Signs And Triggers
This policy includes some of the forms of abuse, along with triggers and signs. All staff, volunteers and students need to be aware of the signs and symptoms. After every form there are useful contact details.
Radicalisation and extremism
What is radicalisation?
In the government guidance for England Keeping Children Safe in Education (DfE, 2016) radicalisation is defined as ‘the process by which a person comes to support terrorism and forms of extremism’.
The Prevent Duty guidance (HM Government, 2015) for schools in England and Wales was issued under section 29 of the Act and states specifically what action schools should take to prevent and respond to concerns about radicalisation. The Prevent Duty document is displayed in the office for all staff to access.
Channel Duty guidance (Home Office, 2015) provides a vulnerability framework that can be used to identify those who may at risk of becoming radicalised. It also provides a list of possible indicators, some of which include:
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A person changing their style of dress or personal appearance to accord with the group.
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A person’s day-to-day behaviour becoming increasingly centred around an extremist ideology, group or cause.
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A person being in possession of material or symbols associated with an extremist cause.
Online radicalisation through social media and the internet is a particular concern. The Home Office and DfE have published a briefing for schools in England The use of social media for online radicalisation’ (2015).
All school staff have received training to help them recognise and know how to respond to concerns.
The designated safeguarding leads have received specialist training (prevent and further safeguard training) to help them understand the process of dealing with concerns about radicalisation.
The school uses times throughout the school day as a safe space for children to discuss age appropriate issues and enable them to develop skills to recognise and manage risk and make safer choices.
The primary school, which we take our internet feed from, has appropriate web filtering systems to ensure children cannot view extremist material.
All staff are aware of all relevant phone numbers (anti-terrorist hotline, hants direct professional line, or where to find them) and know how to record an incident, recognise and respond appropriately should suspicions arise.
Staff know how and when to share information to protect children in a way that is legal and ethical.
The Counter Terrorism and Security Act 2015 introduced the ‘Channel’ process. Channel is a multi-agency safeguarding programme providing tailored support to people who have been identified as at risk of being drawn into terrorism. The support offered can come from any of the partners on the Panel which includes the local authority, police, education and health providers. The person’s engagement in the programme is voluntary at all stages. This guidance is intended for members of a panel and partners of local panels in England and Wales on the duty to provide support for people vulnerable to being drawn into terrorism.
To make referrals to the Channel panel please contact one of the below agencies:
Police call 101.
Isle of Wight Council email: prevent@iow.gov.uk.
Children's Multi Agency Safeguarding Hub (MASH) Telephone: 0300 555 1373.
Useful contacts:
Anti-terrorist hotline: 0800 789 321
Email: counter.extremism@education.gov.uk
Government telephone number for reporting extremism: 020 7340 7264
Channel Duty Guidance (2015)
http://saferinternet.org.uk/ - Online radicalisation help
http://www.hampshire.police.uk/internet/advice-and-information/safe4me/Safe4me+Prevent – For staff
If you are concerned about extremism in a school or organisation that works with children, or if you think a child might be at risk of extremism, contact the helpline above.
E-safety
The Internet is now regarded as an essential resource to support teaching and learning. Computer skills are vital to accessing life-long learning and employment.
It is important for children to learn to be e-safe from an early age and the nursery can play a vital part in starting this process. In line with other nursery policies that protect pupils from other dangers, there is a requirement to provide pupils with as safe an internet environment as possible and a need to begin to teach them to be aware of and respond responsibly to possible risks.
The school promotes e-safety for all pupils and staff through its procedures by raising awareness of online risk and suggesting safety measures for parents/carers via the settings Facebook page, Tapestry, policies, procedures and sharing information/websites linking to help and resources, displaying in the lobby and office.
All staff have appropriate training on e-safety and understand the procedure regarding the confiscation of children’s personal IT equipment, mobile phone or other social media devices (if fully working), should they be brought into the school. This includes devices brought into the setting by staff, volunteers, visitors and students.
If an incident should arise, all staff know what procedure to follow including filling out an e-safety incident form and contacting the DSL.
The school has a protocol governing the use of communication by mobile phone, email, social networking and internet messaging between staff, parents and pupils both on and off school premises.
Useful contacts:
https://www.internetmatters.org/advice/0-5/ - E safety for parents with children under 5 years old.
http://www.childnet.com/resources/smartie-the-penguin - Stories for children aged 3-7 regarding internet safety
FGM (Female Genital Mutilation)
Schools in England and Wales have a legal duty under section 74 of the Serious Crime Act 2015 to report cases of FGM if they discover that a girl under the age of 18 has been a victim or if they receive a disclosure. The school must notify the police verbally or in writing within 1 month of discovering that the FGM has taken place.
Signs of possible FGM in an education setting:
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Prolonged or repeated absences from school.
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May have difficulty walking, standing, or sitting.
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May appear withdrawn, anxious or depressed.
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Academic performance may suffer.
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May spend a prolonged amount of time in the toilets.
All staff are aware of and have been on FGM training and are alert to the risk factors and signs which might indicate a pupil is ask risk or may have undergone FGM
The designated safeguarding lead has shared information with staff about the risk factors and signs that FGM may take place or has taken place with all staff
All staff understand they have a legal duty to report known cases of FGM to the police.
The school displays information about organisations that provide support and advice about FGM
Concerns about FGM are reported in the same way as other child protection concerns in line with the school’s child protection policy.
Binstead Stepping Stones understand that frequent absences due to health issues can be a sign that FGM may have taken place. Patterns of absence are picked up on and investigated by a DSL.
Specific cultural groups or girls should not be targeted and FGM should be taken as a global human rights issue.
Useful contacts:
ChildLine: 0800 1111
FGM helpline: 0800 028 3550,
HM Government (2011) Multi-agency practice guidelines: Female Genital Mutilation - https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/216669/dh_124588.pdf
Keeping Children Safe in Education (2016, DfE) - https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/526153/Keeping_children_safe_in_education_guidance_from_5_September_2016.pdf
Fabricated/induced illness (FII)
Fabricated or induced illness in children is a difficult and complex subject but schools can play a key role in recognising concerns that may relate to this form of child abuse.
Schools’ legal responsibilities are set out in Safeguarding Children in whom Illness is Fabricated or Induced (HM Government, 2008).
Fabricated/induced illness occurs when a child is presented with signs or symptoms which have been fabricated or induced by the child’s carer.
FII includes:
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Fabrication of signs and symptoms of illness, including fabrication of a child’s
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medical history
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Fabrication and falsification of medical records, letters and test results
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Deliberately inducing illness in the child
Recognition of possible signs and indicators
The signs and indicators of FII can be ambiguous. School staff are particularly well placed to notice outward signs of harm or to observe if a child is repeatedly unwell for no apparent reason.
The following factors may alert you to the possibility of FII:
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Frequent and unexplained absences from school
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Regular absences to keep a doctor’s or a hospital appointment, where no reason has been given.
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Regular failures to keep medical and other health related appointments e.g. opticians, physiotherapists.
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Refusal of permission for school medicals and/or other school based health related checks (e.g. hearing).
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Repeated claims by the parent/s that a child is frequently unwell and requires medical attention for symptoms which are vague or difficult to diagnose.
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Frequent illness, exaggeration of symptoms or excessive treatments or ailments not consistent with the child’s general health or, in relation to a child’s disability.
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Parent/carer alleges the child has psychological difficulties.
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The child's supposed symptoms are only mentioned when the parent or carer is present.
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The parent/carer appears to have an unusually high level of knowledge about medical matters.
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Documents or other sources indicate that the parent/carer has changed doctors frequently, and/or has visited different hospitals for the child's treatment.
Although symptoms may not be visible in a school context, we aim to create an ethos that encourages all staff to feel confident in expressing concerns of this nature no matter how far-fetched they may believe they are. Fabricated or induced illness is a form of child abuse and is included in schools’ child protection policies procedures and training.
The designated safeguarding leads take steps to check that the school procedures are up to date and reviewed annually
The designated safeguarding leads keep up to date and are fully aware of the local procedures and with any developments in this area
Consider discussions within child protection teaching, in an age-appropriate way and in the context of keeping pupils safe
Support through supervision and an open door policy are in place for staff who encounter this form of abuse in their work with pupils.
Information sharing
In suspected cases of FII it is especially important that information is shared between relevant agencies. We follow the protocols set out by the LSCB and the DSL will seek advice from outside agencies about what information will be shared with parents/carers.
Useful contacts:
HM Government (2008) Safeguarding children in whom illness is fabricated or induced- https://www.gov.uk/government/publications/safeguarding-children-in-whom-illnessis-fabricated-or-induced
Lazenbatt, A. and Taylor, J. (2011) Fabricated or induced illness in children: a rare form of child abuse NSPCC Research briefing
Child trafficking
Child trafficking is the recruitment and movement of children for the purpose of exploitation. It is a form of child abuse. Identifying if a child has been trafficked is not easy. Trafficked children are often hidden; they may be scared or unaware that they have been trafficked.
There is a wide variety of reasons why children are trafficked to the UK, including:
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sexual exploitation work or labour exploitation
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domestic servitude in private homes criminal activity
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drugs trafficking
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illegal inter-country adoption forced marriage
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removal of organs.
Traffickers can be parents, family members, organised gangs or individuals – they can be men or women.
Schools’ legal responsibilities are outlined in HM Government (2011) Safeguarding Children who may have been trafficked (2011). We should also refer to department of Education Statutory Guidance (2015) Children Missing Education (2015).
Identifying child trafficking
Children trafficked into the country may be registered at a school for a term or so, before being moved to another part of the UK or abroad again. Schools therefore need to be alert to this pattern of registration and de-registration. This pattern has been identified in schools near ports however it could happen anywhere in the UK.
We must be alert to the possibility that a child who goes missing from school, may be, or have been, a trafficked child, who is living with or is running away from an exploitative situation.
Victims of trafficking may find it difficult to speak out because:
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English is not their first language
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They are frightened of their abusers or of retribution
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They are frightened or suspicious of adults who are trying to help them
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They fear for their immigration status or fear getting a criminal record
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They may not see themselves as victims
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They have a false sense of loyalty to their abuser, including a sense of respect for elders and not wanting to get them into trouble.
Signs and indicators in a school setting
It can be difficult to identity a trafficked child, but the following are possible indicators:
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children have no documents when registering with school (birth certificate or passport)
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it is unclear who the child lives with or the relationship between the child and carer is unclear
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the adult speaks for the child
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children look intimidated and behave in a way that does not correspond with behaviour typical of children their age
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children and young people being overly tired in school
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not being registered with a school or a GP practice, or appearing to change school and GP frequently
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symptoms of STIs or pregnancy, signs of sexual or physical assault, poor dental health
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poor school attendance with no or vague explanation/s given for absences
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receiving repeated unexplained or unidentified phone calls
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seen entering or leaving vehicles driven by unknown adults
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possesses money or goods not accounted for
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having a history with gaps and unexplained moves or going missing for periods
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having what appears to be a prepared story, which lacks credibility.
In some cases, children may disclose exploitation, for example being made to do excessive household work or being forced to commit crime.
Response and action to be taken
The impact of trafficking on children’s health and welfare can be considerable.
Trafficked children are not only deprived of their rights to health care and freedom from exploitation and abuse, but may also not be provided with access to education or only to fragmented and interrupted schooling. In addition, the creation of a false identity with an implied criminality, together with loss of family and community, may seriously undermine their own sense of identity. The nationality or immigration status of the child does not affect a school’s responsibilities to act, but bear in mind some children may be very worried about their immigration status, application or appeals.
We can contact the NSPCC’s Child Trafficking Advice Centre (CTAC) for advice or to talk through any concerns. CTAC can provide guidance and advice and make or support a referral to children’s services.
National Referral Mechanism
In cases where a child displays indicators that they may have been trafficked, whether from overseas or within the UK, social workers or other front line professionals should refer the case to the relevant competent authority by submitting a National Referral Mechanism Referral Form - https://www.gov.uk/government/publications/human-trafficking-victims-referral-and-assessment-forms
Working with parents
Trafficked children are unlikely to be living with their parents. Many trafficked children will be staying in informal fostering arrangements with unrelated adults. Often these adults will claim to be related but often don’t have anything to prove this relationship.
Where there are concerns about trafficking, the DSL will seek advice from relevant outside agencies for advice and not engage with carers directly.
The designated safeguarding leads check that the school safeguarding policy is up to date and reviewed annually and that the topic of child trafficking is included in the policy and in relevant training
The designated safeguarding leads check that new staff are included on safeguarding training at the earliest opportunity.
Make sure that concerns about child trafficking are reported as other child protection concerns in line with the schools policy.
Support is available to all staff who encounter this form of abuse in their work with pupils, this is done through supervision and an open door policy. We would seek advice from outside agencies if needed.
Useful contacts:
NSPCCs Child Trafficking Advice Centre (CTAC) 0808 800 5000 or www.nspcc.org.uk/ctac
HM Government (2011) Safeguarding Children who may have been trafficked
Department for Education (2015) Children Missing Education – Statutory Guidance for Local Authorities
Care of unaccompanied and trafficked children (2014) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/330787/Care_of_unaccompanied_and_trafficked_children.pdf
Mental health / substance misuse / domestic violence
Families experiencing difficulties relating to mental ill-health and/or substance misuse and/or domestic violence
The term ‘families with multiple needs’ covers a wide range of experiences and circumstances each of which may be experienced by families from time to time and pose difficulties for them, but may not represent long-term damaging effects for their children.
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For children, the most high-risk of these problems are:
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living with domestic violence
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parental drug or alcohol misuse
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parental mental health problems.
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Recognition of possible signs and indicators
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Poor attendance at school or nursery
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Not reaching developmental milestones
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Poor educational attainment
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Poor attachment to parents due to emotional unavailability
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Behavioural problems such as anxiety, stress and anger
Other indications that a family is experiencing a multiplicity of problems is when they are known to be regular users of a wide range of services such as welfare and benefit services, social housing, health, social care, youth offending or probation as well as community services for identified problem areas.
Living with domestic violence is included in the definition of “significant harm” and so any concerns about domestic violence must follow child protection procedures. Parents with substance misuse problems or mental health problems may struggle at times to provide their children with the care and protection they need. Concerns about these issues should also follow child protection procedures, to ensure that the family gets the support they need to keep the children safe from harm.
Concerns of this nature are regarded as potential child abuse and the school child protection procedures should be followed. Information is included (or signposted) in our office and lobby for all to see and access.
Designated safeguarding leads are aware of the potential impact on children where there are multiple needs in the family and alert to the presenting signs and indicators which may indicate a pupil is at risk
Designated safeguarding leads check that the school safeguarding policy and child protection training is up to date and reviewed annually, and that the topic of families with multiple needs is included in the policy
Designated safeguarding leads ensure that they are fully aware of the local procedures and up to date with any developments in this area
Make sure that concerns about families with multiple needs are reported as other child protection concerns in line with the school policy and recorded as such.
Provide support for staff who encounter this form of abuse in their work with pupils, through supervision and an open door policy. We may seek help from outside agencies if we felt it was needed.
Regularly review and address the subject through staff development opportunities, including peer mentoring, supervision and staff meetings.
Useful contacts:
Young Minds: 020 7089 5050 (general enquiries), 0808 802 5544 (parents helpline, for any adult with concerns about the mental health of a child or young person)
Parenting and Family Support Family Lives (formerly Parentline Plus) - Helpline: 0808 800 2222 www.familylives.org.uk - Support to anyone parenting a child.
http://www.supportline.org.uk/ - 01708 765200 confidential emotional support for adults and children.
www.themix.org.uk - Online guide to life for 16-25 year olds. Straight-talking emotional support is available 24 hours a day.
What to do if you’re worried a child is being abused (2015) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/419604/What_to_do_if_you_re_worried_a_child_is_being_abused.pdf
Practices linked to culture, faith and beliefs
We as an educational setting are in a good position to recognise any potential signs that a child may be subject to abuse and can act quickly to help protect the child. Protecting some pupils from abuse may require a better understanding of their families’ faith, culture or belief to appreciate risk factors, recognise signs of abuse, and improve confidence in challenging practice which may be putting a child at risk of harm.
Some parent/s or carers may have a perspective on child rearing practices underpinned by culture or faith which are not in line with UK law and cultural norms, and they may put their child at risk of harm. Not all practices related to culture, faith and beliefs are harmful, but there are some known practices involving children which are unsafe and in some cases against the law in the UK.
These include:
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branding a child as a witch
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breast ironing
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child trafficking
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cupping therapy
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female genital mutilation
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forced marriage
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honour based violence
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harsh forms of physical chastisements
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scaring initiations,
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Certain healing practices and ritual practices.
Practices such as these can cause emotional, psychological and physical harm and in the worst cases death. We believe culture, faith, belief or tradition is no excuse for harming a child and is condemned by people of all communities. Child abuse is never acceptable wherever it occurs and whatever form it takes.
All staff are encouraged to develop or enhance their cultural competency. This can be achieved by understanding the underlying principles of good child protection practice and applying them with knowledge and understanding of a child’s specific circumstances relating to their family’s culture and faith. All staff attend child protection training, which is renewed regularly, to help them identify signs of abuse and act quickly.
The IOW LSCB and specialist organisations can often provide information, resources or access to training to help us to develop our skills and knowledge when working with children who are living in circumstances which appear to be complex because their family’s faith and culture, and possibly recent migration history.
The Children Act 1989 makes it clear that the child’s welfare is paramount. The rights of the child must always be upheld before consideration of the rights (and traditional cultural and faith related practices) of adult family members and/or the child’s community.
Since the Children Act 2004, there is a responsibility on professionals, voluntary organisations and faith communities to proactively safeguard and promote the welfare of children. Therefore building trust and understanding between the school, parents and communities is important.
We also adhere to guidance on child protection set out in Keeping Children Safe in Education (2016) and Working Together to Safeguard Children (2016).
We ensure that:
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Access to information and resources to raise awareness is provided and promoted to staff, parents, carers, volunteers, students and visitors
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Child protection policy has information on abuse linked to culture, faith and beliefs
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Staff know that any concerns should be reported to the designated safeguarding lead who will refer on to relevant agencies and/or the police
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Names and contact details for school designated safeguarding lead and Helplines, like ChildLine, are displayed for all to see
Useful contacts:
Department for Education (2012). National action plan to tackle child abuse linked to faith or belief. - https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/175437/Action_Plan_-_Abuse_linked_to_Faith_or_Belief.pdf
NSPCC Case Reviews - https://www.nspcc.org.uk/preventing-abuse/child-protection-system/case-reviews/
NSPCC Helpline – 0808 800 5000
ChildLine - 0800 1111
www.iowscb.org.uk – lots of useful information on this area
Forced marriage
As defined in Keeping Children Safe in Education (2016, DfE) ‘Forced marriage is one entered into without the full and free consent of one or both parties and where violence, threats or any other form of coercion is used to cause a person to enter into a marriage’. Forced marriage should not be confused with an arranged marriage, which is where the families of both spouses take a leading role in choosing the marriage partner but the choice whether or not to accept the arrangement remains with the young people.
Forced marriage is illegal in the UK under the 2014 Anti-Social Behaviour, Crime and Policing Act. Forced marriage involving a young person under the age of 18 is child abuse and we respond to concerns in line with our safeguarding policy and procedures and follow local protocols issued by our local police and/or the IOW LSCB.
Children with learning or physical disabilities may be more vulnerable to being forced into marriage.
How to respond to concerns / disclosures about forced marriage
Members of staff should report concerns to a designated safeguarding lead.
The designated safeguarding lead should consider:
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Contacting the Forced Marriage Unit on 020 7008 0230 where experienced case workers will be able to offer support and guidance.
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Contacting the Foreign Office Response Centre on 020 7008 1500 for out-of-hours referrals.
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Calling the Police on 999 if a child is in immediate danger.
Cultural sensitivities
This is a subject which can be culturally sensitive and staff are made aware of the risk of either over or under reporting suspicions of forced marriage. It is important neither to be overly suspicious about cultural differences nor to ignore worrying signs on the basis that you might be thought racist for raising them. However, do not assume that a student is at risk of being forced into marriage simply on the basis that they are being taken on an extended family holiday. Concerns should always be discussed with the DSL following the procedures in our safeguarding policy.
Useful contacts:
Forced Marriage Unit - 020 7008 0230
Foreign Office Response Centre - 020 7008 1500 for out-of-hours referrals.
HM Government (2014) Multi-agency practice guidelines: Handling cases of Forced Marriage
ChildlLine – 0800 1111 – www.childline.org.uk There is information on ChildLine’s website about forced marriage - https://www.childline.org.uk/Explore/HomeFamilies/Pages/ForcedMarriage.aspx
NSPCC Helpline - 0808 800 5000
www.iowscb.org.uk – lots of useful information on this area
Child Sexual Exploitation
Child sexual exploitation (CSE) is a type of sexual abuse. Children in exploitative situations and relationships receive something such as gifts, money or affection as a result of performing sexual activities or others performing sexual activities on them. Some children and young people are trafficked into or within the UK for the purpose of sexual exploitation.
The designated safeguarding leads are aware of the serious nature of CSE and alert to the presenting signs and indicators which may indicate a pupil is at risk. The DSL’s are familiar with local procedures for responding to CSE concerns and know where to get advice and support on the issue.
Concerns about CSE are reported as other child protection concerns in line with the school policy. The subject is regularly reviewed and addressed through staff development opportunities, staff meetings and managers meetings as well as management keeping up to date on any updates within this subject.
All staff have undertaken and completed online training regarding child sexual exploitation.
Useful contacts:
Child sexual exploitation: definition and guide for practitioners (2017, DfE)
Keeping Children Safe in Education (2016, DfE)
Hampshire Constabulary have developed a range of online resources which are available on their webpage at the following link: http://www.hampshire.police.uk/internet/advice-and-information/abuse-against-the-person/tackling-cse-resources-page.
Child on child (Peer on Peer) abuse
this is addressed in the behaviour policy and includes the following information around sexual harassment
Good practice allows children an open forum to talk things through. Such discussions can lead to increased safeguarding reports. Children should be made aware of the processes to raise their concerns or make a report and how any report will be handled. This should include processes when they have a concern about a friend or peer, healthy and respectful relationships; • what respectful behaviour looks like; • consent; 28 • gender roles, stereotyping, equality; • body confidence and self-esteem; • prejudiced behaviour; • that sexual violence and sexual harassment is always wrong; and • addressing cultures of sexual harassment.
All staff should be aware of how to support children reminding them that the ages of our children in the setting means that• a child under the age of 13 can never consent to any sexual activity; and how to manage a safeguarding report from a child.
With this in mind all incidents will be passed on to the designated safeguarding lead (or a deputy) taking a leading role, using their professional judgement and being supported by other agencies, such as children’s social care and the police as required.
Guidance is taken form the following government document :-
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Children missing in education
Attendance and safeguarding
Pupils may be absent from school if they are suffering from abuse or neglect or may be at risk of doing so.
Concerns about attendance should be followed up immediately by the Designated Safeguarding Lead (DSL) if:
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there is a risk of abuse or harm
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the child is subject to a Child Protection plan
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the child is looked after or in a private fostering arrangement
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there is a current Section 47 inquiry
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there is a family member or family visitor who is known to pose a safeguarding risk
Other circumstances which need to be discussed with the Designated Safeguarding Lead are:
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Where the family has been subject to a Section 47 inquiry in the past
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High mobility
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Immigration issues
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History of poor attendance
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Current or history of attendance proceedings
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Children who are at risk of missing education include:
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those at risk of abuse or neglect
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missing children and runaways
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those who have offended or who are at risk of offending
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those who cease to attend school
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children of new migrant families.
Children missing education are at significant risk of abuse or may be missing from education as a result of abuse or neglect. They may be vulnerable to child sexual exploitation, forced marriage, female genital mutilation or trafficking. They may also be vulnerable to crime.
Poor attendance or a change in the level of attendance may also indicate that a pupil may be at risk of harm through Forced Marriage, Honour Based Violence, Female genital Mutilation, Child Sexual Exploitation or Radicalisation, along with any of the other forms of abuse.
Concerns should be discussed with the Designated Safeguarding Lead and the school’s safeguarding procedures should be followed. The DSL may wish to discuss individual cases with all relevant agencies to ensure any relevant information can be shared.
Promoting Attendance
The DSL’s and management team should meet regularly within the setting to monitor the attendance of any vulnerable pupils. The DSL may consider an Early Help referral when new concerns come to light.
Although our setting isn’t compulsory education, we believe it’s incredibly important for children to attend regularly. Tracking and investigating the reason for unexplained absences by the DSL’s may give us a head start on identifying any abuse or harm a child may be facing. All relevant information regarding this is either discussed with relevant outside agencies or passed on to Early Help.
If a child who is subject to a child protection plan, or where the school already has safeguarding concerns goes missing from education, it should be treated as a safeguarding matter. Agencies involved in a child protection plan should be informed. If there are suspicions of crime or if a child’s safety is at risk, the police should also be informed.
www.iowscb.org.uk – lots of useful information on this area
Department for Education (2015) Children Missing Education – Statutory Guidance for Local Authorities
Mental Health and wellbeing of children, staff and other adults
we sign post to various help such as GP, early help and charity. We promote a culture in the setting of support and help for each other. staff are given supervision and peer mentoring alongside staff attending trains to help support and sign post to relevant agencies.
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Early help
Early help is defined as:
“Providing support as soon as a problem emerges at any point in a child’s life.” (Working Together to Safeguard Children, DfE 2015).
This means being able to identify needs of children and families and providing support and intervention. Further guidance on early help is available locally as each area is required to set out the referral, assessment and intervention process as an early help strategy.
Information should be available on the IOW LCSB website.
The role of schools in early help is developing but could include the following activities:
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Monitoring the child’s response to support and intervention
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Signposting the family to different services
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Working directly with children
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Working directly with parents
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Engaging with other agencies through early help processes
The DSL’s will refer any child which they feel would benefit from Early Help and support the process.
All these signs, triggers and forms of abuse can happen within our community and we as a setting must be vigilant in recognising any of these. Safeguarding is everyone’s responsibility, including us.
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We are committed to reviewing our policy and good practice annually.
This policy was last review in:August 2024
Next review date: August 2025
