Fellside Community Primary School
CHILD PROTECTION POLICY
(November 2009 Draft for approval by Govs March 2010)
We provide an inspiring, caring environment in which we are all challenged to maximise our potential. (School Mission Statement)
1.0 INTRODUCTION
1.1 Fellside Community Primary School fully recognises the contribution it makes to Child Protection.
There 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 signs 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, LA staff and governors. Teaching Assistants, Mid-day supervisors, administration staff as well as teachers can be the first point of disclosure for a child. Concerned parents may in some circumstances contact school governors.
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) 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 PSHE 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
2.2 Our PSHE Curriculum 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.
3.0 PROCEDURES
3.1 We will follow the procedures set out in Gateshead's Interagency Child Protection Guidleines available in the headteacher's office in hard copy and on the intranet on admin PCs
3.2 The school will:
a) ensure it has a designated senior member of staff as Child Protection Officer, who has undertaken training provided by the LA.
The Child Protection Officer at Fellside Community Primary School is the Headteacher or the Deputy Headteacher in the HT's absence.
c) ensure every member of staff and every governor knows:
- the name of the designated person and her/his role
- that they have an individual responsibility for immediately referring child protection concerns to that person
- where the Interagency Guidelines are located
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 the school prospectus, available at www.fellsideprimary.co.uk
f) provide training for all staff so that they know (i) their personal responsibility, (ii) the reporting procedures, (iii) the need to be vigilant in identifying cases of abuse (iv) how to support a child who tells of abuse
g) 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 and child protection review conferences;
h) 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 immediately;
i) ensure all records are kept secure and in locked locations;
j) adhere to the procedures set out in the LA's guidelines when an allegation is made against a member of staff. Our Confidential Reporting Code should be referred to should a member of staff suspect abuse from the Headteacher. All other concerns about staff should be reported to the headteacher.
l) ensure the school complies with all legislation and guidance on safe recruitment of staff, governors and volunteers.
m) designate a governor for child protection who will oversee the school's child protection policy and practice.
4.0 SUPPORTING PUPILS 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 school ethos which (i) promotes a positive, supportive and secure environment in which there is mutual trust and respect
(ii) gives pupils a sense of being valued
b) The content of the curriculum which encourages self esteem and self motivation.
c) The school's behaviour policy supports 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.
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 as soon as there is 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 relevant agencies.
Bullying
4.5 Our policy on bullying is available to all on www.fellsideprimary.co.uk
4.6 Physical Intervention
Our policy on physical intervention is set out in a separate document
Children with Special Educational Needs and Disabilities
4.7 We recognise that statistically children with behavioural difficulties and disabilities are most vulnerable to abuse. School staff who deal with children with specific learning needs, disabilities and or emotional and behaviour problems will be particularly sensitive to signs of abuse.