent guidance are
concerned specifically with schools (but also cover childcare). It is anticipated that the duty will
come into force for sixth form colleges and FE colleges early in the autumn.

• The statutory Prevent guidance summarises the requirements on schools in terms of four general
themes: risk assessment, working in partnership, staff training and IT policies.

• Schools are expected to assess the risk of children being drawn into terrorism, including support
for extremist ideas that are part of terrorist ideology. This means being able to demonstrate both a
general understanding of the risks affecting children and young people in the area and a specific
understanding of how to identify individual children who may be at risk of radicalisation and what
to do to support them. Schools and colleges should have clear procedures in place for protecting
children at risk of radicalisation. These procedures may be set out in existing safeguarding policies.
It is not necessary for schools and colleges to have distinct policies on implementing the Prevent
duty.
• The Prevent duty builds on existing local partnership arrangements. For example, governing bodies
and proprietors of all schools should ensure that their safeguarding arrangements take into
account the policies and procedures of Local Safeguarding Children Boards (LSCBs).
• The Prevent guidance refers to the importance of Prevent awareness training to equip staff to
identify children at risk of being drawn into terrorism and to challenge extremist ideas. Individual
schools are best placed to assess the training needs of staff in the light of their assessment of the
risk to pupils at the school of being drawn into terrorism. As a minimum, however, schools should
ensure that the designated safeguarding lead undertakes Prevent awareness training and is able to
provide advice and support to other members of staff on protecting children from the risk of
radicalisation.
• Schools must ensure that children are safe from terrorist and extremist material when accessing
the internet in schools. Schools should ensure that suitable filtering is in place. It is also important
that schools teach pupils about online safety more generally.
• The Department for Education has issued advice and social media guidance to schools and
childcare providers to help them keep children safe from the risk of radicalisation and extremism.

The prevent duty advice is for/of:

7 According to the Prevent duty guidance ‘having due regard’ means that the authorities should place an appropriate
amount of weight on the need to prevent people being drawn into terrorism when they consider all the other factors
relevant to how they carry out their usual functions
8 “Terrorism” for these purposes has the same meaning as for the Terrorism Act 2000 (section 1(1) to (4) of that Act).

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 • school leaders, school staff and governing bodies in all local maintained schools, academies and
free schools
• proprietors, governors and staff in all independent schools
• proprietors, managers and staff in childcare settings
• particular interest to safeguarding leads.

The social media guidance is for:

• headteachers
• teachers
• safeguarding leads.

8.11 What do I do if I am concerned someone is at risk of radicalisation?

Channel Programme
• School staff should understand when it is appropriate to make a referral to the Channel
programme.9 Channel is a programme which focuses on providing support at an early stage to
people who are identified as being vulnerable to being drawn into terrorism. It provides a
mechanism for schools to make referrals if they are concerned that an individual might be
vulnerable to radicalisation. An individual’s engagement with the programme is entirely voluntary
at all stages.

• Section 36 of the CTSA 2015 places a duty on local authorities to ensure Channel panels are in
place. The panel must be chaired by the local authority and include the police for the relevant
local authority area. Following a referral the panel will assess the extent to which identified
individuals are vulnerable to being drawn into terrorism, and, where considered appropriate and
necessary consent is obtained, arrange for support to be provided to those individuals. Section 38
of the CTSA 2015 requires partners of Channel panels to co-operate with the panel in the carrying
out of its functions and with the police in providing information about a referred individual.
Schools and colleges which are required to have regard to Keeping Children Safe in Education are
listed in the CTSA 2015 as partners required to cooperate with local Channel panels. 10

In West Sussex, two panels operate, meeting monthly - one specifically for Crawley, and the other
for the rest of West Sussex.

• Prevent and Channel Duty – A Toolkit for Schools

• Channel General Awareness e-learning package
• Making a Channel Referral in West Sussex
• Prevent Channel Referral Form

Further advice and guidance regarding the Prevent duty and preventing radicalisation and violent
extremism can be accessed on the West Sussex Service for Schools website, accessed here

8.12 Peer on Peer Abuse

9 Guidance issued under section 36(7) and section 38(6) of the CTSA 2015 in respect of Channel is available at:
https://www.gov.uk/government/publications/channel-guidance
10 Such partners are required to have regard to guidance issued under section 38(6) of the CTSA 2015 when co-operating

with the panel and police under section 38 of the CTSA 2015

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• At our school we believe that all children have a right to attend school and learn in a safe
environment. Children should be free from harm by adults in the school and other students

• We recognise that some students will sometimes negatively affect the learning and wellbeing of
others and their behaviour will be dealt with under the school’s behaviour policy or bullying policy in
the first instance.

• However, we recognise that some allegations may be of such a serious nature that they may raise
safeguarding concerns

• All staff should be aware that safeguarding issues can manifest themselves via peer on peer abuse.
This may include physical abuse, emotional abuse, sexual abuse and sexual exploitation and may
manifest as (though not limited to): bullying (including cyber-bullying), gender based violence/sexual
assaults and sexting. Such peer on peer abuse may take many different forms and present in many
different ways – see below. All school staff must be aware that children can be abusers and any
concerns should be discussed with the designated safeguarding lead.

• If Peer on Peer abuse is suspected staff should follow section 8.7 of the West Sussex Child Protection
and Safeguarding Procedures - Children who Harm Other Children.

8.13 Preventing Peer on Peer Abuse

As a school we will minimise the risk of allegations against other pupils by:

• providing a developmentally appropriate PSHE syllabus which develops students understanding of

acceptable behaviour and keeping themselves safe
• having systems in place for any student to raise concerns with staff, knowing that they will be listened
to, believed and valued
• delivering targeted work on assertiveness and keeping safe to those children identified as being at risk
• developing robust risk assessments and providing targeted work for pupils identified as being a
potential risk to other pupils.

Allegations against other pupils which are safeguarding issues

Occasionally, allegations may be made against student by other students in the school which are of a
safeguarding nature. Safeguarding issues raised in this way may include physical abuse, emotional
abuse, sexual abuse and sexual exploitation.

Professionals must decide in the circumstances of each case whether or not behaviour directed at
another child should be categorised as abusive or not.

It will be helpful to consider the following factors:

• relative chronological and developmental age of the two children (the greater the difference, the
more likely the behaviour should be defined as abusive)
• a differential in power or authority (e.g. related to race or physical or intellectual vulnerability of
the victim)
• actual behaviour (both physical and verbal factors must be considered)
• whether the behaviour could be described as age appropriate or involves inappropriate sexual
knowledge or motivation
• physical aggression, bullying or bribery
• the victim's experience and perception of the behaviour
• the possibility the abuser is, or was, also a victim

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 • attempts to ensure secrecy
• an assessment of the change in the behaviour over time (whether it has become more severe or
more frequent)
• duration and frequency of behaviour.

Examples of safeguarding issues against a student could include:

Physical abuse:
• violence, particularly pre-planned
• forcing others to use drugs or alcohol

Emotional abuse:
• blackmail or extortion
• threats and intimidation (including racist or homophobic/religious remarks, cyber-bullying)
• isolating an individual from social activities
• sexting

Sexual abuse:
• indecent exposure, indecent touching or serious sexual assault
• forcing others to watch pornography or taking part in sexting

Sexual Exploitation:
• encouraging other children to engage in inappropriate sexual behaviour
• photographing or videoing other children performing indecent acts

Procedure

If there is a safeguarding concern, the designated safeguarding lead (DSL) should be informed.

1. A factual record should be made of the allegation, but no attempt at that stage should be made
to investigate the circumstances (though further discussion with the alleged victim/perpetrator
may be required by the school is further assessment required prior to safeguarding decision).
2. The designated safeguarding lead should contact the MASH to discuss the case.
3. The designated safeguarding lead will follow through the outcomes of the discussion and make a
referral when appropriate.
4. If the allegation indicates that a potential criminal offence has taken place, the MASH will consult
with the police.
5. Parents of both the student being complained about and the alleged victim should be informed
and kept updated on the progress of the referral, unless to do so would place the alleged victim
at risk, and/or jeopardise a police investigation. If unsure, advice should be sought.
6. The designated safeguarding lead will make a record of the concern and a copy will be kept on
both pupils’ files.
7. It may be appropriate to exclude the pupil being complained about for a period of time according
to the schools’ behaviour policy and procedures.
8. Where neither Children’s Social Care nor the police accept the complaint, a thorough school
investigation should take place in the matter using the school’s usual disciplinary procedures.
9. In situations where the school considers a safeguarding risk is present, a risk assessment should
be prepared along with a preventative plan. The plan should be monitored and a date set for a
follow up review with everyone concerned.

8.14 Youth Produced Sexual Imagery or ‘Sexting’

• our school recognises that ‘Sexting’ is a safeguarding risk to our children. Any incident of youth
produced sexual imagery which comes to the attention of any staff within our school will be
referred to the designated safeguarding lead straightaway.

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 • our school recognises that responding to such cases can be complex and as such our school has
adopted the UK Council for Child Internet Safety (UKCCIS) guidance, as recommended by West
Sussex Safeguarding Children Board, in responding to and managing such instances.

• that UKCCIS can be found here

• For further advice in respect of managing cases of sexting or where there is any doubt about
whether to refer a case, the advice of MASH should be obtained as soon as possible.

8.15 Other aspects of risk requiring special attention

In addition to the information contained above, Keeping children safe in education: for schools and
colleges, Part 1, page 12, gives further information on specific safeguarding issues. Our school will
encourage all staff to familiarise themselves with areas below so staff can act accordingly where there
is concern about:

• child missing from education

• child missing from home or care
• child sexual exploitation (CSE)
• bullying including cyberbullying
• domestic violence
• drugs
• fabricated or induced illness
• faith abuse
• female genital mutilation (FGM)
• forced marriage
• gangs and youth violence
• gender-based violence/violence against women and girls (VAWG)
• mental health
• Peer on peer
• private fostering
• preventing radicalisation
• self-harm
• sexting
• teenage relationship abuse
• trafficking.

9 DEALING WITH A DISCLOSURE

We are determined that our school will be a safe place where children feel able to talk to a trusted adult if
they are concerned.

We are also determined that all staff, including volunteers, will know how to respond appropriately
should a child disclose to them.

9.1 If a child discloses.

1. accept what the child says

2. stay calm, the pace should be dictated by the child without them being pressed for detail. DO
NOT ASK LEADING QUESTIONS such as “did x touch you there?” It is our role to listen - not to
investigate
3. If more information is needed to establish if there has been abuse use open questions such as
“describe what happened?” “tell me what happened?”

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 4. use age appropriate words, avoid jargon or terms the child may well not understand.
5. be careful not to burden the child with guilt by asking questions like “Why didn’t you tell me
before?” but you could ask ‘Have you spoken to anyone else about this?’
6. acknowledge how hard it was for the child to tell you
7. not criticise the perpetrator, the child might have a relationship with them
8. not promise confidentiality, but reassure the child that they have done the right thing, explain
whom you will have to tell (the designated lead) and why and, depending on the child’s age,
what the next stage will be. It is important that you avoid making promises that you cannot keep
such as “I’ll stay with you all the time” or “it will be all right now.”
9. If you are in any doubt as to whether to refer the matter speak and discuss with MASH.

9.2 When recording information.

• any records made may well be used

• make detailed notes at the time or immediately afterwards; record the date, time, place and
context of disclosure or concern. Record facts and what was said but not your assumption or
interpretation.
• if it is observation of bruising or an injury record the detail, e.g. “right arm above elbow”.
• use skin / body maps if necessary.
• do not take photographs
• note the non-verbal behaviour and the key words in the language used by the child (try not to
translate into ‘proper terms’).
• record the date, time and location where the notes were made and if anyone else was present.
• pass the notes as soon as possible to your designated safeguarding lead.

9.3 Reporting Forms

1. Reporting forms should be readily available to all staff who may require them. Staff should not
have to print forms off before being able to complete them.

2. Reporting forms should be located together with the latest copies of Keeping Children Safe in
Education, Confidential Reporting Policy and the schools’ child protection and safeguarding
policy, at various easily accessible points through the school.

3. Annex 2 provides suggested forms and skin / body maps for recording the information.

9.4 Support for staff.

It is recognised that staff working in a school who have become involved with a child who has suffered
harm, or appears to be likely to suffer harm may find the situation stressful and upsetting. The school will
support such staff by providing an opportunity to talk through their anxieties with the designated
safeguarding lead and to seek further support as appropriate. WSCC school staff have access to a free,
24/7 and confidential counselling service.

10 RECORD KEEPING

10.1 Child Protection Files

1. records kept for child protection purposes must be kept securely, separate from other records
and accessed only by those who need to do so for safeguarding and / or monitoring purposes.
2. each child should have a separate record.
3. each record must be accurate, legible and entries made as soon as practicable after a concern is
raised.

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 4. where computer systems are used, staff must still have access to paper forms so immediate
conversations with a child / body map drawings etc. can be made contemporaneously.
5. any paper records generated at 4 above must be retained within the file, even where they have
been scanned to a computer record.
6. where there is more than one sibling, each sibling should have their own record, cross-referenced
where necessary to their siblings.
7. each file should have a chronology to enable assessment
8. each file should have an up to date contact number for other key professionals.
9. when a child has left the school any child protection files relating to that child must be transferred
/ retained in accordance with guidelines which can be found here

10.2 Allegations against Staff Records

1. Any records generated in respect of an allegation must be kept securely, accessed only by those
who require to do so for legitimate investigation / safeguarding / review purposes.
2. Any records must be kept separate from any other personal file relating to that staff member.

11 MANAGING PROFESSIONAL DIFFERENCES & CONCERNS

On occasions there may be differences of opinion between professionals in response to a specific

safeguarding matter, for example, from the view of the school, children’s social care closing a case too
early or removing a child from a child protection plan too soon.

11.1 Professional Differences and Concerns Protocol

In such circumstances the Designated Safeguarding Lead will assess the impact of such a decision on
the child(ren) and where concerns remain, the Designated Safeguarding Lead will engage the Managing
Professional Difference protocol which can be found on the West Sussex Safeguarding Children
Website, accessed here.

12 ANNEXES

12.1 Annex 1 – list of suggested policies to support safeguarding

12.2 Annex 2 – Recording forms and body / skin maps.

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The following policies support the safeguarding framework in our setting.
Policy In place Y / N Next Review (date)
Staff Behaviour / Code of Conduct Y Dec 2017
(WS model)
Confidential Reporting (WS model) Y Jul 2020

Safer Recruitment (WS model) Y Nov 2020

Unexplained Absence / poor attendance

Anti-bullying Y (Last Dec 2012)

E-safety Y Oct 2017 (PDBW agenda)

Equality / Anti-discrimination (WS model N WS model to be adopted L&M

Policy Statement on Equality and Diversity in 7/11/17
Employment)
Use of physical intervention (Use of Y (Last Jul 2014)
Reasonable Force Policy)
Meeting the needs of pupils with Y Dec 2017 (Updated WS model to be
medical conditions – including intimate adopted)
care (Statutory Guidance 2015)
Providing First Aid

Drug and substance misuse (DfE Y Nov 2020

guidance 2012)
Educational / Offsite / Residential

Behaviour Management Y Apr 2019

Health & Safety Y Dec 2019

Extended Schools Activities Y Dec 2017

Work Placements (DfE post 16 work

experience guidance 2015)
Use of Photography (Staff Internet and Images Y Last Feb 2015
Acceptable Use Policy & Pupil Acceptable Use
Policy (e-safety)
School Site Security

School Lockdown

Complaints Y Nov 2020

Curriculum – healthy relationships PSHE

education and Citizenship education
School Lettings Policy Y Feb 2019

Use of Visitors (Visitors Policy and Visiting Y (Last Oct 2015)

Speakers Agreement)
Other Policies as appropriate

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12.2
ANNEX 2 – RECORDING FORM

Child’s name:

Date and time: DOB

Name and role of person raising concern:

Details of concern (where? when? what? who? behaviours? use child’s words)

Actions taken

Date Person taking action Action taken Outcome of action

Name: Designation:

Copied to:

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 Skin / body map

Name of Child: _______________________________________________________

Date of birth: _________________________ Date of recording: _________________

Name of completer: ____________________________________________________

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Any additional information:

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