Parents' Handbook
Child Protection Policy
Context
1. Ashfold School, in keeping with our ethos of a ‘family school’, considers that the safety of children is extremely important. We believe that, just as within the family where the culture of the organisation is constructed on principles of respect and responsibility, and where all the children feel their needs are paramount, the risk of abuse is significantly reduced.
2. By its very nature a school like Ashfold, a residential community offers opportunities for children to observe and develop relationships with adults in a range of contexts and for adults to observe the behaviour and responses of children both in the classroom and in a host of other settings and to relate to children in a range of different ways. These opportunities bring with them the chance for staff to note changes in the children’s behaviour and provide a safe place for disclosure or observation of symptoms of abuse. With this, of course, comes the opportunity for staff to share observations of the responses of colleagues and offer support or share concerns.
3. One of the major reasons for the inclusion of boarding schools within the Children Act was to ensure that local child protection procedures are followed in cases of alleged child abuse, and these require that to minimise the risk of problems that have occurred in the investigation of abuse elsewhere in the country, the interviewing of children and adults involved is now carried out by trained staff only, following procedures agreed between (amongst others) the local authority and police in line with the government requirements and in the light of the recommendations of past enquiries into handing of child abuse issues. These are designed to avoid unnecessary or repeated interviewing and examinations, to involve the police and medical examinations as appropriate and in the light of the experience of previous investigations, and to avoid the ‘contamination’ of evidence that may later be needed in court by interviews that may have ‘led’ a witness. All staff will be trained to understand and follow this procedure. Similarly, Social Services Inspectors will not interview or investigate allegations of child abuse themselves – they too refer the investigation to specialist social services and police staff.
4. It is important to acknowledge that the policy will inevitable lead to some investigations being triggered which do not substantiate the allegation made, as well as those that do – it is a basic assumption that it is better to endure some ‘false alarms’ than to fail to initiate investigation of some instances of real abuse. The Governors and CPO and other appropriate outside agencies will work with the Head, staff and pupils involved in any ‘false alarm’ investigation to assist in recovery from the incident, as well as working with the school to assist in ‘living through’ and recovering from a substantial investigation.
5. If you are in any doubt about what action you should take in any circumstance, please contact the Child Protection Officer, Mrs Gill Crampton Smith, immediately.
1.0 INTRODUCTION
1.1 Ashfold fully recognises the contribution it makes to Child Protection. Here are three main elements to our policy:
a) Prevention through the teaching and pastoral support offered to pupils.
b) Procedures for identifying and reporting cases, or suspected cases, of abuse. Because of our day to day contact with children school, staff are well placed to observe the outward sign of abuse.
c) Support to pupils who may have been abused.
1.2 Our policy applies to all staff and volunteers working in the school, community education staff and governors. Learning Support and Classroom Assistants, Maintenance, Ancillary staff, secretaries as well as teachers can be the first point of disclosure for a child. Concerned parents may also contact school governors and the school has appointed a named governor for that purpose.
2.0 PREVENTION
2.1 We recognise that high self esteem, confidence, supportive friends and good lines of communication with a trusted adult helps prevention. The school will therefore:
a) establish and maintain an ethos where children feel secure and are encouraged to talk, and are listened to;
b) ensure children know that there are adults in the school whom they can approach if they are worried or in difficulty;
c) include in the curriculum, activities and opportunities for PSCE which equip children with the skills they need to stay safe from abuse and to know to whom to turn for help;
d) include, in the curriculum, material which will help children develop realistic attitudes to the responsibilities of adult life, particularly with regard to child care and parenting skills.
e) Ensure that we practice safe recruitment in checking the suitability of all staff and any volunteers who work on their own with children.
2.2 Our PSCE programme reinforces essential skills for every child. Self esteem and confidence building, thinking independently and making assessments of risk based on their own judgements are encouraged throughout the school.
3.0 PROCEDURES
3.1 We will follow the procedures set out below and in line with government advice and procedures set out in the Local Safeguarding Children Board and the Department for Education and Skills and included in our staff handbook.
3.2 The school will:
a) ensure it has a designated senior member of staff, who has undertaken appropriate training.
b) recognise the role of the designated teacher and arrange support and training.
c) ensure every member of staff and every governor knows:
(i) the name of the designated person and her/his role
(ii) that they have an individual responsibility for referring child protection concerns using the proper channel.
d) ensure that members of staff are aware of the need to be alert to signs of abuse and know how to respond to a pupil who may tell of abuse
e) ensure that parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in a parents handbook.
f) provide training for all staff every three years so that they know:
(i) their personal responsibility
(ii) the need to be vigilant in identifying cases of abuse
(iii) how to support a child who tells of abuse. (Staff should follow procedures in the staff handbook and identified in the Social Services Dept. INSET in 2007)
g) notify the local Social Services team if:
(i) it should have to exclude a pupil on the child protection register either for a fixed term or permanently
(ii) if there is an unexplained absence of a pupil on the child protection register of more than two days duration from school (or one day following a weekend);
h) Notify Ofsted, as soon as is reasonably practical, but within 14 days, of any allegation of serious harm or abuse by any person living, working, or looking after children at Ashfold (whether that allegation relates to harm or abuse committed at Ashfold or elsewhere), or any other abuse which is alleged to have taken place on the premises, and of the action taken in respect of these allegations. Procedures relating to staff accused of abusive behaviour or gross misconduct are laid out in the Staff Handbook, Section C Annex G.
i) work to develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance at initial case conferences, core groups and child protection review conferences;
j) keep written records of concerns about children (noting the date, event and action taken), even where there is no need to refer the matter to Social Services or Ofsted.
k) ensure all records are kept secure and in locked locations;
l) adhere to the procedures set out in the Education Child Protection Procedures, when an allegation is made against a member of staff.
m) ensure the criminal background of applicants for vacant posts are checked in accordance with DfES circular 11/95 ‘Misconduct of Teachers and Workers with Children and Young People’, Safeguarding Children in Education and National Standards for Boarding Schools.
n) designate a governor for child protection who will oversee the schools child protection policy and practice.
4.0 SUPPORTING THE PUPIL AT RISK
4.1 We recognise that children who are abused or witness violence may find it difficult to develop a sense of self worth and to view the world as benevolent and meaningful. They may feel helplessness, humiliation and some sense of self blame.
4.2 This school may be the only stable, secure and predictable element in the lives of children at risk. Nevertheless, when at school their behaviour may be challenging and defiant or they may be withdrawn.
4.3 The school will endeavour to support the pupil through:
a) The content of the curriculum to encourage self esteem and self motivation
b) The school ethos which:
(i) promotes a positive, supportive and secure environment
(ii) gives pupils a sense of being valued
c) The school's bullying and discipline policies are aimed at supporting vulnerable pupils in the school. All staff will agree on a consistent approach which focuses on the behaviour of the offence committed by the child but does not damage the pupil's sense of self worth. The school will endeavour to ensure that the pupil knows that some behaviour is unacceptable but s/he is valued and not to be blamed for any abuse which has occurred.
d) Liaison with other agencies who support the student such as Social Services, Child and Adolescent Mental Health Services, the Educational Psychology Service, Behaviour Support Services and the Education Welfare Service.
e) Keeping records and notifying Social Services and OFSTED within 24 hours of a recurrence of a concern.
4.4 When a pupil on the child protection register leaves, we will transfer information to the new school immediately and inform the Social Services department.
4.5 Bullying
Our policy on bullying is set out in a separate document and is reviewed regularly by the management team.
4.6 Physical Intervention
Our policy on physical intervention is set out in this document and in the staff and parents’ handbooks and the behaviour and discipline policy files and is reviewed annually by the management team.
4.7 Children Special Educational Needs
We recognise that statistically children with behavioural difficulties and disabilities are most vulnerable to abuse. School staff who deal with children with profound and multiple disabilities, cerebral palsy, sensory impairment and or emotional and behaviour problems will be particularly sensitive to signs of abuse.
5.0 PRACTICAL GUIDELINES FOR STAFF
5.1. Any member of staff who is told of any incident or has strong suspicion of child abuse occurring in the school, or to a pupil of the school at home or outside the school (or who him or herself knows of or suspects such abuse), must report the information immediately to the designated staff member (In the absence of the designated staff member, the immediate report should be made to the Headmaster. If the allegation or suspicion is about the designated person or Headmaster, the report should be made to the Chair of Governors.
5.2. Child abuse to be reported includes abuse of a pupil by a member of staff or other adult, abuse at home which a pupil reports to staff, abuse by a stranger outside school, and abuse of one pupil by another pupil. In the case of abuse by a pupil or group of pupils, the key issues identifying the problem as abuse (rather than an isolated instance of bullying or ‘adolescent experimentation’ which might be considered within normal bounds in the school community) are:
a) the frequency, nature and severity of the incident(s).
b) whether the victim was coerced by the physical force, fear or by a pupil or group significantly older than him or herself, or having power or authority over him or her.
c) whether the incident involved a potentially criminal act, and
d) whether if the same incident (or injury) had occurred to a member of staff or other adult, it would have been as assault or otherwise actionable.
5.3 School staff (including the designated staff member and the Headmaster) should not investigate reports of physical or sexual abuse themselves. Alleged victims, perpetrators, those reporting abuse and others involved should not be interviewed by school staff beyond the point at which it is clear that there is an allegation of abuse.
5.4 Staff members, and other adults at the school, should never give absolute guarantees of confidentiality to pupils or adults wishing to tell them about something serious. They should however guarantee that they will only pass on information to the minimum number of people who must be told in order to ensure that the proper action is taken to sort the problem out, that they will never tell anyone who does not have a clear ‘need to know’, and that they will personally take whatsoever steps they can to protect the informing pupil or adult from any retaliation or unnecessary stress that might be feared after a disclosure or alleged abuse has been made.
5.5 Any staff member to whom an allegation of physical or sexual abuse is made should:
a) Limit any questioning to the minimum necessary to seek clarification only, strictly avoiding ‘leading’ the pupil or adult who has approached them by making suggestions or asking questions that introduce their own ideas about what may have happened. (Do not ask questions like “Did he do x to you?, using instead a minimum number of questions of the “Tell me what happened” type).
b) Stop asking any more questions as soon as the pupil or adult has disclosed that he or she believes that something abusive has happened to him or her, to someone else.
c) Tell the informing pupil or adult that the staff member will now make sure that the appropriate people are brought in to follow the problem up (these will include the specialist social worker, and that worker may need to involve the police).
d) Ask the informing pupil or adult what steps they would like taken to protect them now that they have made an allegation, and assure them that the school will try to follow their wishes.
e) Refer the matter immediately, with all relevant details, to the designated staff member or Headmaster, as above.
f) Make a written record as soon as possible of what they have been told, make a copy of this available to the designated staff member or Headmaster.
5.6 After the designated staff member has received an allegation of abuse, she will need to co-ordinate various course of action. She will NOT investigate the matter further, but will refer it to the Team Manager (Children & Families) of the local Social Services office (an out of hours number is available) and where appropriate Ofsted. It may be necessary to allocate another member of staff with the child (preferably a teacher of the child’s own choice).
5.7 NO ONE WILL CONTACT parents, or other staff, the police, the alleged perpetrator or witnesses. The designated staff member will be advised by the SSD Team Manager as to whether parents should be told (there are clearly circumstances where this would be inappropriate) or whether any medical treatment or examination is necessary (again, this would be contra-indicated in some situations). Further, advice will be taken as to whether the child should be isolated, or any other staff be informed. Experience has shown that once an investigation is under way, there is the possibility of perpetrators being ‘warned’ and pressure applied to the potential witnesses. IT MAY BE, therefore, that if YOU have to report an incident, you will hear nothing further for some considerable time, since specialised social worker/police will deal with it.
5.8 In any subsequent interview involving the child, you or a staff member of the child’s choice, may be required to accompany the child.
5.9 Where any staff member has what may be described as ‘low level’ concerns, which do not amount to suspicion of abuse, BUT WHERE THERE IS CHANCE that abuse MAY occur, then the designated staff member will discuss these with the Local authority designated officer (LADO) or Families Team Leader. Similarly, an Inspector may voice such concerns following a visit to the school, and may wish to discuss child protection issues with the staff.
5.10 In the event a teacher is dismissed, or resigns in circumstances where dismissal was a possibility, for misconduct, the Headmaster will refer the case, as required by law, as follows:
ISA. All cases of teacher misconduct that has a child protection element.
(scheme.info@homeoffice.gsi.gov.uk Tel: 0300 123 1111)
(Amendment Jan 2009 )
The governor with responsibility for Child Protection procedures, will, as a matter of course, produce an annual report on the school’s effectiveness and compliance with child protection issues and such issues will be an item on the agenda of all formal governors’ meetings.
GCS
Child Protection Officer
December 2008
(Annually reviewed each Spring Term by CPO & Governors)
Referral Contacts
Ashfold:
Mrs Gill Crampton Smith – Designated Child Protection Officer, 01296 738351,
07801 790674
Mr MOM Chitty – Headmaster, 01844 237399
Mrs Gill Venn – Head of Pre-Prep - Responsible for safeguarding children within the Pre-Prep Department, 0799 064 3607
Miss Lousie Bush - Early Years Coordinator - Responsible for safeguarding children within the EYFS, 07855 352072
Ashfold Governing Body:
Mrs A. Henderson 01844 345060
Bucks Social Services Department:
Chair CPC Democratic Services Section
Donald McPhail 01296 383692
Safeguarding team (Education)
Andrea Smith alsmith@buckscc.gov.uk 01296 382070
LADO (Local authority designated officer)
*Bridget Day bday@buckscc.gov.uk 01296 382612
Inter Agency Administrator
Julie Marshall 01296 395000
Child Protection Paediatrician:
Brookside Clinic Aylesbury 01296 489951
Other Useful Numbers:
Careline (Emergency concerns about mistreatment) 0800 137915
Childline (Helpline for children and young people) 0800 1111
NSPCC (For anyone concerned about a child at risk of abuse) 0800 800 500
* Includes CP training
(Amended Sept 07)
Broad Areas of Responsibility for the Designated Senior Person for Child Protection
Referrals
• Refer cases of suspected abuse or allegations to the relevant investigating agencies.
• Act as a source of support, advice and expertise within the school when deciding whether to make a referral by liaising with relevant agencies.
• Liaise with Headmaster to inform him of any issues and ongoing investigations and ensure that there is always cover for this role.
Training
• To recognise how to identify signs of abuse and when it is appropriate to make a referral.
• Have a working knowledge of how CP teams operate the conduct of a case conference and be able to attend these and contribute effectively when required to do so.
• Ensure that each member of staff has access to and understands the school’s child protection policy.
• Ensure that all staff have training covering child protection and are able to recognise and report concerns.
• Be able to keep detailed, accurate, secure written records of referrals/concerns.
• Obtain access to resources and attend relevant and refresher training every two years.
Raising Awareness
• Ensure that the child protection policy is updated and reviewed annually.
• Ensure that parents have access to child protection policy information which alerts them to the fact that referrals may be made and the role of the school in this.
• Where children leave the school ensure their child protection file is copied for their new school as soon as possible.
Ashfold School's Restraint Policy
Teachers are entitled to use reasonable force to control or restrain pupils physically in the arrangements explained below. Teachers will, within reason, take into consideration any disabilities and/or Special Educational Needs that a pupil may have but, in all cases, teachers will never use physical force to punish a pupil. Force should not be used except in self-defence or an emergency, where a teacher might have to react quickly to prevent injury. Actions must be considered and appropriate; using excessive force in a situation where it is not appropriate can result in disciplinary action or criminal charges. Teachers may restrain a pupil to prevent that pupil from:
• committing a criminal offence (or what would be a criminal offence if they were old enough);
• injuring themselves or others;
• damaging property;
• acting in a way that is counter to maintaining good order and discipline at the school.
Teachers should be aware that whenever they have 'lawful control or charge of the pupil' reasonable physical interventions might be:
• physically interposing between pupils;
• blocking a pupil's path;
• holding;
• pushing or pulling;
• leading a pupil by the hand or arm;
• shepherding a pupil away by placing a hand in the centre of the back, or (in extreme circumstances) using more restrictive holds. For example to enable a distressed or reluctant younger child to be left in the care of staff on the ball park/classroom in the morning.
Teachers must seek to avoid doing anything that 'might reasonably be expected to cause injury' or 'touching or holding a pupil in a way that might be considered indecent'. They 'should always try to deal with a situation through other strategies before using force'.
Staff are required to inform the Headmaster of any incidents where force is used to restrain a child and to complete a full written record for the Headmaster giving details of what occurred, why it was necessary and any consequences. Ashfold will inform parents and discuss any such incident with them.
We recognise that physical contact may present itself in the teaching of PE (e.g. supporting the child in a balance) and on the games field when specific coaching points need to be made (e.g. binding in the front row of a scrum).
This policy is written with reference to The Education Act 1997 which clearly states a teacher may take action in self-defence or in some other form of emergency, when it might be reasonable to use force. However, in all cases of physical contact with pupils, it might ultimately be for the courts to decide whether a teacher acted 'reasonably' and the consequences of an error of judgement could be serious.
GCS
April 2005
Ashfold School's Intimate Care Policy
1.0 Policy
Intimate care can be defined as care tasks of an intimate nature, associated with bodily functions, body products and personal hygiene which demand direct or indirect contact with or exposure of the genitals. Examples include care associated with games changing as well as more ordinary tasks such as help with washing or bathing on the boarding wing.
1.1 Children's dignity must be preserved and a high level of privacy, choice and control provided to them. Staff who provide intimate care to children have a high awareness of child protection issues. Staff behaviour is open to scrutiny and staff at Ashfold in partnership with parents provide high quality continuity of care to children.
1.2 Staff deliver a full personal safety curriculum, as part of Personal, Social and Health Education, to all children as appropriate to their developmental level and degree of understanding.
1.3 Ashfold is committed to ensuring that all staff responsible for the intimate care of children will undertake their duties in a professional manner at all times. Ashfold recognises that there is a need to treat all children with respect when intimate care is given. No child should be attended to in a way that causes distress or pain.
2.0 Our approach to best practice
2.1 Staff who provide intimate care are trained to do so (including Child Protection and Health and Safety training in moving and handling) and are fully aware of best practice.
2.2 Staff will be supported to adapt their practice in relation to the needs of individual children taking into account developmental changes such as the onset of puberty and menstruation. Wherever possible staff who are involved in the intimate care of children will not usually be involved with the delivery of sex education to these children as an additional safeguard to both staff and children involved.
3.0 In the changing room
3.1 Matron and assistant matron will be on duty in the boys changing rooms at the start and end of games time and will supervise principally the Transition and Form 1 children in terms of their dressing and undressing. They will supervise showers from a respectful distance.
3.2 A member of the male games staff has overall responsibility for supervision of older children in the changing room and this duty member of staff is on a rota system.
3.3 In the girls changing room, members of the female staff supervise both the start and end of games on a rota system. They supervise from the main changing area and the girls have separate individual shower cubicles.
3.4 Younger and older children are kept apart physically at all times and at the end of games showering time by a time difference.
4.0 On the boarding wing
4.1 Supervision of boarders showers is carried out by boarding staff on a rota basis.
4.2 The boy’s showers are supervised from the main corridor and staff do not go into the shower area whilst the showers are in use. Children are encouraged to wear dressing gowns to and from the showers.
4.3 Girls showers are supervised by female members of the boarding staff from outside the shower rooms. Girls using showers outside their dormitory will wear dressing gowns to and from the showers. Staff will not enter shower rooms during shower times.
5.0 The protection of children
5.1 Child Protection Procedures will be accessible to staff and adhered to.
5.2 Where appropriate, all children will be taught personal safety skills carefully matched to their level of development and understanding.
5.3 If a member of staff has any concerns about physical changes in a child's presentation, e.g. marks, bruises, soreness etc. she or he will immediately report concerns to the appropriate designated person for child protection. A clear record of the concern will be completed and referred to social services and/or the Police if necessary. Parents will be asked for their consent or informed that a referral is necessary prior to it being made unless doing so is likely to place the child at greater risk of harm. (See Child Protection Procedures).
5.4 If a child becomes distressed or unhappy about being cared for by a particular member of staff, the matter will be looked into and outcomes recorded.
5.5 If a child makes an allegation against a member of staff, all necessary procedures will be followed [see The Child Protection Procedures for details].
GCS
January 2006
Reviewed: January 2007
(Changes made to referral list Sept 07 rechecked Jan 08)