1

Purpose   of this Policy     3

    2

Introduction     3

    3

Our   Ethos   3-4
    4 Induction     4
    5 Safeguarding Children Training     4

    6

 

Recording and Reporting Concerns about the Safety and Welfare of a Child     5
    7 Informing Parents and Carers    5-6
    8 The Role of the Head Teacher      6
    9 The Role of the Governing Body    6-7
   10 The Role of the Designated Senior Member of Staff for Child Protection    7-8
   11 Child Protection Conferences and Core Groups    8-9
   12 Managing Allegations and Concerns Against Staff and Volunteers     9
   13 Safe Recruitment and Selection of Staff     9
   14

Complaints or Concerns Expressed by Pupils, Staff or Volunteers

 

    9
   15 Other Relevant Policies    10
   16 Internal and External Contacts   10-11

 

 


 

1.       Purpose of this policy 

The purpose of PasturesWayNursery School’s safeguarding children policy is to ensure that procedures are in place so that every child who is a registered pupil at our school is safe and protected.

This policy will give clear direction to staff, volunteers and regular visitors1 about how concerns are managed.

2.       Introduction 

Our school fully recognises the contribution it can make in protecting children from harm and supporting and promoting the welfare of all children who are registered pupils at our school.  The key elements of our policy are prevention, protection and support.

The Children Acts 1989 and 2004 state that a child is anyone who has not yet reached their 18th birthday. Therefore when this policy uses the word ‘child’ or ‘children’ it is referring to  ‘children and young people’.

This policy applies to all staff, parents, governors, volunteers, visitors and pupils.

 

3.       Our Ethos

Our school promotes an ethos where our pupils feel secure, are encouraged to talk and are listened to.

We recognise that children who are abused or witness abuse may find it difficult to develop a sense of self worth or view the world in a positive way. For such children school may be one of the few stable, secure and predictable components in their life.  Other children may be vulnerable because they have a disability or they are in care. We seek to provide all our children with the necessary support to keep them safe and build their self-esteem and self-confidence.

We want children at our school to feel able to talk freely to any member of staff or regular visitor if they are worried or concerned about something.

All staff and volunteers will, through induction and training, know how to recognise concerns about a child and know how to manage a disclosure made by a child.

We will not make promises to a child we cannot keep and we will not keep secrets.  Every child will be told, by the adult they have chosen to talk to, what will happen next.

1 regular visitors are defined as adults who visit the school on a regular basis representing another organisation but working in partnership with the school, this might include a community, voluntary or statutory organisation.

PasturesWayNursery School will endeavour to provide activities and opportunities in the PSE and SEAL curriculum that will equip our children with the skills they need to stay safe.  This will also be extended to include material that will encourage our children to develop essential life skills.

At all times we will work to establish effective working relationships with parents, carers and colleagues from other agencies such as Health or Social Care (Children and Families within the Children and Learning Department).

 

4.       Induction  

When staff join our school they will be informed of the safeguarding children arrangements in place.  They will be given a copy of this policy and told who the Designated Senior Member of Staff for Child Protection is and who acts in their absence.

The induction programme will include basic safeguarding information relating to signs and symptoms of abuse, how to manage a disclosure from a child, when and how to record a concern about the welfare of a child.

All regular visitors and volunteers to our school will be told where our policy is kept and who is the Designated Senior Member of Staff for Child protection.

When new pupils join our school, all parents and carers will be informed that we have a safeguarding policy. This will be offered to parents should they request a copy.  Parents and carers will be informed of our legal duty to assist our colleagues in social care with child protection enquiries and what happens should we have cause to make a referral to another agency.

 

5.       Safeguarding Children Training

Working Together to Safeguard Children 2006 states that those ‘in regular contact with children and young people or with adults who are parents and carers’ should have access to basic safeguarding children training.

All staff in school who are in regular contact with children will need to attend basic safeguarding children training every 3 years. This is referred to as ‘Level 1’ safeguarding children training and is provided, in school, by the Local Authority.

Those staff who have ‘particular responsibilities’ 2  with regard to safeguarding children will attend more comprehensive level 1 training and further training provided by the Local Safeguarding Children Board (LSCB)

2 Working Together to Safeguard Children 2006 e.g. Designated Senior Member of Staff for Child Protection

 

1 Recording and reporting concerns about the safety and   welfare of a child

All staff, volunteers and visitors have a responsibility to take prompt action if they are concerned about the safety and welfare of a child.

If a child is suffering or likely to suffer ‘significant harm’ (see appendix A) action must be taken immediately.

All concerns about the safety and welfare of a child must be taken seriously.

All staff, volunteers and visitors should:

  • Record the concern, using the schools safeguarding children recording system.
  • Speak to the schools Designated Senior Member of Staff for Child Protection or the person who acts in their absence.
  • Agree with this person what action should be taken, by whom and when it will be reviewed.

Non-urgent or low level concerns

All concerns about a child should initiate some form of action.

Concerns that are of a non-urgent or low-level nature3 should still be recorded centrally using the schools safeguarding children recording system. Parents or carers should be informed of the concern, unless informing them would put the child at risk of harm.

Recording and acting upon low level or non-urgent concerns about a child is important in order to recognise the cumulative effect of some types of abuse.

7.       Informing parents and carers

We ensure that parents and carers have an understanding of our responsibility to promote the safety and welfare of pupils by making our obligations clear in the school prospectus.

In most cases parents and carers should be informed when concerns have been raised about their child. It is important that parents and carers are given an opportunity to address concerns raised.

Parents and carers should generally be informed if a referral is to be made to the Children and Families Service within Children and Learning or any other agency.

3   A concern that, in itself, does not reach the threshold of significant harm, however a pattern of  concerns may may suggest  emotional abuse or neglect.

Parents must not be informed if it is believed that by doing so would put the child at risk, for example if the child has made a disclosure of sexual or physical abuse.

In this event immediate advice should be sought from the Children and Families Service’s Initial Assessment Team.

 

8.      The Role of the Head Teacher

The Head teacher of the school will ensure that:

 

  • the policies and procedures adopted by the Governing Body are fully implemented, and followed by all staff
  • sufficient resources and time are allocated to enable the Designated Senior Member of Staff for Child Protection and other staff to discharge their responsibilities, including taking part in strategy discussions and other inter-agency meetings, and contributing to the assessment of children;
  • all staff and volunteers feel able to raise concerns about poor or unsafe practice in regard to children, and such concerns are addressed sensitively and effectively in a timely manner.

 

9.       The role of the Governing Body

The Governing Body of the school will ensure:

  • a member of the Governing Body is responsible for championing safeguarding children issues. This person liaises with the schools Designated Senior Member of Staff for Child Protection and provides information to the Governing Body.
  • there is a senior member of the school’s leadership team who is designated to take lead responsibility for dealing with safeguarding children issues (Designated Senior Member of Staff for Child Protection). This person must have undertaken appropriate training and attended refresher training every 2 years.
  • the school follows local safeguarding procedures and the schools safeguarding children policy is reviewed annually.
  • the school operates safe recruitment practices, including appropriate use of references and checks on new staff and volunteers.
  • there are procedures for dealing with allegations of abuse against members of staff and volunteers and these are in line with Local Authority procedures.
  • all staff and volunteers who are in ‘regular contact’ with children, undertake appropriate training which is kept up-to-date by refresher training at three-yearly intervals; and temporary staff and volunteers who work with children are made aware of the school’s safeguarding children arrangements.
  • any deficiencies or weaknesses that are brought to the attention of the

Governing Body are rectified.

 

10.   The role of the Designated Senior Member of Staff for Child Protection

The Designated Senior Member of Staff for Child Protection has a specific responsibility for championing the importance of safeguarding and promoting the welfare of all children and young people registered at the school.

The role of the Designated Senior Member of Staff for Child Protection includes:

Liaising with the Governing Body and Local Authority

  • acting as the first point of contact with the Local Authority with regard to safeguarding children matters.
  • provision of information to the Local Authority on how the school discharges its duties with regard to safeguarding children.
  • liaison with the Governing Body and Local Authority with regard to any deficiencies of practice or procedure and how these may be rectified.

Referrals to the Children and Families Department and other agencies

  • ensuring all actions are in line with the LSCB’s Safeguarding Inter-Agency Procedures.
  • supporting and enabling staff to make effective referrals to the Children and Families Service and other agencies where there are concerns that a child is being abused
  • holding a copy of all referrals made to the Children and Families Service and referrals to other agencies related to safeguarding children matters
  • liaison with the Head Teacher (where the role is not carried out by the Head Teacher) to inform him/her of any issues and ongoing investigations and ensure there is always cover for this role.

4 Working Together 2006 e.g. teaching and most non-teaching staff

Training

  • ensuring that staff have received information on safeguarding children at induction.
  • making sure the school receives LSCB approved safeguarding training at least every 3 years and all staff receive training appropriate to their role.
  • ensuring all staff  with specific responsibility for safeguarding children attend more in depth training.
  • ensuring all staff understand internal reporting and recording systems and are clear about what to do if they are worried about a child.

Raising Awareness

  •  ensure all staff and volunteers are aware of the school’s safeguarding children policy and it is readily available and reviewed annually
  • keep up to date with changes in local policy and procedure and take account of guidance issued by the Department for Children, Schools and Families (DCSF).

Recording Concerns 

  • managing the school’s safeguarding children recording system.
  • when children leave the establishment, ensuring their child protection or safeguarding file relating to them is copied for new establishment as soon as possible, but transferred separately from the main pupil file.

 

11.   Child Protection Conferences and Core Groups 

Members of staff may be asked to attend a child protection conference and/or relevant core group meetings, on behalf of the school, in respect of individual children.

The person attending from school will often be the Head Teacher or Designated Senior Member of Staff for Child Protection, however another member of staff may be asked to attend depending on their role or involvement with the child.  The person attending will need to have as much relevant up to date information about the child as possible.

A child protection conference will be convened if it is considered the child/ren are suffering or at risk of suffering significant harm.  Review conferences and regular core group meetings will be held to monitor the child protection plan. 

All reports for child protection conference will be prepared in advance of the meeting.  The information contained in the report will be shared with parents at the conference and will include information relating to the child’s physical, emotional and intellectual development.

Child protection conferences can be upsetting for parents/carers and  we recognise that school staff are likely to have more contact with parents than other professionals involved. We will work in an open and honest way with all parents and carers.  Our responsibility is to safeguard and promote the welfare of all children and our aim is to achieve this in partnership with our parents.

 

12.   Managing Allegations and Concerns Against Staff and Volunteers

Any allegation made against a teacher of other member of staff or volunteer will be dealt with fairly, quickly and consistently, in a way that provides effective protection for the child, and at the same time supports the person who is subject to the allegation.

This school follows the procedures set out by the Local Safeguarding Children’s Board.

(please refer to Policy for Safer Working Practice)

 

13.    Safe Recruitment and Selection of Staff

 

The school’s recruitment processes conform to the guidance set out in “Safeguarding Children and Safer Recruitment in Education Settings” (DFES, January 2007).

 

14.   Complaints or Concerns Expressed by Pupils, Staff or Volunteers

 

Pastures Way Nursery School recognises that listening to children is an important and essential part of safeguarding them against abuse and neglect.  To this end any expression of dissatisfaction or disquiet in relation to an individual child will be listened to and acted upon to in order to safeguard his/her welfare.

We will also seek to ensure that the child or adult who makes a complaint is informed not only about the action the school will take but also the length of time that will be required to resolve the complaint.  The school will also endeavour to keep the child or adult regularly informed as to the progress of his/her complaint.

( The process is clearly laid out in our Complaints Procedure Booklet which is available from the main office)

 

15.   Other Relevant Policies

The Governing Body’s legal responsibility for safeguarding the welfare of

children goes beyond basic child protection procedures.

The duty is now to ensure that safeguarding permeates all activity and functions.  This policy therefore complements and supports a range of other policies, for instance:

  • Managing Allegations and Concerns Against Staff and Volunteers
  • Behaviour Management
  • Anti-Bullying
  • Physical Interventions/Restraint
  • Special Educational Needs
  • Trips and visits
  • Work experience and extended work placements
  • First aid and the administration of medicines
  • Health and Safety
  • Sex Education
  • Site Security
  • Equal Opportunities
  • Toileting/Intimate care
  • ICT and access to the internet
  • Extended school activities.

The above list is not exhaustive but when undertaking development or planning of any kind the school will to consider safeguarding matters.

 

16.   Contacts

Internal                                                                                                             Tel/Ext

Jan Allen                                                                                                                                600691
Designated Senior Member of Staff for Child Protection
Sue Moss

Person who acts in the absence of the Designated Senior

Member of Staff

Helen Mumford

Person who acts in the absence of the Designated Senior

Member of Staff

Claire Griffiths

Governor responsible for safeguarding children

 

External

 Initial Assessment Team                                                                                 547815/6

Emergency Duty Team                                                                           0870 2385465

Police Child Abuse Investigation Team                                                           394103

Safeguarding Children in Education Officer                                                  548069

 

Appendix  A

Definitions

 

Significant Harm

The threshold that justifies compulsory intervention in family life and gives Local Authorities a duty to make enquiries to decide whether they should take action to safeguard or promote the welfare of a child who is suffering or likely to suffer significant harm.

Working Together 2006

 

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 an illness in a child.

Working Together 2006

 

Sexual Abuse

Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, including prostitution, whether or not the child is aware of what is happening.

The activities may involve physical contact, including penetrative (e.g. rape, buggery or oral sex) or non-penetrative acts. The activities may include non-contact activities, such as involving children in looking at, or in the production of, sexual online images, watching sexual activities, or encouraging children to behave in sexually inappropriate ways.

Working Together 2006

 

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 health or development.

Neglect may occur during pregnancy as a result of maternal substance abuse for example.

Once a child is born, neglect may involve a parent or carer failing to:

  • provide adequate food and clothing, 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-takers)
  • ensure access to appropriate medical care or treatment.

It may also include neglect of, or unresponsiveness to, a child basic emotional needs.

Working Together 2006

 

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

It may involve seeing or hearing the ill treatment of another.

It may involve serious bullying causing children to frequently 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.

Working Together 2006