Safeguarding and Child Protection Basic awareness - Level 1 Aims of this training session • To provide a basic understanding of what constitutes child abuse. • To develop an understanding of the signs and symptoms of child abuse • To ensure you are clear about what action to take if you are worried about a child • To inform you of your responsibilities when working alongside children / young people
What do you think? • Safeguarding? • Child protection?
Where does child protection sit? 378, 000 Early help record and plan Child Protection 43, 100 . SAFEGUARDING Approx 12 million children currently living in UK .
Working Together 2015 – definition of safeguarding • • The action we take to: protect children from maltreatment; prevent impairment of children’s health or development; ensure that children grow up in circumstances consistent with the provision of safe and effective care; enable all children to have the best outcomes.
Key documents for school safeguarding • Working Together - March 2015 • Keeping children safe in education – updated July 2015
What is ‘child abuse’? • • • When a child is suffering, or is likely to suffer, significant harm, as a result of someone inflicting harm or failing to act to prevent harm May happen in the child’s family, or in a community or institutional setting A ‘child’ is anyone under the age of 18.
‘Significant harm’ means: • • Ill treatment or impairment of health or development ‘Development’ can be physical, intellectual, emotional, social or behavioural • ‘Health’ can be physical or mental • ‘Ill treatment’ includes sexual abuse, emotional abuse, physical abuse, and neglect Significant harm can be a single traumatic event, or a series of events over a period of time.
Which factors are most likely to increase the risk of abuse?
Categories of Child Abuse • Physical abuse • Emotional abuse • Sexual abuse • Neglect
Physical Abuse • This can include hurting children in many different ways • Non accidental marks tend to have a distinct shape or edge to them • May be in places which are hard to see eg burns behind ear Not all marks on children mean they are being abused Slide 10
Common Sites For Accidental Injury FOREHEAD CHIN NOSE BONY SPINE FOREARM ELBOWS HIP KNEES SHINS
Common sites for non-accidental physical injury SKULL - fracture or bleeding EYES under skull (from shaking) bruising, (particularly both eyes) EARS - Pinch or slap marks, bruising CHEEK/SIDE OF FACE - bruising, finger NECK -bruising, grasp marks MOUTH - torn UPPER & INNER ARM - frenulum bruising, grasp marks SHOULDERS - bruising, grasp CHEST - bruising, grasp marks GENITALS - bruising KNEES - grasp marks BACK } THIGHS } Linear bruising. Outline of BUTTOCKS } belt/buckles. Scalds/burns
Emotional abuse (1) Emotional abuse is difficult to: • define • identify/recognise • prove Slide 13
Emotional abuse (2) Key features: • • chronic and cumulative long-term impact all abuse and neglect have emotional effects children can be harmed by witnessing abuse Slide 14
Parenting behaviour included in emotional abuse Child is: • ignored • put down/belittled • shouted at • terrorised • told they are useless, stupid, wicked, unlovable, clumsy, unattractive, weak Slide 15
Cyberbullying • The rapid development of, and widespread access to, technology has provided a new medium for ‘virtual’ bullying, which can occur in or outside school. • Range of media • Can happen at all times of day • Can reach a larger audience
Sexual abuse (1) Often perpetrated by people who are known and trusted by the child: • • • relatives family friends neighbours babysitters people working with the child in school, faith settings, clubs or activities. Slide 17
Sexual abuse (2) • Usually planned and systematic • Can involve grooming the child’s environment • ‘Special relationships’ (Birmingham Little Stars SCR) Slide 18
Abusers who groom are often: û û û û û in a position of trust, leadership good at their job able to win respect, affection, or fear from colleagues charismatic articulate domineering, bullies caring dutiful, over-helpful manipulative distorted in their thinking.
Child Sexual Exploitation? Young people receive something (eg food, accommodation, drugs, alcohol, gifts, money) as a result of engaging in sexual activities. It can take many forms ranging from the seemingly ‘consensual’ relationship, to serious organised crime by gangs and groups. What marks out exploitation is an imbalance of power in the relationship.
• Involves varying degrees of coercion, intimidation or enticement Includes • unwanted pressure from peers to have sex • Sexual bullying • Cyberbullying • grooming
Vulnerability Factors Domestic Violence Drug and Alcohol misuse Homelessness Isolation Difficult family relationships • ‘Risky’ behaviours • Inappropriate sexual behaviour for age • • • Poor School attendance • Lack of peer support • Lack of boundaries set at home • Criminal activity • History of mental health issues – self harm • Missing episodes
Neglect is about the absence of caring parenting Often made worse by poverty, lack of knowledge or non-availability of services Can be deliberate and systematic Good enough parenting Slide 23
The neglect framework • The Neglect Framework provides a series of questions around five key areas. • 1. Persistence & Change • 2. Child Developmental Areas • 3. Impact of neglect on the child and their lived experience • 4. Causal Factors • 5. Acts of Omission or Commission
Specific safeguarding issues • Child missing from education • Child missing from home or care • CSE • Drugs • Faith abuse • Female genital mutilation • Forced marriage • Gangs and youth violence • Gender based violence • Private fostering • Radicalisation • Sexting • Trafficking • Domestic abuse • Bullying • Fabricated illness
Female genital mutilation? • ‘All procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs whether for cultural or nontherapeutic reasons’ • FGM is deeply routed in tradition and is widely practiced among specific ethnic populations in Africa, parts of the Middle East and Asia • FGM has also been documented in Iraq, Israel, . Oman, the UAE, the Occupied Palestinian Territories, India, Indonesia, Malaysia and Pakistan.
Prevent Strategy • Part of the UK’s counter-terrorism strategy Radicalisation – ‘the process by which a person comes to support terrorism and forms of extremism leading to terrorism. ’ Extremism – ‘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. ’ Terrorism – ‘Violence/ property damage/endanger life/ disrupt systems. Purpose is to advantage a political, religious, racial or ideological cause. ’
Scenario Whilst the children are changing for PE you notice that Mary has a number of small, spherical marks to the top of her leg. They appear to be swollen and red. You ask the teaching assistant to take the rest of the class to the hall, whilst you ask Mary about the marks. She becomes very tearful and tries to hide the marks. Slide 29 What should you do? ?
Do’s and Don’ts • It is acceptable to ask questions to clarify context. However staff should take care not to ask leading questions. • Ask the child’s permission to observe the marks and ensure another member of staff is present if a child is showing you marks on their body. • Never take photographs of marks on children. A body map should be completed , indicating size, shape and whereabouts on the body they are.
Your responsibility • Keep an open mind • Distinguish between fact and opinion • Record clearly, remembering to include time, date, your name and role. • Share information with your designated safeguarding lead as soon as possible Slide 31
What if I’m not sure? • Your responsibility is to act if you have any concerns about a child or young person, by passing the concern on. • It is not your responsibility to decide whether or not abuse has taken place and/or the identity of the abuser.
Making a referral to children’s social care • Telephone referral to Family Contact Point • Follow up with written referral (using RF 1 form) • Each referral is looked at by a manager in FCP within 24 hours and then signposted appropriately. • Feedback within 48 hours
Scenario B You have concerns about a colleague at your school. You have noticed on several occasions that they seem to be favouring one child over and above the others. Yesterday afternoon you overheard the member of staff asking the child if they would like a lift home after football……. .
Safer working practice for adults working with children • Code of conduct for all adults working with children • All staff read and sign to say they have read and accept the terms laid down in this document • Used in early stages when allegation made against staff
As this could be a potential allegation , you have reported your concerns to the Head. Their response is worrying as they respond by laughing and saying that this member of staff is married and wouldn’t put their job on the line. You are still concerned……what should you do?
A culture of child protection • South west child protection procedures www. swcpp. org. uk • Swindon LSCB Local case review of a neglect case – July 2013 • North East Somerset – middle school • Plymouth - Little Ted’s nursery • Birmingham – Little Stars
Key Messages For Staff The importance of: • The designated safeguarding lead • Being up to date with the school’s CP Policy and related policies (eg positive handling) • Recording concerns clearly and accurately • The school’s code of conduct
Advice and Support • Sarah Turner, Schools’ Safeguarding Adviser Telephone – 465737 E mail – Sturner 2@swindon. gov. uk
Safeguarding and Child Protection Aims of this training session • To provide a basic understanding of what constitutes child abuse. • To develop an understanding of the signs and symptoms of child abuse • To ensure you are clear about what action to take if you are worried about a child • To inform you of your responsibilities when working alongside children / young people
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