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Safeguarding Introduction |
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Until May 2010 Safeguarding and Child Protection Polices were known
as "The Child Protection Policy." This page sets out Crowstone
Preparatory School's policies and procedures relating to all matters
appropriate to the Safeguarding of Children and applies to the whole
School, including Early Years. |
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Child care, child protection and Safeguarding the children in our
care is paramount. This protection and pastoral care can take many
forms. It is therefore the aim of this page to incorporate and
consolidate all forms of protection under one policy whilst
maintaining their distinct protection identities and covers areas
from child abuse to missing children. |
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- The School undertakes to perform an annual review of the policies
contained here-in and of the efficiency and effectiveness with which
related duties have been discharged. Should any deficiencies or
weaknesses in Child Protection be identified (at any point in time,
not just the annual review) then they will be remedied without delay
and the policy documents contained here-in amended accordingly. The
School reserves the right to change policies and procedures as and
when it sees fit and without notice. |
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- The School undertakes to train staff in Child Protection matters
every three years and the designated Child Protection Officer every
two years in Child Protection and Inter-Agency Working. |
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- The School undertakes to inform Ofsted of any allegations of abuse
or serious harm and of the actions taken in respect of those
allegations within 14 days. This undertaking applies to the whole
School, including EYFS |
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- The School undertakes to follow safe recruitment procedures
including Criminal Records Bureau checks and to comply with
Independent Schools Standards Regulations. |
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| CHILD ABUSE |
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Child abuse manifests itself in a wide variety of ways, e.g.
physical, emotional, sexual or severe neglect. Abuse of all kinds
occurs right across the social spectrum. Child sexual abuse in
particular has been shown to occur in families at all levels of
socio-economic status and in families with high overt degrees of
conformity to codes of sexual respectability.
Although the signs of child abuse are well documented many of the
symptoms taken in isolation can occur in situations where no child
abuse is occurring, will occur or has ever occurred. Many of these
signs may also be indications of other medical, social or
psychological problems or simply normal child development. Staff
therefore need to be careful and thoughtful in ascertaining whether
abuse is suspected. The large number of signs and symptoms described
in this policy need to be considered in the light of normal child
development, e.g.
- temper tantrums are to be expected from a two year
old but may be a sign of serious distress in a child of
10;
- an interest in sexual topics and members of the
opposite sex is to be expected in a youngster of 15, but
in a 7 year old, such behaviour may well be a cause for
concern.
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Considering that child protection procedures apply to all children
below the age of 18, the Headteacher/Designated SM and staff must
decide if they have reasonable grounds for suspecting that child
abuse is taking place. If they have reasonable grounds then they
must act immediately. It is safer to act or to discuss with other
agencies than to delay.
Many agencies and support services are able to help identify and
assess pupils' needs and to provide support for those pupils.
Co-operation between the School, the Southend on-Sea Local
Safeguarding Childrens Board (SBC LSCB), the health services, social
services and other agencies is vital for the most effective
assessment, intervention and deployment of resources for children to
be secured. Indeed, the Children Act 1989 and the Education Act 1993
place statutory duties on these agencies to co-operate.
Such agencies and support services include a wide variety of
specialist teachers and other professionals. Immediate contact and
close liaison between agencies such as the Social Services
Department, Local Constabulary, Local Health Authority and NSPCC is
essential in cases of child abuse. All agencies must understand that
in child protection cases they are not only required to carry out
their own agency functions, but are also making a vital contribution
to advising and assisting the local authority to discharge its
statutory child protection/child care duties.
Each establishment must have a 'Designated Senior Member Of Staff'
who is responsible for Child Protection issues - this will normally
be the Headteacher/Principal in a school, Principal/Head of Centre
in F.E. or Youth Service. For clarity the term
Headteacher/Designated SM (Senior Manager) will be used throughout
the rest of this policy when deemed appropriate.
The Headteacher/Designated SM should ensure that all staff (teaching
and support staff) are familiar with the contents of this Child
Protection Policy, and that all staff sign a record to confirm that
they have received and read the document. The signed record must be
updated termly so as to include all new staff. This Child Protection
Policy and the integral process of notification forms an important
part of the induction programme for all staff.
Recent legislation regarding the identification of convicted 'child
sex offenders' states that their residence address and identity will
be released to Headteachers on a 'need to know' basis. If a
Headteacher is informed that a 'child sex offender' is in the
locality of the School, it is not for the Headteacher to decide upon
whether or not parents can be informed - this is the decision of the
police. In the situation where a Headteacher is aware that a 'child
sex offender' is in the vicinity of the School, but no authorisation
has been given to inform parents, then that Headteacher may be well
advised to make 'awareness of strangers' and 'personal safety' a
high profile topic in:
- the current assembly programme;
- the current PSHE scheme of work.
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- The School aims to provide pupils with
relevant information, skills and attitudes to help them to
resist abuse and prepare for the responsibilities of adult life
including home and family. Together with these skills we hope
that pupils will feel confident they can confide in staff on
issues of neglect, abuse and deprivation.
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- To allow staff to be familiar and
confident with the appropriate child protection procedures and
issues. This policy is intended to give clear guidance to all
staff, teaching & non-teaching on:
- the signs that may indicate the
possibility of abuse;
- the procedures to follow if a child
discloses abuse or a member of staff suspects abuse.
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- To work with parents to build an
understanding of the School's responsibility to ensure the
welfare of all children and a recognition that this may
occasionally require cases to be referred to other investigative
agencies as a constructive and helpful measure.
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- To monitor children who have been
identified as 'at risk'.
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- To contribute to an inter-agency
approach to child protection by developing effective and
supportive liaison with other agencies and schools - thereby
contributing towards a more effective detection of the incidence
of child abuse.
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- To review the School procedures and
improve the way child protection issues are managed.
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These objectives relate directly to the six aims of this
Safeguarding Policy at Crowstone Preparatory School and are intended
to show how the aims are actually put into practice. |
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- The skills will be delivered through the
Curriculum and especially via Pastoral and Social Education
(PSHE).
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- We try to create an environment and
ethos in which children feel secure, their viewpoints are
valued, they are encouraged to talk and they are listened to.
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- We provide suitable support and guidance
so that pupils have a range of appropriate adults whom they feel
confident to approach if they are in difficulties.
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- We use the Curriculum to raise pupils'
awareness and build confidence so that pupils have a range of
contacts and strategies to ensure their own protection and
understand the importance of protecting others.
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- Staff treat each other and the
children with respect and all pupils are expected to treat each
other and staff with respect.
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- We look carefully at the role models the
School offers pupils through staffing, materials used, selection
of curricular content and other experiences.
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- We try to impress upon pupils the
importance of rejecting violence as a means of resolving
conflict.
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- We regularly review and evaluate our
school policies and practices of social control and behaviour
modification.
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- We give pupils opportunities to
understand, and strategies for coping with stress.
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- We give all pupils the opportunities to
learn about child development and good parenting.
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- We include, in the Curriculum/PSHE
programmes information on personal safety.
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- Where possible we provide child
protection training regularly to school staff and in particular
to designated teachers to ensure that their skills and expertise
are up to date. Training focuses on the recognition of the
symptoms of child abuse, the procedures and case studies. All
staff undergo some initial training in child protection during
the induction programme for new teachers.
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- We involve parents and other
professionals in the community in the personal safety programme.
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- We keep records in a secure location,
clear records of pupils' progress, maintaining sound policies on
confidentiality, providing information to other professionals,
submitting reports to case conferences and attending case
conferences.
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- We employ the child protection
procedures and systems of the LEA.
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- We employ systems that enable the
transition process to include child protection procedures.
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Child abuse can be categorised into four distinct types, i.e, |
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- Physical Abuse
- Sexual Abuse
- Emotional Abuse
- Physical Neglect
- Grave Concern/at risk - this is not a distinct category but
is dealt with separately. A child can be at risk from any
combination of the four categories.
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These different types of abuse require different approaches. A child
suffering from physical abuse may be in immediate and serious
danger. Action should, therefore, be taken immediately. With other
forms of abuse there is a need to ensure that adequate information
is gathered. There is also a need to make sure that grounds for
suspicion have been adequately investigated and recorded. The need
to collate information must be balanced against the need for urgent
action. If there are reasonable grounds for suspicion then a
decision to monitor the situation should only be taken after
consultation. A situation that should cause particular concern is
that of a child who fails to thrive without any obvious reason. In
such a situation a medical investigation will be required to
consider the causes. Each of the five categories will now be
explored in more detail. |
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This involves physical injury to a child, including deliberate
poisoning, where there is definite knowledge or a reasonable
suspicion, that the injury was inflicted or knowingly not prevented.
Typical signs of Physical Abuse are: |
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- bruises and abrasions - especially about
the face, head, genitals or other parts of the body where they
would not be expected to occur given the age of the child. Some
types of bruising are particularly characteristic of
non-accidental injury especially when the child's explanation
does not match the nature of injury or when it appears
frequently.
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- slap marks - these may be visible on
cheeks or buttocks.
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- twin bruises on either side of the mouth
or cheeks - can be caused by pinching or grabbing, sometimes to
make a child eat or to stop a child from speaking.
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- bruising on both sides of the ear - this
is often caused by grabbing a child that is attempting to run
away. It is very painful to be held by the ear, as well as
humiliating and this is a common injury.
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- grip marks on arms or trunk - found in
babies who are handled roughly or held down in a violent way.
Gripping bruises on arm or trunk can be associated with shaking
a child. Shaking can cause one of the most serious injuries to a
child, i.e. a brain haemorrhage as the brain hits the inside of
the skull. X-rays and other tests are required to fully diagnose
the effects of shaking. Grip marks can also be indicative of
sexual abuse.
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- black eyes - are most commonly caused by
an object such as a fist coming into contact with the eye
socket. N.B. A heavy bang on the nose however, can cause
bruising to spread around the eye but a doctor will be able to
tell if this has occurred.
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- damage to the mouth - e.g. bruised/cut
lips or torn skin where the upper lip joins the mouth.
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- fractures - in children less than 2
years.
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- poisoning and other misuse of drugs - e.g. overuse of
sedatives.
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- burns and/or scalds - a round red burn
on tender, non-protruding parts like the mouth, inside arms and
on the genitals will almost certainly have been deliberately
inflicted. Any burns that appear to be cigarette burns should be
cause for concern. Some types of scalds known as 'dipping
scalds' are always cause for concern. An experienced person will
notice skin splashes caused when a child accidentally knocks
over a hot cup of tea. In contrast a child who has been
deliberately 'dipped' in a hot bath will not have splash marks.
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The involvement of dependent, developmentally immature children and
adolescents in sexual activities they do not truly comprehend, to
which they are unable to give informed consent or that violate the
social taboos of family roles. Typical signs of Sexual Abuse are: |
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- a detailed sexual knowledge
inappropriate to the age of the child.
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- behaviour that is excessively
affectionate or sexual towards other children or adults.
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- attempts to inform by making a
disclosure about the sexual abuse often begin by the initial
sharing of limited information with an adult. It is also very
characteristic of such children that they have an excessive
pre-occupation with secrecy and try to bind the adults to
secrecy or confidentiality.
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- a fear of medical examinations.
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- a fear of being alone - this applies to
friends/family/neighbours/baby-sitters, etc.
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- a sudden loss of appetite, compulsive
eating, anorexia nervosa or bulimia nervosa.
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- excessive masturbation is especially
worrying when it takes place in public.
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- unusually explicit or detailed sex play
in young children.
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- sexual approaches or assaults - on other
children or adults.
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- pregnancy, urinary tract infections
(UTI), sexually transmitted disease (STD) are all cause for
immediate concern in young children, or in adolescents if his/her
partner cannot be identified.
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- bruising to the breasts, buttocks, lower
abdomen, thighs and genital/rectal areas. Bruises may be
confined to grip marks where a child has been held so that
sexual abuse can take place.
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- discomfort or pain particularly in the
genital or anal areas.
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- the drawing of pornographic or sexually
explicit images.
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The severe adverse effect on the behaviour and emotional development
of a child caused by persistent or severe emotional ill treatment or
rejection. All abuse involves some emotional ill treatment - this
category should be used where it is the main or sole form of abuse. |
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The persistent or severe neglect of a child (for example, by
exposure to any kind of danger, including cold and starvation) which
results in serious impairment of the child's health or development,
including non-organic failure to thrive. Persistent stomach-aches,
feeling unwell and apparent anorexia can be associated with Physical
neglect. However, typical signs of Physical Neglect are: |
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- Underweight - a child may be frequently
hungry or pre-occupied with food or in the habit of stealing
food or with the intention of procuring food. There is
particular cause for concern where a persistently underweight
child gains weight when away from home, for example, when in
hospital or on a school trip. Some children also lose weight or
fail to gain weight during school holidays when school lunches
are not available and this is a cause for concern.
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- Inadequately clad - a distinction needs
to be made between situations where children are inadequately
clad, dirty or smelly because they come from homes where
neatness and cleanliness are unimportant and those where the
lack of care is preventing the child from thriving.
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Physical Neglect is a difficult category because it involves the
making of a judgement about the seriousness of the degree of
neglect. Much parenting falls short of the ideal but it may be
appropriate to invoke child protection procedures in the case of
neglect where the child's development is being adversely affected. |
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This is not a separate category of child abuse as such but covers a
number of situations where a child may be at risk. Children whose
situations do not currently fit the above categories but where
social and medical assessments indicate that they are at significant
risk of abuse. Grave concern may be felt where a child shows
symptoms of stress and distress (see below) and any of the following
circumstances apply: |
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- there is a known child abuser in the
family;
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- another child in the family is known to
have been abused;
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- the parents are involved with
pornographic material to an unusual degree;
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- there is an adult in the family with a
history of violent behaviour.
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When a child is suffering from any one or more of the previous four
'categories of abuse', or if that child is 'at risk', he/she will
nearly always suffer from/display signs of stress and distress. An
abused child is likely to show signs of stress and distress as
listed below: |
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- a lack of concentration and a fall-off
in school performance;
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- aggressive or hostile behaviour;
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- moodiness, depression, irritability,
listlessness, fearfulness, tiredness, temper tantrums, short
concentration span, acting withdrawn or crying at minor
occurrences;
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- difficulties in relationships with
peers;
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- regression to more immature forms of
behaviour, e.g. thumb sucking;
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- self harming or suicidal behaviour;
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- wariness, insecurity, running away or truancy - children who
persistently run away from home may be escaping from
sexual/physical abuse;
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- general personality changes such as
unacceptable behaviour or severe attention seeking behaviour;
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- a sudden change in school performance.
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- implausible explanations of injuries;
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- unwillingness to seek appropriate
medical treatment for injuries;
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- injured child kept away from school
until injuries have healed without adequate reason;
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- a high level of expressed hostility to
the child;
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- grossly unrealistic assumptions about
child development;
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- general dislike of child-like behaviour;
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- inappropriate labelling of child's
behaviour as bad or naughty;
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- leaving children unsupervised when they
are too young to be left unattended.
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(for a full description of the roles of various agencies involved in
Child Protection procedures see the
SBC LSBC procedure for child protection) |
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The Headteacher/Designated SM is the person responsible for
contacting the social services to register concern about a child's
welfare and implementing procedures relating to child protection.
He/she must therefore: |
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- be fully conversant with SBC LSCB
Procedures;
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- consult and refer cases to Education
Welfare Section of LEA emphasising that the referral is under
SBC LSCB Child Protection procedures;
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- organise training on Child Protection
within the School;
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- ensure that all staff know about and
have access to SBC LSCB;
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- keep the Headteacher informed if
appropriate
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- be aware of the role of other agencies;
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- ensure representation/reports to Child
Protection Conferences and keep appropriate records;
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- ensure children on Child Protection
Register are known and that protection plans are followed and
feedback given;
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- advise the Headteacher about curriculum
issues;
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- monitor and evaluate the effectiveness
and implementation of the School's Child Protection Policy.
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If the Headteacher/Designated SM is absent for any reason it must be
made clear to all staff which Deputy is in charge and therefore
acting as the Designated Member of Staff. |
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- The Head/Designated Senior Member of
staff in collaboration with individual staff must complete the
report form, detailing signs observed, action taken and outcomes
of contact with other agencies, and send it as soon as possible
to:
- Access and Welfare Section, County Hall;
- Social Services Department (appropriate Division).
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- The Head/Designated Senior member of
staff and or individual members of staff must be prepared to
attend a case conference (usually called by Social Services
Department) at very short notice, even if it proves to be
inconvenient.
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- The Head/Designated Senior Member of
staff should inform the initiating member of staff about what
action has been taken.
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The Headteacher/Designated SM must be prepared to attend a case
conference that is scheduled to be held during a school holiday. If
he/she cannot attend for some reason then the Deputy acting as the
Designated SM should attend.
If a child is moving to a new school then the Headteacher/Designated
SM must pass any ongoing concerns to the Headteacher/Designated SM
of the new school, and inform/involve the Keyworker and Register
Custodian as appropriate. If a child is currently on the register
and is moving to a new school, then the Headteacher/Designated SM
must forward all records to the Headteacher/Designated SM of the new
school and inform/involve the Keyworker and Register Custodian as
appropriate.
If the child moves to a new address then the Keyworker and Register
Custodian must be informed/involved as appropriate. If the child's
new address is unknown, the Headteacher must forward any information
which he/she has which might prove helpful in tracing a child.
The Headteacher/Designated SM must ensure that in his/her absence
any Deputy who is to act as the Designated Member of Staff knows the
procedure to be followed in the case of suspected child abuse (see
Section 4) and the names of any Keyworkers.
The Headteacher/Designated SM has a professional duty to enquire
about the progress of individual cases in which they are/have been
involved. |
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The Pupil Services Department at SBC deals with issues of
attendance, admissions/allocations, child employment, child
protection, child abuse, exclusions, etc. |
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Abuse of children in attendance at school is most likely to be first
noticed by teaching staff and/or educational welfare officers.
Teachers bring a number of particular advantages to the recognition
of child abuse, i.e.: |
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- they have regular and frequent
opportunities to observe children, including opportunities to
observe changes in their behaviour.
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- they have an ongoing relationship with
children, who may confide in them about difficulties that they
are experiencing.
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- they have knowledge of the wide range of
behaviour likely to be seen in children of a particular age.
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- they have opportunities to observe the
response of a group.
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These opportunities to see children in context give a particular
value to the observations of teachers. Their insights need to be
complemented by the skills of other relevant disciplines, especially
those of social workers and medical practitioners. A teacher may
become concerned when a child tells the teacher about events that
have happened to them or to a friend, brother, sister or when
another adult claims to be aware of abuse. Teachers value their
relationships with parents/guardians and in many situations will
share their initial concerns about a child with the
parents/guardians. However, in many cases the parents/guardians may
be the abusers and so teachers should be prepared to share their
concerns with other professionals at an early stage without
necessarily informing parents of the action they propose to take.
Teachers have a professional duty to: |
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- observe and be alert to signs of abuse;
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- take immediate action in the child's
best interest by reporting any suspicion or evidence of abuse or
non-accidental injury;
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- know the role of the Designated Person
and the School and ACPC Procedures;
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- enquire about the progress of individual
cases in which they are/have been involved.
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All teaching staff must understand the importance of reporting
suspicious circumstances and be able to report signs of abuse to the
Headteacher/Designated SM. Beyond the initial reporting of suspected
child abuse, staff have a clearly restricted role as further
judgements and action decisions are the responsibility of other
agencies with statutory powers to help the child. |
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As with teaching staff, non-teaching staff have a responsibility to
observe and report any suspicion or evidence of abuse or
non-accidental injury. All non-teaching staff must understand the
importance of reporting suspicious circumstances and be able to
report signs of abuse to the Headteacher/Designated SM. Beyond the
initial reporting of suspected child abuse, non-teaching staff have
a clearly restricted role as further judgements and action decisions
are the responsibility of other agencies with statutory powers to
help the child. |
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Every child placed on the Child Protection Register has a named
Keyworker, who is either a member ofthe Social Services Department
or the NSPCC. It is the Keyworker's responsibility to co-ordinate
inter-agency activity. Staff in educational establishments can make
a vital contribution in advising and assisting the Keyworker, and
have a duty to co-operate fully with the Keyworker in providing
information, preparing assessments, implementing plans and in
supporting the child as appropriate. This may involve liaising with
other agencies during school holidays. |
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A case conference is called when there has been a Child Protection
Investigation. It is not a forum for a formal decision that a person
has abused a child, but it should identify those adults who present,
or are thought to present, risks to the child - it is the courts who
decide the guilt of a person on child abuse charges. Although case
conferences are normally covered by the Social Services Department,
other agencies, including Education Department staff, may request a
case conference. Participation may be limited to those who have a
need to know or a contribution to make, and this will always include
staff in schools, centres and colleges. Even if alleged abuse had
not been identified in the School, the Head should automatically be
invited to attend the initial case conference as he/she will
undoubtedly have invaluable information to contribute. In order to
protect the child a Child Protection Plan is drawn up and the child
is placed on the Child Protection Register - this is maintained by
Social Services on behalf of the SBC LSCB.
Staff in educational establishments may need to be aware of any
recommendations made at the case conference and in Child Protection
Plan in order to ensure continuing care for the child.
It may be necessary to attend case conferences held in school
holidays, and the Headteacher/Designated SM will need to make
arrangements as appropriate. Designated Staff in different agencies
will be notified if there is an intention to remove a child from the
Register and there is a right to object to such de-registration. |
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Case conference records are confidential and schools/colleges must
ensure the safekeeping of such records and of other documents for
individual cases and the eventual secure destruction of such
records. Information given at case conferences must not be disclosed
without the prior permission of the person who originally supplied
the information. The Education (Schools Records) Regulations 1989
exempt any information relating to actual, alleged or suspected
child abuse from the requirements of disclosure. When a pupil
transfers school all relevant concerns and or records must be
forwarded on - for further details see Section 3.1 (the role of the
Headteacher/Designated SM).
All staff are required to record accurately information that may be
required in respect of child protection. If a child discloses,
record the precise information as soon as possible, with date,
event, action taken, and sign and date the record. It is very
important for staff to distinguish between fact, observation,
allegation and opinion.
All staff records must be passed to the Headteacher/Designated SM
for storage and action. Records should not be kept in the child's
normal record file but in a separate secure place.
In cases of alleged child abuse which come to court, child
protection records may be required by the court. Information
required by the court should be given to the officers of the court
and not to other persons who may use it as evidence. It is not
necessary for other background information on the child to be
released and can only be done with parental permission.
When a child dies the LEA may carry out a Section 8 Review under the
Children Act 1989. This is a multi-agency investigation and a report
on behalf of the Education Department is usually compiled by the
Principle Education Welfare Officer. All school records must be kept
in these circumstances - only copies can be given to parents.
In all cases which involve the death of or serious harm to a child
when abuse is confirmed or suspected, the SBC LSCB will require a
swift response to requests for information from all agencies
including educational establishments. Records must be made available
to the Case Review Committee - this further emphasises the need for
precise and secure keeping of records in educational establishments.
In addition, interviews within the Education Department involving
key personnel may be required, in order to assess the quality of
decisions made and actions taken. |
| |
|
| |
|
| |
A member of staff (or indeed another pupil) only requires reasonable
cause for concern regarding potential child abuse in order to act.
Arriving at the point where information and its interpretation give
reasonable cause for concern depends upon the source of information.
If the information comes from the child then the teacher should act
immediately by taking them to find the Headteacher/Designated SM.
N.B. One sentence from the child indicating child abuse or
non-accidental injury provides you with 'reasonable grounds' and is
sufficient for you to act. This may also apply if clear information
comes from a sibling, peer or other adult, etc. However, considering
that many of the signs of child abuse are also commonly associated
with other medical, social or psychological problems or simply
normal child development a teacher may naturally discuss some
initial concerns about a child's mental or physical well-being with
other staff, parents, etc. However, in many cases the
parents/guardians/siblings/peers may be the abusers and explanations
or comments made by the parents may be sufficient to give the
teacher reasonable grounds to suspect child abuse or non-accidental
injury. Once there are reasonable grounds to suspect child abuse or
non-accidental injury, teachers must not contact the parents any
further. When there are reasonable grounds to suspect child abuse or
non-accidental injury then the following procedure must be
implemented immediately: |
| |
|
| 1. |
Make a written report to the Headteacher/Designated SM immediately.
When a child has reported what amounts to suspected child abuse or
non-accidental injury, then they should be taken to the
HeadteacherlDesignated SM even before the written report is made. |
| |
Staff must: |
| |
- Remember that the priority is to protect
the child.
- Treat the matter seriously.
- Receive the child's story if appropriate, listen but do not
judge.
- React to what the child tells you with belief and tell the
child that they have done the right thing in telling you.
- Indicate to the child what action you will take and make it
clear that you will have to inform others (no secrets). Only
inform those with a need to know.
- Keep an accurate record of what you have become aware of and
what you have done.
- Limit any questioning bearing in mind the 'must not' points
below.
|
| |
Staff must not: |
| |
- Contact the parents again - this is the
job of social services.
- Interrogate the child if that child has disclosed
information or ask leading questions.
- Speak to anyone about whom allegations are made (including
colleagues).
- Promise to keep secrets/confidentiality.
- Ask a child outright if they or others have suffered abuse.
|
| |
The teacher may now withdraw from the immediate process but should
remain vigilant. |
| |
|
| 2. |
The Headteacher/Designated SM must now seek advice from the Social
Services. If the time is within normal office working hours the
Headteacher/Designated SM must contact the Social Services. If the
time is outside normal office working hours then the
Headteacher/Designated SM must contact the Emergency Duty Team of
the Social Services. |
| |
|
| 3. |
If it is necessary for the child to be taken to hospital, then hand
the child over to the direct care of medical staff informing them
that non-accidental injury is suspected. A member of staff must stay
with the child (whether the child has been taken to hospital or not)
until the social worker arrives as in Stage 5. |
| |
|
| 4. |
A social worker will arrive either at the School or the Hospital as
is appropriate. The Headteacher/Designated SM in collaboration with
staff involved in the case must complete a report form, detailing
signs observed, action taken and outcomes of contact with other
agencies, and send it as soon as possible to: |
| |
- the appropriate department at the LEA,
e.g., Access and Welfare Section;
- Social Services (appropriate Division).
|
| |
If a parent arrives to collect the child before the social worker
has arrived then the member of staff has must remember that he/she
has no right to prevent contact between the parents/guardians and
the child or to prevent the removal of the child by the
parents/guardians, However, if there are clear signs of physical
risk or threat, the Police should be immediately contacted and fully
informed. |
| |
|
| 5. |
The social worker( s) will decide on what action to take and it is
the Social Services who must contact the parents/guardians. The
Head/Designated SM should inform the member of staff who first
reported the concern as to what action has been taken. Once a
strategy for procuring support has been agreed all parties should be
kept well informed of developments as appropriate. The following
procedures need not necessarily imply that further action is
inevitable. It is important, however, in cases of serious concern
that there is communication between schools and the Social Services
Department. |
| |
|
| 6. |
If staff are still concerned about the child after Social Services
have taken action steps or even after a case conference has occurred
then they must ask the Headteacher/Designated SM to inform the
Keyworker, and if necessary request that the case conference be
reconvened. If it is felt that the Keyworker has not taken
appropriate action then the Register Custodian should be contacted
for advice. Unfortunately some instances of abuse recur and staff
should remain vigilant.
N.B. If suspicions concern the conduct of the Headteacher/Designated
SM then the member of staff must report directly to the office of
the Director Of Education (DofE) - an Area Assistant of the DofE
will usually deal with the issue.
It is important that at all stages in the above procedure staff make
detailed written records of all their reports and actions. Before
forwarding reports on for further action to take place, it is
recommended that staff make and securely retain copies of any notes
or reports that they forward. N.B. Notes should be made of the
relevant parts of conversations and phone calls, e.g. their general
content and 'Who is to do what?' - the notes should be included in
reports.
Once you have passed the child into the system withdraw from the
process. It is not appropriate to talk to the child or to offer
further support. However, when a pupil has trusted you enough to
disclose, they may feel the desire to return to talk (remember that
investigations can sometimes take months). In such a situation tell
them that you cannot comment or advise as to do so may affect their
security and safety both in the short and long term - however you
can listen! Any 'discussion' could be misused in court by defence
lawyers as evidence against the teacher and the child. |
| |
|
| |
|
| |
Teachers must protect themselves and staff should bear in mind that
even perfectly innocent actions can sometimes be misconstrued. It is
important not to touch pupils however casually, in ways or on parts
of the body that might be considered indecent. When pupils make such
an allegation against a member of staff, SBC LSBC Procedures must be
followed. This involves contacting the Principle Education Welfare
Officer at County Hall in all cases. This is important for the
protection of the member of staff as well as the pupil.
In the case of suspected or identified abuse of a child by a
Headteacher, the police and/or Social Services have a duty to
investigate. National guidelines have been produced and the first
person to receive an allegation regarding a Headteacher should take
it directly to the Designated SM (if this is not the Headteacher). |
| |
|
| |
|
| |
Effective monitoring/evaluation of Child Protection issues are
dependent upon the maintenance of accurate and up to date records.
The criteria by which the monitoring and evaluation of the
Safeguarding/Child Protection procedures and policy are undertaken
are described below: |
| |
PARENTS: |
| |
- any pertinent feedback from
parents/guardians/carers;
- regular updating of the information pack for parents;
- any pertinent feedback from pupils;
- the number of pupils on the child protection register;
- the number of referrals made by staff to the
Headteacher/Designated SM;
- the number of referrals made by the Headteacher/Designated
SM to Social Services;
|
| |
STAFF/INSET: |
| |
- involvement by all staff in INSET
courses relating to Child Protection issues;
- the amounts of the budget allocated to training for Child
Protection issues;
|
| |
PLANNING: |
| |
- reference to the aims of this policy
when curricular planning occurs;
- analysis and publication of OFSTED/OHMCI/LEA reports.
|
| |
|
| |
The policy is regularly updated in order that we comply with new
legislation and good practice. Currently the School's policy for
'Child Protection' is consistent with, and so reinforces: |
| |
|
|
| |
|
| HEALTH AND SAFETY
- GENERAL ISSUES |
| |
The Health and Safety of all pupils, employees and all other persons
who use the School premises is a major priority for the School.
Achieving and maintaining high standards of safety requires that the
School's management, staff, pupils, visitors and contractors are
aware of and discharge their respective responsibilities. The Health
and Safety at Work Act 1974 requires all staff, including supply
staff and contractors working on the School premises, to conduct
themselves in a manner in which they pose no risk to their own or
any other person's Health and Safety. 'Other persons' includes
staff, pupils, and visitors to the School. Further Health & Safety
Policy Details are defined in the Health & Safety at School
Document. |
| |
|
| |
The School will: |
| |
- provide a safe and healthy
working/teaching/learning environment in compliance with, or
improving upon statutory requirements.
|
| |
- maintain the cleanliness and state of
repair of the building.
|
| |
- provide safe systems of working to
ensure, so far as is reasonably practicable, the health and
safety at work of all staff/pupils.
|
| |
- provide safe plant and equipment.
|
| |
- manage and maintain the use of personal
protective equipment.
|
| |
- provide adequate information and
training on Health and Safety at work and fire prevention and
ensure that all employees, pupils, contractors, visitors and
others follow the School safety procedures, e.g. Health and
Safety notices will be displayed at the following points within
the School: Foyer, Hall, Office, Notice boards, Entrance areas,
Library, Staff/Community toilets.
|
| |
- provide safe storage for dangerous
materials and substances.
|
| |
- provide adequate statutory first aid
facilities.
|
| |
- establish, practice and maintain
effective emergency evacuation procedures.
|
| |
- provide consultative measures to monitor
and review the effectiveness of Health and Safety measures.
|
| |
- carry out detailed reporting and
investigation.
|
| |
|
| |
The Headteacher and/or the Director is responsible for instigating
an investigation and, where appropriate, authorising remedial work. |
| |
|
| |
|
| |
There are several aspects to risk assessment: |
| |
- annual Health and Safety Audit to be
undertaken by the Headteacher.
- continuous identification of hazards and risks on a daily
basis.
- assessment of any substance or material introduced into the
School and school site to ensure compliance with
COSHH
regulations.
- assessment of any new activity or procedure introduced into
the School. Testing of electrical equipment will take place
annually or as appropriate.
|
| |
|
| 1. |
| |
- one member of staff will be on duty
inside the School from 8:30 am. at break times one member of
staff will be on duty.
- lunch time supervision is managed by mid-day assistants.
- at the end of the School day members of staff will be
available at the school gate to transfer responsibility for
pupils to their parents.
|
| 2. |
| |
- guidance provided by the LEA will be
followed.
|
| 3. |
| |
The following areas/activities are recognised as potentially
requiring additional attention in relation to management of health
and safety: |
| |
- Science
- P.E.
- Drama
- Educational Visits
|
| |
|
| 4. |
| |
In the case of pupils, parents will be asked to provide an emergency
contact number and to alert the School of any known health problems,
e.g. diabetes, asthma etc. This record will be kept centrally in the
office and in each class register. In the event of serious illness
an ambulance will be called, parents contacted and asked to meet
their child at the Hospital. |
| |
|
|
| |
|
| PLAYTIME AND
LUNCHTIME RULES |
| |
- Duty staff to be on duty
promptly to
check for hazards and supervise children onto the playground.
- Children to have allocated areas for specified activities.
- All activities to be supervised by duty staff.
- At the end of break children to line up in Class order to be
collected by Class Teachers.
- The member of staff on duty to be the last in to the
building and ensure the door is
securely closed.
|
| |
|
| |
Midday Assistants to: |
| |
- Be on duty promptly and check eating
area for hazards.
- Supervise Year 6 monitors setting up the dining area when
the lunchtime bell rings or earlier if this area is available.
- Make sure all equipment (cloths, jugs of water, cups etc)
necessary for use during lunch is taken in when the dining area
is set up for use.
- Be aware of children with potentially dangerous allergic
reactions and know how to react if one of these reactions were
to occur. Know where emergency medication is kept, e.g. Epi-pen.
- Supervise the saying of 'Grace'.
- Make staff aware if a child does not have any lunch or if a
child is unwell.
- Supervise the children when eating, making sure that they
are polite, well-mannered and quiet.
- Encourage the children to eat their packed lunches. A child
should never be forced to eat.
- Provide children with water if necessary.
- Clear and tidy any spillages. Midday Assistants must not
sweep up whilst children are still eating at the tables.
- Pack away the tables and benches at the end of lunch (with
help from Year 6 if necessary).
- Ensure the hall is left clean and tidy for afternoon school.
|
| |
|
| |
Teacher on Duty/Midday Assistants to: |
| |
- Be on duty promptly and check play area
for hazards.
- To supervise children to and from the dining hall.
- To supervise all play activities and ensure children are
adhering to rules.
- Make sure soft balls only are used on the playground.
- To use toilet and first-aid cards when allowing children
into the building.
- To report all incidents to the relevant Class Teacher or
Senior member of staff.
- Follow the correct procedure when reporting an accident All
accidents must be recorded in the 'Accident Book' and the
relevant members of staff must be informed. No child is to be
sent home without the consent of Mr Thayer, or, in his absence.
a Senior member of staff must be consulted.
- Make sure all play equipment is collected in and accounted
for at the end of lunchtime.
- To line up children in Class order at the end of lunch-break
to await the arrival of the form teachers. (All children to
return to class for registration.)
- To ensure the door is securely closed after the last child
has entered the building.
|
| * A MEMBER OF STAFF
MUST BE ON DUTY AT ALL TIMES * |
| |
|
|
| |
|
| EQUAL
OPPORTUNITIES |
| |
We believe in equal opportunities for all children and adults. This
is reflected in our curriculum, teaching and beliefs.
We believe in supporting the development of personal and cultural
identities and preparing our children for full participation in
society. This will involve the children, parents, staff and the
local communities.
School must play an active role in challenging and changing
inequalities that may be present in the wider society. We aim to do
this by raising awareness of equal opportunity principles and
putting them into practice in all areas of School life through such
things as using positive images, celebrating diversity and
emphasising commonalities.
We aim to ensure high quality, inclusive education for all children
so that they make the greatest possible progress within a secure and
welcoming environment.
Everyone at Crowstone has the right to be respected and valued –
indeed, not just “Every Child Matters” but “Everyone Matters”. |
| |
|
| |
Pupils are taught: |
| |
- To be confident, strong and self
affirming in their own identity
- To value and respect all children and adults
- To learn from other cultures
- To be open to change, choice and development
- To be able to discuss, celebrate and challenge traditions
and beliefs
|
| |
We aim to challenge inequality and stereotyping on the grounds of
race, gender, social class, religion, culture, age, sex or
sexuality, differing abilities and language.
We will not tolerate any form of abusive of discriminatory behaviour
from anyone in the School. Such behaviour will be challenged in a
firm but positive way. Sanctions as a result of such behaviour will
be applied where appropriate. |
| |
|
| |
|
| |
The Head Teacher will: |
| |
- Provide a positive model of equal
opportunities
- Ensure high expectations are made explicit to the children
- Ensure the behaviour policy is adhered to
- Ensure that the atmosphere and ethos of the School
celebrates diversity and fosters equality
|
| |
The Class Teacher will: |
| |
- Provide a positive model of equal
opportunities
- Ensure high expectations are made explicit to children
- Ensure the behaviour policy is adhered to
- Ensure equal opportunities are considered and implemented in
planning
- Provide a classroom environment that reflects equal
opportunities
- Support a School ethos where diversity is celebrated
|
| |
|
| |
Non-Teaching Staff will: |
| |
- Provide a positive model of equal
opportunities
- Ensure high expectations are made explicit to the children
- Ensure the behaviour policy is adhered to
- Support a School ethos where diversity is celebrated
|
| |
|
| |
Equal Opportunities are reflected in our curriculum, teaching and
beliefs. Our behaviour policy is based on the following: |
| |
- Treat everyone fairly and equally
- Speak kindly
- Listen carefully
- Resolve problems sensibly
- Take care of property
- Be honest
|
| |
These should be revisited with the children at the beginning of each
term and at other times when necessary. |
| |
|
|
| |
|
| ANTI-BULLYING |
|
| |
Bullying affects everyone, not just the bullies and the victims. It
also affects those other children who watch, and less aggressive
pupils can be drawn in by group pressure. Bullying is not an
inevitable part of school life or a necessary part of growing up,
and it rarely sorts itself out. It is clear that certain jokes,
insults, intimidating/threatening behaviour, written abuse and
violence are to be found in our society. No one person or group,
whether staff or pupil, should have to accept this type of
behaviour. Only when all issues of bullying are addressed, will a
child best be able to benefit from the opportunities available at
the School. It is the aim of this whole School policy (including
Early Years) to identify bullying, methods of dealing with bullies
and support offered to victims.
Bullying is not always easy to define. Of course, a bully will often
rely on a mix of techniques, and include other children in the
bullying, either as witnesses or active participants. Repeated
attacks may escalate in intensity if not dealt with swiftly – here
at Crowstone we will not tolerate bullying in any of its forms.
Children who bully may seem to focus on one presumed characteristic
of a child. However, do remember that a child’s alleged “difference”
is not really the point of the bullying—bullies are playing with
power any way they can. Children who are bright are often bullied,
as are children with learning differences; tall children are
bullied, as are small ones. Anything goes.
Persistent bullying can result in: |
| |
- Depression
- Low self-esteem
- Shyness
- Poor academic achievement
- Isolation
|
| |
The School believes that its pupils have the right to learn in a
supportive, caring and safe environment without the fear of being
bullied.
All institutions, both large and small, contain some numbers of
pupils with the potential for bullying behaviour. If a school is
well disciplined and organised, it can minimise the occurrence of
bullying. The School also has a clear policy on the promotion of
good citizenship and behaviour, where it is made clear that bullying
is a form of anti-social behaviour. It is WRONG and will not be
tolerated.
It is important therefore that the School has a clear written policy
to promote this belief, where both pupils and parents/guardians are
fully aware that any bullying complaints will be dealt with firmly,
fairly and promptly. |
| |
|
| |
Bullying can occur through several types of anti-social behaviour.
It can be: |
| 1. |
| |
A child can be physically punched, pushed, kicked, hit, spat at,
etc. |
| |
|
| 2. |
| |
Verbal abuse can take the form of name calling, sarcasm, spreading
rumours, persistent teasing. It may be directed towards gender,
gender preference, ethnic origin, religious beliefs, physical/social
disability, special educational needs or personality, etc. |
| |
|
| 3. |
| |
A child can be bullied simply by being excluded from
discussions/activities, with those they believe to be their friends,
they can be tormented, ridiculed or humiliated. |
| |
|
| 4. |
| |
Pupils may have their property damaged or stolen. Physical threats
may be used by the bully in order that the pupil hands over property
to them. |
| |
|
| 5. |
| |
Verbal or emotional abuse as above conducted via social websites,
mobile phones, text messaging, photographs and email. |
| |
|
| |
|
| |
A child may indicate by their behaviour that he or she is being
bullied. If your child shows some of the following signs, bullying
may be responsible and you might want to ask if someone is bullying
or threatening them.
Children may: |
| |
- be unwilling to go to school (or be 'school
phobic')
- feel ill in the mornings
- begin doing poorly in their school work
- come home regularly with clothes or books
destroyed
- become withdrawn, start stammering, lack
confidence
- become distressed and anxious, stop eating
- cry themselves to sleep, have nightmares
- have their possessions go missing
- ask for money or start stealing (to pay the
bully)
- continually 'lose' their pocket money
- refuse to talk about what's wrong
- have unexplained bruises, cuts, scratches
- begin to bully other children, siblings
- become aggressive and unreasonable
- give improbable excuses for any of the above
|
| |
|
| |
If bullying is suspected we talk to the suspected victim, the
suspected bully and any witnesses. If any degree of bullying is
identified, the following action will be taken:
Help, support and counselling will be given as is appropriate to
both the victims and the bullies:
We support the victims in the following ways: |
| |
- by offering them an immediate opportunity to
talk about the experience with their class teacher, or another
teacher if they choose.
- informing the victims' parents/guardians.
- by offering continuing support when they feel
they need it.
- by taking one or more of the disciplinary steps
described below to prevent more bullying.
|
| |
We also discipline, yet try to help the bullies in the following
ways: |
| |
- by talking about what happened, to discover why
they became involved.
- informing the bullies' parents/guardians.
- by continuing to work with the bullies in order
to get rid of prejudiced attitudes as far as possible.
- by taking one or more of the disciplinary steps
described below to prevent more bullying.
|
| |
|
| |
Incidents of bullying should be reported to the SMT/Headmaster as
soon as it is apparent. The SMT/Headmaster will record this report
and (following confirmation that such a situation exists) will begin
the series of disciplinary steps outlined below. |
| |
|
| |
- They will be warned officially to stop offending. Such
warnings will be recorded in the Incident Book.
- Informing the bullies' parents/guardians. Such
communications will be recorded in the Incident Book.
- They may be excluded from the School premises at break
and/or lunch times. Such exclusions will be recorded in the
Incident Book.
- If they do not stop bullying they will be suspended for a
minor fixed period (one or two days). Such suspensions will be
recorded in the Incident Book.
- If they then continue to bully they will be recommended for
suspension for a major fixed period (up to five days) or an
indefinite period. Such suspensions will be recorded in the
Incident Book.
- If they will not end such behaviour, they will be
recommended for permanent exclusion (expulsion). Such expulsions
will be recorded in the Incident Book.
|
| |
|
| |
Pupils, remember that your silence is bully’s greatest weapon! |
| |
- Tell yourself that you do not deserve to be bullied, and
that it is WRONG!
- Be proud of who you are. It is good to be individual.
- Try not to show that you are upset. It is hard but a bully
thrives on someone's fear.
- Stay with a group of friends/people. There is safety in
numbers.
- Be assertive - shout "No!" Walk confidently away. Go
straight to a teacher or member of staff.
- Fighting back may make things worse. If you decide to fight
back, talk to a teacher or parent/ guardian first.
- Generally it is best to tell an adult you trust straight
away. You will get immediate support. Teachers will take you
seriously and will deal with bullies in a way which will end the
bullying and will not make things worse for you.
|
| |
- TAKE ACTION! Watching and doing nothing looks as if you are
on the side of the bully. It makes the victim feel more unhappy
and on their own.
- If you feel you cannot get involved, tell an adult
IMMEDIATELY. Teachers have ways of dealing with the bully
without getting you into trouble.
- Do not be, or pretend to be, friends with a bully.
|
| |
- Look for unusual behaviour in your children. For example,
they may suddenly not wish to attend school, feel ill regularly,
or not complete work to their normal standard.
- Always take an active role in your child's education.
Enquire how their day has gone, who they have spent their time
with, how lunch time was spent etc.
- If you feel your child may be a victim of bullying
behaviour, inform the School IMMEDIATELY. Your complaint will be
taken seriously and appropriate action will follow.
- It is important that you advise your child not to fight
back. It can make matters worse!
- Tell your own son or daughter there is nothing wrong with
him or her. It is not his or her fault that they are being
bullied.
- Make sure your child is fully aware of the School policy
concerning bullying, and that they will not be afraid to ask for
help.
|
| |
- Organise the School community in order to minimise
opportunities for bullying, e.g. provide increased supervision
at problem times.
- Use any opportunity to discuss aspects of bullying, and the
appropriate way to behave towards each other, e.g. the PSHE and
drama (role playing) programmes.
- Deal quickly, firmly and fairly with any complaints,
involving parents where necessary.
- Review the School Policy and its degree of success.
- The School Staff will continue to have a firm but fair
discipline structure. The rules should be few, simple and easy
to understand. Staff awareness shall be raised through training
and the identification of ways to reduce the risk of bullying at
times and in places where it is most likely to occur such as
playtimes, etc.
- Encourage pupils to discuss how they get on with other
people and to form positive attitudes towards other people. This
includes a review of what friendship really is.
- Encourage pupils to treat everyone with respect.
- We will treat bullying as a serious offence.
|
|
| |
|
| ANTI-RACIST
(MULTICULTURAL) |
| |
Whatever the nature of the community, pupils are growing up in a
wider multicultural and multiracial society where they are subject
to various attitudes towards minority groups, and also certain
images of these groups portrayed by the media. Racial prejudice and
hostility exists as much, or more, in the 'all-white' parts of
Britain as in the multiracial areas. |
| |
|
| |
The School stands against racism and forms of discrimination on
grounds such as ethnic origin, religion, gender or disability. |
| |
|
| |
The School aims: |
| |
- to promote justice, equality of opportunity and fair
treatment for all and thereby allow all pupils, irrespective of
their ethnic origin, to achieve the level of success and self
respect which they deserve, whilst retaining their cultural
identity.
- to instil in pupils an awareness of racism and to establish
an environment where school becomes effective in reducing
prejudice and raising self esteem.
- to prepare children for living in a complex multicultural
society.
- to promote an understanding of a variety of cultures,
valuing the positive contribution these make to the community,
e.g. pupils should understand the differences in dress,
hairstyles and diet. Parents can be fully involved themselves in
cooking foods, from a variety of cultures, for children to
taste.
- to provide a safe and welcoming place for all of its
members.
- to provide an environment where racist assumptions,
attitudes and behaviour are continually challenged.
- to provide a curriculum which emphasises the positive
aspects of all cultures and to give children the confidence that
racism can and must be eradicated.
- to support the Local Education Authority in its
multicultural and antiracist policies, and to take the
appropriate action to deal with any form of racism within the
School.
- to recognise that the pupils themselves are often the most
important multicultural resource within the classroom and their
experiences are valued and shared.
- to recognise in our teaching the contributions to the
development of Science, Technology and the Arts which have been
made by different cultures.
- to adopt the view that cultural diversity is a positive
advantage. Pupils are often the most valuable multicultural
resource in the classroom. Pupils' own experiences of festivals,
food, dress, etc. should be shared.
- to contribute towards imparting a sense of citizenship in
the pupils.
- to avoid reinforcing stereotypical views of society by the
teacher's careful use of language and choice of resources.
- to use self-evaluation by whole school discussion to assess
the implementation of this policy.
- all subject co-ordinators will continually review their
schemes of work in the light of this policy with respect to
content, methodology, aims and resources.
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Staff should choose and use resources: |
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- which portray a world view as seen from different cultural
perspectives and thereby communicate how it feels to be of
another ethnic or cultural group.
- which are factually accurate and use up-to-date text,
illustrations and maps.
N.B. Inappropriate material must be thrown away.
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If racism is suspected we talk to the suspected victim, the
suspected racist and any witnesses. If any degree of racism is
identified, the following action will be taken.
Help, support and counselling will be given as is appropriate to
both the victims and the racists:
We support the victims in the following ways: |
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- by offering them an immediate opportunity to talk about the
experience with their class teacher, or another teacher if they
choose;
- informing the victims' parents/guardians;
- by offering continuing support when they feel they need it;
- by taking one or more of the seven disciplinary steps
described below to prevent more racism.
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We also discipline, yet try to help the racists in the following
ways: |
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- by talking about what happened, to discover why they became
involved;
- informing the racists' parents/guardians;
- by continuing to work with the racists in order to get rid
of prejudiced attitudes as far as possible.
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- They will be warned officially to stop offending.
- Informing the racists' parents/guardians.
- If they do not stop the racist behaviour they will be
suspended for a minor fixed period (one or two days).
- If they then carry on they will be recommended for
suspension for a major fixed period (up to five days) or an
indefinite period.
- If they will not end such behaviour, they will be
recommended for permanent exclusion (expulsion).
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| ANTI-SEXIST
(GENDER) |
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The School stands against sexism and all forms of discrimination on
grounds such as gender, gender preference, race, origin, religion,
or disability. |
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The School aims: |
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- to promote justice, equality of opportunity and fair
treatment for all and thereby allow all pupils, irrespective of
their gender, to achieve the level of success and self respect
which they deserve.
- to instil in pupils an awareness of sexism and to establish
an environment where school becomes effective in reducing
prejudice and raising self esteem.
- to provide a safe and welcoming place for all of its
members.
- to provide an environment where sexist assumptions,
attitudes and behaviour are continually challenged.
- to provide a curriculum which gives children the confidence
that sexism can and must be eradicated.
- to contribute towards imparting a sense of citizenship in
the pupils.
- to recognise in our teaching the contributions to the
development of Science, Technology and the Arts which have been
made by both genders.
- the teachers will, by careful use of language and choice of
resources, avoid reinforcing stereotypical views of society.
- to use self-evaluation by whole school discussion to assess
the implementation of this policy.
- all subject co-ordinators will continually review their
schemes of work in the light of this policy with respect to
content, methodology, aims and resources.
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The School recognises that although science and design/technology
are core subjects for all up to the age of sixteen, some elements of
each are still perceived by a significant number of pupils and their
families to be strictly 'male' or 'female' domains. We do not accept
this view as is shown by the way we portray the subjects. We
therefore hope our schemes of work and their implementation: |
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- reflect the interests of both boys and girls.
- challenges the existing notion that some subjects are purely
masculine or feminine activities by celebrating the achievements
and careers of famous men and women.
- discourages boys from dominating lessons and encourages
girls to view their contributions as having equal value.
Effective active classroom management can reduce much of this
'domination' problem.
- values equally the experiences of both girls and boys.
- are set in a familiar context to which all pupils can
relate.
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| FIRST AID
PROVISION AND SICK PUPILS |
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Some Staff are trained in First Aid. The following procedure has
been adopted by all teaching staff in order to minimise the time
lost by the office staff and to maximise the service provided to the
pupils.
If a teacher feels that a child is not well enough to continue
working in school, the child is taken to the office. The child
remains in reception or the medical room (except in extreme cases)
and parents will be contacted and asked to take direct
responsibility for the pupil (remove the pupil from the premises).
The responsibility for deciding whether the pupil should go home or
not, therefore primarily resides with the teacher who presumably
knows the pupil better than the office staff.
If pupils become ill at break or lunch times they should report to
the teacher(s) on duty. |
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If a pupil has an accident they should be sent to the first aider in
the office along with another pupil/member of staff to explain the
problem. Accidents only will be dealt with in the medical room and
appropriate action taken. Any cuts and abrasions should be dealt
with in accordance with the 'HIV preventative protocol'.
For the more serious accidents (other than minor cuts and abrasions)
the pupil will be sent to hospital accompanied by a member of staff.
Medical advice and common sense state that it is better for the
patient to be waiting at a hospital, rather than at school,
especially if complications develop, e.g. concussion.
Initially attempts will be made to contact the parents, inform them
of the situation and assess the feasibility of the parent taking the
pupil to hospital. When it is not reasonably feasible for parents to
take the pupil to hospital, the pupil will be driven to casualty by
a member of staff (with suitable car insurance) who will remain with
the pupil until the parents arrive.
Parents should be: |
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- given the name of the Hospital to which their son/daughter
has been taken;
- asked to attend the hospital as a matter of urgency;
- reassured to prevent parental distress and another possible
accident as they travel to the hospital.
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If no member of staff is available to take the pupil to hospital
then an ambulance will be called. Whilst the ambulance travels to
the school a note should be made of 'contact names and telephone
numbers' and this note should be given to the ambulance crew on
their arrival at the school. The Hospital should be telephoned and
told of the problem and any available 'contact names and telephone
numbers' - this is best done by the ambulance crew. The Hospital
will then take responsibility for contacting parents and may use the
police if deemed necessary. Pupils must be sent to hospital
immediately by ambulance in these cases: |
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- any head injuries and wounds needing stitches;
- all suspected fractures must go direct to hospital
immediately by ambulance;
- if there has been any amount of unconsciousness even for a
few seconds.
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N.B. Legally pupils must be sixteen to be given medical treatment
without parental consent, however in 'Life or Death' situations
treatment is offered immediately. |
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| ADMINISTERING
MEDICINES AND ASTHMA |
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To consider medical advice on the best procedures to support
asthmatic children in school and to enable them to take part as
fully and safely as possible in all school activities. |
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- Copies of the child's specific medical needs (as advised by
parents) will be kept in the school office, and also attached to
the register to alert the teacher to the needs - this includes
asthma. Their names will be highlighted in the register and a
red M placed next to their name and a red medical form at the
front of the register will provide detailed relevant
information. Teachers MUST ensure these sheets are kept
up-todate.
- Children with inhalers will be responsible for their own
inhaler so that they always have immediate access to it. If
necessary, this includes the inhalers being taken out of school
for games/swimming, or other off-site activities.
- It is important that all adults involved with children in
school or school-associated activities, should receive advice on
practical asthma management.
- Parents will be informed of the arrangements by letter.
Information for each child will be updated as appropriate and at
least at the beginning of each school year.
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The school will ask all new parents whether their child has asthma.
As well as keeping a note on the child's personal file a special
needs record will be kept at school and will be updated, as
necessary. The special needs record will show: |
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- Personal details, hospital reference, if applicable;
- Treatment needed regularly (preventer);
- Relief treatment (relievers) if required.
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Where medicines/inhalers are necessary, (i.e. prescribed by a
Doctor), children will need free, permanent access to their
location. Inhalers will be stored in a drawer of the relevant
teacher's desk whereas all other medicines will be stored in the
school office/medical room. All inhalers and capsules, will be
labelled with the child's name and class. There are two main types
of inhalers: |
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- Relievers clearly relieve the symptoms of asthma - common
examples are called 'Ventolin' and 'Bricanyl' and are usually
BLUE in colour.
- Preventers relieve inflammation and are clearly designed to
prevent the onset of asthma - common preventers are 'Beclafort',
'Becatide' and 'Intal' and are usually BROWN in colour.
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Staff should be aware of those children who may become wheezy during
exercise and who may need to use their inhaler before taking part.
Breathlessness during an activity should result in the child
withdrawing from the activity, for that lesson.
Swimming rarely provokes asthma, as the air breathed is warm and
moist but staff need to ensure that any children who may need to
take medication, take it with them. |
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Staff need to be aware that some animals can cause a sudden and
severe reaction. Children who react in this way, should not
approach, handle or care for the animals. To avoid problems pets
should not be kept in the classrooms but in special designated rooms
where children and staff do not normally work, i.e, an 'animal
room'. This also applies to the incubator which is used every Easter
to hatch chicks. |
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We do not encourage children to miss lessons or to stay indoors
during break and lunchtimes, so before a child is sent back to
school after an illness, parents should ensure that he/she can cope
with the whole school day. |
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Children suffering from conditions which might require emergency
treatment at any time, such as asthma, epilepsy or diabetes, will be
highlighted in the register with a red M next to their name and a
red medical form at the front of the register will provide relevant
information. Teachers MUST ensure these sheets are kept up-to-date. |
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Excessive dust from 'walked in' dirt (clay particles) contributes to
respiratory problems and should be removed by vacuuming on a regular
basis rather than by normal sweeping. Hands are washed prior to each
meal time. |
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| MISSING CHILD
PROCEDURE |
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Procedure for action when a child has been reported missing from the
class/School: |
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- Gather children in seating area and count pupils to
establish number in class and check this matches attendance
number written on board
- Ask pupils if they have seen missing child
- Check classroom (under tables, cupboards, etc.)
- Check toilets (Send message to office/free teacher to
request help if cannot leave classroom)
- Teacher to stay with class until he/she has been released
- Send message to office to report missing child
- Office staff to inform Headteacher (in Headteacher's
absence, a member of the SMT should be released from class)
- Headteacher/SMT will come to office, time to be recorded
- All staff with non-contact time to assist with the 'Missing
Child Procedure'
- One adult should be posted at front gate (with view down
Crowstone Road & Crosby Road)
- At least two adults to search the field
- Other adults to search the school- all areas including
cupboards and toilet areas
- Adults to report back swiftly to office/Headteacher, time to
be recorded
- Headteacher will ring parents if child has not been found
within a short space of time, time to be recorded
- Police will be informed
- Two staff, one to be member of staff who knows the child,
will drive to the child's home (if possible), taking with them a
mobile telephone so they can keep in touch with the school
(Office telephone should be manned continuously)
- Two staff to drive along Crosby Road, checking side-roads,
then continue to other side of railway footbridge to check side
roads there (Take mobile phone)
- Two staff to drive up Crowstone Road, checking side-roads
(Take mobile phone)
- Two staff to drive down Crowstone Road and along Britannia
Road, checking side-roads (Take mobile phone)
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