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Ryhill Junior Infant=
&
Nursery School
Child Protection Pol=
icy
Contents
1. Intro=
duction
2. &nb=
sp; School
commitment
3. &nb=
sp; Framework
4. &nb=
sp; Roles
and responsibilities
5. &nb=
sp; Procedures
6. &nb=
sp; Allegations
against members of staff
7. &nb=
sp; Training
and support
8. &nb=
sp; Confidentiality
and recording
9. &nb=
sp; Supporting
children at risk
10. =
11. =
Signatures
12. =
Designated
worker information
13. =
Safeguarding
procedures Flowchart
![3D"Text](3D"CHILD_POLICY_files/image001.gif")
This Policy relates to all the childcare services and activities with=
in
the School
1. INTRODUCTION
1.1
This Policy represents a commitment by the Governing Body and Staff
team to the safegua=
rding
and protection of children, throughout the School. The policy also extends =
to
outside agencies that use the School and it is expected that they have their
own CP policy or they adopt the School’s.
1.2 &n=
bsp; Ryhill
J, I & Nursery School fully recognises the contribution it can make in
protecting, supporting and promoting the welfare of children in the School.=
The
Governing Body and staff team is committed to ensuring that children are sa=
fe,
that child protection practice is effective and that procedures are followe=
d.
The School staff will make every attempt possible to ensure that children a=
re
safe from abuse or harm during their time at the School and will be vigilan=
t in
their observations of children who may be exhibiting signs or symptoms of h=
arm.
1.3 &n=
bsp; It
is recognised that children can be at risk from abuse in their own home by
people they know well, in institutions and from strangers.
1.4 &n=
bsp; The
principles contained in this Policy promote the five Every Child Matters, priority outcomes for children, reflecting=
the
understanding that children are less likely to achieve these outcomes if th=
ey
are experiencing abuse:
- Being Healthy
- Staying safe
- Enjoying and achieving
- Making a positive contribu=
tion
- Achieving economic well be=
ing
1.5 There
are three main elements to the School’s Child Protection Policy:
1. Prevention
This applies to a
positive atmosphere in the School, the curriculum and support and awareness
raising for children and parents through amongst other things, lessons and
assemblies.
2. Protection
By following agreed
procedures, ensuring that the recruitment and selection of staff is thorough
and appropriate and staff are trained and supported to respond appropriately
and sensitively to child protection concerns.
3. Support
This applies to the
effective supervision and management of staff and the support given to staf=
f,
children and parents in situations of abuse.
2. SCHOOL
COMMITMENT
2.3 The School will therefore:
·=
; =
Establish
and maintain an ethos where children feel secure and are encouraged to talk=
and
are listened to.
·=
; =
Provide
a curriculum, which is appropriate to the children’s understanding and
addresses issues of assertiveness, self-esteem and positive behaviour, and
promotes the ECM outcomes for children.
·=
; =
Ensure
that the environment welcomes the contributions of parents and establishes =
open
and effective working relationships and partnerships.
·=
; =
Ensure
that every effort will be made to establish effective working relationships
with other agencies and professionals, in line with the national framework,
‘Working Together to Safeguard Children’ revised 2006.
3. FRAMEW=
ORK
3.4 The policy and procedur=
e,
which relates to each Department, can be found in the
online: 3.5 Children may attend the School =
who
are subject to a formal Child Protection
Plan suffered ill-treatment or impairment of health or
development as a result of physical, emotional or sexual abuse or neglect, =
and
professional judgement is that
further ill-treatment or impairment are likely; or Professional judgem=
ent,
substantiated by the findings of enquiries in this individual case or by
research evidence, is that the child is likely to suffer ill-treatment or t=
he
impairment of health or development as a result of physical, emotional or
sexual abuse or neglect
4. ROLES =
AND
RESPONSIBILITIES 4.6 &nbs=
p; The
School is not an investigating agency and anyone who has a suspicion or knowledge that a child=
is
suffering significant harm or is at risk of significant harm should refer h=
is
or her concerns to the designated worker, who will then refer to an
investigating agency. (Social Care Direct or Police) The WDSCB procedures set out the appropriate action and procedures =
to
be followed by any agency or individual who has concerns about the welfare =
of a
child. All staff must be aware of these procedures and understand their rol=
e. The Procedures are now (from July 2007) only available
on-line and replace the ‘Handbook’ – www.wakefield.gov.uk/lscb
5. PROCED=
URES
6. ALLEGATIONS AGAINST STAFF OR OTHER ADULTS WO=
RKING
IN THE SCHOOL IN RELATION TO A CHILD. In all cases the paramount consideration is the protection of the chi=
ld.
All Child=
care
organisations have a statutory duty under the Protection of Children Act
1999 for the following: &=
sect; =
Behaved
in a way that has harmed a child; &=
sect; =
Possibly
committed a criminal offence against or related to a child; or behaved towa=
rds
a child or children in a way that indicates s/he is unsuitable to work with
children. 6.5 =
There
may be up to three strands in the consideration of an allegation: &=
sect; =
A
police investigation of a possible criminal offence; &=
sect; =
Enquiries
and assessment by children’s social care about whether a child is in =
need
of protection or in need of services &=
sect; =
Consideration
by the School of disciplinary action in respect of the individual It may be necessary in some cases to report to the DCFS for considera=
tion
of including the person on the ISA list or consideration by the General
Teaching Council about possible sanctions against an individual.=
6.6 =
It
is recognised that anyone who has a complaint made against them will have a
range of difficult feelings and anxieties; however, staff members understand
that the child’s welfare must come first. PROCEDURES 6.7 =
It
is crucial that any person working at the School feels confident that any
concerns that they may report about another member of staff’s conduct
towards a child, will be dealt with fairly, consistently and robustly and t=
hat
they will be taken seriously. 6.8 =
Allegations
must be immediately reported either to their Team Leader or directly to the
Head of School. Team Leaders receiving any reports from staff must report to
the Headteacher, who, depending on the nature of the allegation, will decid=
e on
the next course of action. In cases of serious allegations the Headteacher =
will
take advice from a ‘Local Authority Designated Officer (LADO) and Hum=
an
Resources Personnel. The Headteacher will also inform the Chair of Governor=
s. 6.9
No person will be allowed to start=
work
at the School until all appropriate checks are undertaken and are satisfact=
ory.
The same principles apply in these cases; the child/ren’s welfare is paramoun=
t.
Allegations against a Team Leader must be reported directly to the Headteac=
her
and the above will apply. Where an allegation is against the Headteacher, t=
he
person making the allegation must contact the Chair of the Governing Body (=
they
may need support from the Deputy Head to do this) but the Deputy Head must
ensure that any investigation is led by the Chair of Governors, who will se=
ek
external advice from those named in 6.8.
6.10 Suppo=
rting
those involved
Depending on the nature of the allegation and
discussion / preliminary investigation, with the LA Designated officer to
establish whether it is not demonstrably false or unfounded, the parents of=
the
child/ren should be informed. However in some instances the parents must be
informed straight away, for example if the child has been injured and requi=
res
medical attention. Parents/carers should be kept informed about the progres=
s of
the case and told of any outcomes, e.g. court proceedings or outcome of
disciplinary hearings. If the parent’s are happy for the child to rem=
ain
in school during any investigation, the School staff must not discuss the c=
ase
with parents, only the best way to support the child. In cases where a child
may have suffered significant harm, or there is a criminal prosecution, the
Social Care or Police as appropriate should consider what support may be
needed.
6.11 =
Record
Keeping
A clear and comprehensive summary of any allegatio=
ns
must be made, including details of how it was followed up and resolved, who=
was
involved and any decisions made. This should be kept on the person’s
confidential personnel file, with a copy to the person concerned. The record
should be retained on file until normal retirement age or for a period of 10
years from the date of allegation if that is longer.
6.12 =
=
Information Sharing
Where there is an allegation that an offence has b=
een
committed In the initial consideration, a strategy discussion should take p=
lace,
with the agencies involved and the employer, all relevant information about=
the
person who is the subject of the allegation and the alleged victim, should =
be
shared.
Wherever possible, the police should obtain consent
from the individuals concerned to share statements and evidence they obtain
with the employer and, or regulatory bodies, for disciplinary purposes. This
should be done as the investigation proceeds rather than after it is conclu=
ded,
to enable the police and CPS to share relevant information without delay at=
the
conclusion of their investigation, or any court case.
6.13 Timescales
6.13 Suspension
The possible risk of harm to children posed by an
accused person will be evaluated by the HEADTEACHER / Governing Body and the
advisors mentioned above, in some cases consideration will be given to an
immediate suspension until the case is resolved, however alternative
arrangements may also be considered.
6.14 Monitoring progress
The Local Authority designated officer will regula=
rly
monitor the progress of the case, in liaison with the headteacher / GB and
other social care colleagues / Police as appropriate.
6.14 Action on conclusion of a case
At the conclusion of a case in which the allegatio=
n is
substantiated the school will co-operate with any local Authority review of=
the
case and the circumstances surrounding it, to determine whether any
improvements could be made to procedures or practice. If the allegation is =
determined
to be false the School will need to consider its actions against the person
making the allegation. If the allegation is made by a child, consideration =
will
be given to the child’s well being and the reasons why they may have =
made
the allegation and what support they may need, as it could be that they are
being abused by someone else.
7. TRAINI=
NG AND
SUPPORT
&=
nbsp;
8.
CONFIDENTIALITY AND RECORDING 8.10 Staff will be made awa=
re
that any breaches of confidentiality would be viewed very seriously and dealt with through the departme=
ntal
disciplinary procedures, (apart from cases where any breaches
represent a legitimate attempt to safeguard a child).
9. SUPPOR=
TING
CHILDREN AT RISK
9.1 The School =
Staff
recognise that children who have been abused or have witnessed violence may
find it difficult to develop a sense of self worth or to view the world in a
positive way. Whilst in school their behaviour may be challenging and diffi=
cult
to handle or they may exhibit other behaviours, such as sexualised behaviou=
r,
which the adults around them may feel uncomfortable with and struggle to
understand.
9.2 It is recog=
nised
that all children need to experience a sensitive and consistent approach; t=
his
is even more crucial in cases where children are having difficulties and
struggling to understand traumatic events.
9.3 The
School Staff will support these children through:
·=
; =
A
curriculum which encourages self-esteem and confidence
·=
; =
Promoting
a positive, supportive and secure environment, which demonstrates a respect=
and
value for children and their rights.
·=
; =
A
consistent approach, which recognises and separates the cause of behaviour =
from
that which the child displays.
·=
; =
A
commitment to develop productive, supportive relationships with parents,
whenever it is in the child’s interests to do so.
9.4 It is recog=
nised
that, statistically, children with behavioural difficulties and disabilities
are most vulnerable to abuse. Staff who work in any capacity, with children
with profound and multiple disabilities, sensory impairment and / or emotio=
nal
and behaviour problems will need to be particularly sensitive to signs of
abuse.
9.5 It must als=
o be
recognised that in a home environment where there is domestic violence, dru=
g or
alcohol abuse, children may also be vulnerable and in need of support or
protection.
9.6 This policy
should be considered alongside the other related School policies. For example:
=
Behaviour
Policy
=
Inclusion
Policy
=
Health
and Safety
Policy to Promote Personal Development
10.
10.1 The abuse of children c=
an
arouse many difficult feelings for staff and it should be recognised that s=
taff
can be at different stages in their understanding and awareness. The Manage=
ment
of the School will ensure that members of staff are supported through any
difficulties they may have, by providing both regular formal supervision and
informal support if required, and training and development opportunities.
10.2 The staff team is aware=
that
young children will need physical comfort at times. It would be inappropria=
te
to deny young children this if they require it. However any physical contact
should be ‘child led’ and appropriate to the child’s need=
s,
e.g. a child seeking comfort after a fall, distressed on separation from
parent, ill or distressed over some other incident. No member of staff shou=
ld
ever seek comfort from a child to meet their own needs. Comfort should be in
the form of hugs, holding hands, sitting a child on the knee. For a variety=
of
reasons, some children may find being touched uncomfortable or distressing.=
It
is important for staff to be sensitive to a child’s physical reaction=
and
to act appropriately.
10.3 Staff members need to be
aware that where children have been sexually abused, they may exhibit
sexualised forms of behaviour, e.g. seeking overly familiar physical contact
with children and adults, excessive masturbation. Staff will need to be very
sensitive to the needs of all the children in this situation and will recei=
ve
training and support in order to handle any incident appropriately.
10.4 In relation to the abov=
e,
staff need to ensure that they do not place themselves in vulnerable
situations. It must also be recognised that children are abused in
Institutions, e.g. schools, nurseries, residential establishments etc. To address both the vulnerability =
of
staff and children, the School will operate the following procedures: (See Section 6)
&=
sect; =
Staff
should never be left alone in a room with a closed door with just one child=
.
&=
sect; =
When
children need their clothes changing due to them soiling, wetting or becoming wet or dirty through fall=
ing or
being involved in messy play, the staff will ensure that another member of
staff knows that they are about to undertake the task, and if possible the
other member of staff will also be present during the changing.
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sect; =
The
door to the bathroom/ toilet will not be locked and should be kept slightly=
ajar,
whilst preserving the child’s privacy.
&=
sect; =
Parents/carers
will be informed when a child has had to be changed.
·=
; =
Where
staff are involved with a child who needs regular changing they will sign a
copy of the ‘policy to promote personal development’.
&=
sect; =
Occasionally
children complain of soreness or pain in genital areas, which requires
immediate attention, if this occurs it must be recorded in the accident boo=
k,
the child’s parent must be informed and at least two members of staff
must be present. No cream should be applied without first seeking the
Parent/carer’s permission.
&=
sect; =
If
Staff discover marks or bruising on a child, they should refer this to the
designated child protection teacher, so that appropriate action can be take=
n.
&=
sect; =
Both
Governors and Volunteers in the school will be police checked. They will al=
so
be made aware of their role and responsibilities in relation to the childre=
n,
i.e. they will not take sole charge of individual children, and this includ=
es
taking the children out of the School or into rooms on their own. Volunteers
will not change children’s clothes or nappies. Volunteers will not ha=
ve
access to children’s personal information or files.
&=
sect; =
In
line with departmental policy, all staff will be CRB checked and a footprint
set on the ISA list. The recruitment process will include the checking of P=
oCA
List and List 99, references and qualifications, and the new Independent
Safeguarding Authority.
Michael Fealy
Emma Jones Head of School
Cheryl Bashforth CP Governor
This policy will be reviewed annually
All staff members will be expected to read this policy and discuss wi=
th
line manager if they do not fully understand any part of it.
IMPORTANT CONTACTS
Ryhill Junior, Infant and Nursery School,
01226 722530
Social Care Direct &=
nbsp; Tel.
0845 8503503 (24 hour number)
Police &=
nbsp; &nbs=
p; &=
nbsp; Tel.
0845 6060606 (child protection)
Designated School CP Workers:
Headteacher – Emma Jones &=
nbsp; Named
CP Governor – Cheryl Bashforth
Deputy Headteacher – Annette Burton
Designated local authority CP contact
Safeguarding
Co-ordinator & LADO &n=
bsp;
Rachel Holmes T=
el.
01924 304290
FRAMEWORK – SAFEGUARDING FLOWCHART
↓
HM GOVERNMENT
WORKING TOGETHER TO SAFEGUARD CHILDREN
A national guide to inter-agency w=
orking
to
safeguard and promote the welfare =
of
children
Provides a clear and detailed proc=
edural
guide, which contains
statutory guidance for organisatio=
ns and
agencies to adopt
↓
(WYISP)
Within the Government’s fram=
ework
(above) Procedures developed by this consortium set out the
safeguarding procedures as they ap=
ply to
the
↓
WAKEFIELD DISTRICT SAFEGUARDING BOARD WDSB
Ensures that the WYISP procedures =
are
implemented and monitored locally,
across the districts organisations=
and
agencies.
↓
Within the Government’s fram=
ework
(above) Procedures developed by this consortium set out
the safeguarding procedures as they
apply to the
↓
RYHILL J, I & N SCHOOL POLICY
Sets out the procedures as they re=
late
specifically to the School
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OL
CHILD PROTECTION POLICY<= o:p>