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Winchelsea School |
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Guernsey Road Poole BH12 4LL
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Safeguarding Policy |
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Version |
1.7 |
Review Date |
October 2024 |
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Review Cycle |
Annually |
Review Due |
October 2025 | |
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Author / Owner |
Adam Bradford Head of Safeguarding & Vulnerable Learners |
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SAFEGUARDING POLICY
Introduction
This School recognises that safeguarding and promoting the welfare of children is everyone’s responsibility.
Section 175 of the Education Act 2002 and the regulations under Section 157 place a duty on the Governing Body to have arrangements in place to ensure safeguarding and promoting the welfare of children. The Governors recognise that children have a fundamental right to be protected from harm or exploitation and that pupils cannot learn effectively unless they feel secure. The Governors will, therefore, provide a school environment which promotes self-confidence, a feeling of worth and the knowledge that children’s concerns will be listened to and acted upon.
Governors, staff and volunteers in this school understand the importance of working in partnership with pupils, their Parents / Carers and other agencies in order to promote pupil’s welfare.
This policy is based on four documents:
Keeping Children Safe in Education 2024 (KCSIE)
Keeping children safe in education - GOV.UK (www.gov.uk)
Education inspection framework
Education inspection framework for September 2023 - GOV.UK (www.gov.uk)
Working Together to Safeguard Children (December 2023) (Working Together):
Working together to safeguard children - GOV.UK (www.gov.uk)
The Care Act 2014:
Care Act 2014 (legislation.gov.uk)
The Governors will also ensure that the Designated Safeguarding Lead (DSL) carries out their statutory duties to report suspected abuse or neglect to the Local Authority (Social Care) and to assist them in taking appropriate action on behalf of pupils in need or enquiring into allegations of abuse or neglect. The designated Governor with responsibility for safeguarding will meet with the DSL as agreed in the Schedule of Governor responsibilities; reporting back to the Governing Body. The School recognise the contribution they can make to protect and support pupils in their care and contribute to a co-ordinated offer of early help.
Winchelsea School is committed to ensuring that best practice is adopted when working with all children, offering them support and protection and accepts that it has a legal and moral responsibility to implement procedures, to provide a duty of care for pupils, to safeguard their well-being and to protect them from abuse.
The Purpose of this Policy is to:
This Safeguarding Policy applies to all governors, employees (including supply and peripatetic staff), volunteers and people using the school. They must all acknowledge that:
Aims of the Policy
There are three main elements to the Safeguarding Policy:
Winchelsea School does not operate in isolation. Safeguarding is the responsibility of all staff at Winchelsea and especially those working or volunteering with pupils. The school aims to help protect the pupils in its care by working consistently and appropriately with all agencies to reduce risk and
promote the welfare of pupils. All practitioners work within the same child protection / safeguarding procedures.
All staff should be aware that pupils may not feel ready or know how to tell someone that they are being abused, exploited, or neglected, and/or they may not recognise their experiences as harmful. For example, pupils may feel embarrassed, humiliated, or are being threatened. This could be due to their vulnerability, disability and/or sexual orientation or language barriers.
This must not prevent staff from having a professional curiosity and speaking to the DSL if they have concerns about a pupil. It is also important that staff determine how best to build trusted relationships with pupils which facilitate communication.
All staff and volunteers will:
including mandatory annual training, and inform the DSL of any concerns;
suffer from harm, a referral to Social Care will be made;
role;
The terms pupil, child, young person and young adult will be used throughout this policy. Regardless of the designation applied, the overarching priority will be to safeguard the person of concern and seek appropriate support from the relevant agency.
The Management of Safeguarding
The school has a Nominated Safeguarding Governor. The name of the Governor can be sought from either the main school office or by visiting the school website where their name and contact details can be found along with additional helpful information and a copy of this policy. The Nominated Safeguarding Governor takes the lead responsibility for the Governing Body and works closely with the DSL, the Headteacher and Chair of Governors on safeguarding issues. The responsibilities of the Governing Body in relation to safeguarding are in KCSiE Part 2 (see also BCP Safeguarding Children Partnership guidance).
The DSL (DSL) is a senior member of staff in school, designated to take lead responsibility for safeguarding. The DSL will;
The DSL, Deputy or Officer will always be available during school hours for staff in the school to discuss any safeguarding concerns. Winchelsea School has 2 Deputy DSLs and 1 Safeguarding Officer.
(See also the Role of the DSL – Pan Dorset Safeguarding Children Partnership guidance and KCSiE Annex C)
The DSL and Deputy DSLs will liaise with the three safeguarding partners of the BCP Safeguarding Children Partnership and with other agencies in line with Working Together to Safeguard Children. The National Police Chief’s Council – When to call the Police guidance will help the DSL and other Senior Leaders to understand when they should consider calling the Police and what they should expect. This guidance can be found below.
When to call police guidance for schools and colleges.pdf
The Governing Body
All members of the Governing Body will undertake safeguarding and child protection training at induction. The training will equip them with the knowledge to provide strategic challenge to test and assure themselves that the safeguarding policies and procedures in place are effective to support the delivery of a robust whole school approach to safeguarding. The training will be updated biennially.
The Governing Body will make themselves aware of their obligations under the Human Rights Act 1998, the Equality Act 2010, (including the Public Sector Equality Duty), and the local multi-agency safeguarding arrangements.
Definitions of Child Protection and Safeguarding
Winchelsea School considers it helpful to define what is meant by these terms.
Safeguarding and promoting the welfare of pupils is everyone’s responsibility. Everyone who comes into contact with pupils and their families has a role to play. In order to fulfil this responsibility effectively, all practitioners should make sure their approach is pupil-centred. This means that they should consider, at all times, what is in the best interests of the pupil.
Child protection is part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering, or are likely to suffer significant harm: (Working Together Appendix A glossary).
Abuse is a form of maltreatment of a child / young adult. Somebody may abuse or neglect another person by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. Children may be abused by an adult or adults, or another child or children: (Working Together Appendix A glossary).
Staff at Winchelsea receive training on the various types of abuse and neglect, please refer to Working Together Appendix A for more information.
Early Help
Providing Early Help is more effective in promoting the welfare of children than reacting later. It means providing support as soon as a problem emerges.
All staff are prepared to identify children who may benefit from Early Help. Early Help means providing support as soon as a problem emerges at any point in a child’s life, from the foundation years through to the teenage years.
Any staff member who has any concerns about a pupil’s welfare should follow the Raising a Safeguarding Concern about a Pupil flow chart and discuss with the DSL.
The DSL (and any Deputies) are most likely to have a complete safeguarding picture and be the most appropriate person to advise on the response to safeguarding concerns.
Teachers’ Standards 2012 state that teachers (which includes Headteachers) should safeguard pupil’s wellbeing and maintain public trust in the teaching profession as part of their professional duties.
Early Help support must be kept under constant review and consideration given to a referral to Social Care if the pupil’s situation does not appear to be improving. Winchelsea School use Bournemouth, Christchurch and Poole Council’s (BCP) Continuum of Need guidance in order to evaluate what action needs to be taken at Early Help stages and other services that could help.
In order to do this, Winchelsea School will work with other local agencies to identify those and families who would benefit from Early Help, this could include:
Contextual Safeguarding issues i.e. pupils vulnerable to abuse or exploitation outside of their families, should be taken account of, KCSiE paragraph 58, and how the school can help to protect pupils accordingly.
BCP Council operate a single point of contact for both Early Help and other Children’s Services.
There is also a single point of contact for Adult Social Care.
If there are concerns about the safety or welfare of a pupil or if support is required in agreeing an Early Help offer, the Children’s Services First Response Hub is the first point of contact for everyone, providing access to all services for children and families living in Bournemouth, Christchurch and Poole. The Children’s Services First Response Hub provides the public and professionals with advice, information and support for children who are vulnerable and at risk and is made up of the Multi-Agency Safeguarding Hub (MASH) and Early Help Team who provide:
Contact the Children’s Services First Response Hub
If you are worried that a child or young person is at risk of, or is being hurt or abused or if you know of a child or young person who may be vulnerable without additional help and support. If you want to know more about the services available to support children, young people and their families:
01202 123 334 [email protected]
Monday to Thursday: 8.30am to 5.15pm, Friday: 8.30am-4.45pm.
For urgent referrals in relation to child protection:
In an emergency, or if you believe a child is at immediate risk of harm, call the Police on 999. Out Of Hours - The Children’s Social Care Out of Hours service is the emergency response service for any child who is in crisis, needs urgent help or is at serious risk of significant harm. Hours of operation are 5pm to 9am from Monday to Friday, all day Saturday and Sunday and all Bank Holidays, including Christmas Day and New Year's Day:
01202 738256 [email protected]
For more information about Early Help and Integrated Working in BCP:
early_help_strategy.pdf (proceduresonline.com)
Family Information Directory (bcpcouncil.gov.uk)
Responding to Disclosures
If a pupil wishes to confide in you the following guidelines should be adhered to:
If a pupil discloses harm to any staff member, it must be remembered that the school role is to recognise and refer abuse, not to investigate. This is to avoid contamination of evidence gained in any subsequent investigation undertaken by Police and /or Social Services and to ensure that the pupil is not placed in the stressful position of having to repeat their story over and over again.
‘Not investigating’ does not mean that the staff member receiving the concern cannot ask any questions. However, careful thought needs to be given to how and what questions are asked, avoiding anything that can be interpreted as ‘leading’ the pupil. The basic rule of thumb is that staff should ONLY ask enough questions of the pupil to clarify whether there is a safeguarding concern. Once the pupil has clarified that they are being harmed or are at risk (or the staff member is reassured that the pupil is safe), no further questions are required.
If a pupil presents with an injury accompanied by a clear disclosure that they have been harmed, or makes a clear sexual disclosure it should not be necessary to question the pupil other than perhaps to clarify who was involved and when an incident took place. The pupil should be listened to actively and their story carefully recorded. In this situation the staff member should ensure immediate information sharing with the DSL / Deputy DSLs (or alternative senior contact point in DSL’s absence). It is likely that such a scenario will require immediate consultation about action to be taken and an urgent referral to Children’s / Adult’s Services will be necessary.
In other situations, where the pupil appears to be making a possible disclosure or has a suspicious injury, it is reasonable to ask open, non-leading questions in order to establish the pupil’s story. Examples of questions are “That’s a nasty bruise, how did it happen? Tell me about what happened? You seem a bit upset and I’m worried about you, is anything troubling you? Can you tell me more about that?”.
You may wish to use the acronym ‘TED’ as a reminder that the pupil can be encouraged to:
If it is necessary to seek further clarification, staff should keep to open questions such as What? When? Who? How? Where? It is important to remember that questions should only be asked to help clarify whether the pupil is at risk of harm. Once clarification is achieved, no further questions should be asked.
Sometimes children / young adults choose to disclose concerns through a third party such as a friend ‘telling’ on their behalf, or indirectly e.g. sounding out information and reaction by asking ‘what if my friend…….?’ If such concerns arise they should be taken equally seriously and be followed up with the DSL in the same manner as a direct disclosure.
The DSL / Deputy DSLs / SLT / Staff will use the Continuum of Need when making decisions about appropriate support or referral for a pupil. This should include reference to the ‘Four levels of need’ and the ‘Three domains’.
Basic Guidelines for Dealing with Disclosures
NOTE: Disclosures relating to allegations against colleagues and members of staff should be treated in the same way. This information must be passed immediately to the Headteacher who will contact the LADO and ensure the appropriate procedures are followed. If the disclosure concerns the Headteacher this must be reported to the Chair of Governors. Please also refer to the Staff Allegations Section later in this document.
The DSL should refer these concerns to Social Care before the pupil goes home if still in school. A decision will be made by the MASH whether to convene a strategy meeting; undertake a social care or joint investigation or provide alternative services or advice.
Although referrals to the MASH would normally be made by the DSL, any other individual with concerns can make a referral. Social Care will advise about if and when to share information with parents if there are concerns that this may be putting the child more at risk.
On transfer to another school the DSL will check what records need to be kept and pass these on to the following school obtaining an appropriate acknowledgment of safe receipt in the process. We currently hold a number of written records held in a secure cabinet in a room away from pupils.
Confidentiality
Information sharing is essential for effective safeguarding and promoting the welfare of pupils. It is a key factor identified in many Child Safeguarding Practice Reviews (CSPR) where poor information sharing has resulted in missed opportunities to take action that keeps children and young people safe.
The GDPR and Data Protection Act 2018 does not prevent, or limit, the sharing of information
for the purposes of keeping children and young people safe.
Our School has clear confidentiality procedures. However, where there is a concern that the child
may be suffering or is at risk of suffering significant harm, the child’s safety and welfare must be
the overriding consideration.
Responding to Signs of Abuse or Neglect
Through training, all staff need to be able to identify signs of abuse or neglect and be able to identify cases of pupils who may be in need of help or protection.
All Winchelsea staff should be vigilant, protective and discuss any concerns with the DSL who will refer to Social Care or other agencies where appropriate.
The DSL / SLT / staff use the Pan Dorset Safeguarding Children Partnership Levels of Need and Continuum of Support guidance (February 2023) when making decisions about appropriate support or referral for a child. This should include reference to the ‘Four levels of need’ and the ‘Three domains’.
1.-Pan-Dorset-Continuum-of-Need-Guidance-Feb-2023-V3.docx (live.com)
Please see Appendix B for some signs, indicators and effects of abuse.
Further guidance is available from the NSPCC.
Types of Child Abuse & How to Prevent Them | NSPCC
Following up Referrals
The agency to which the referral was made e.g. Social Care, should inform the referrer of their action. Where this does not happen promptly the referrer will again contact the agency to which it made the referral to be assured that action is being taken or that alternative support is being recommended. If after a referral the pupil’s situation does not appear to be improving, the DSL will press for re-consideration and if appropriate escalate the concern through the Escalation Policy.
Dealing with Disagreements and Escalation of Concerns
Effective working together depends on an open approach and honest relationships between
agencies and professionals. Problem resolution is an integral part of professional co-operation
and joint working to safeguard pupils. Occasionally situations arise when workers within one
agency feel that the actions, or decisions of another agency do not adequately safeguard a child / young adult.
Dependent on the circumstances, the relevant local authority escalations policy should be used.
Professional disagreements can arise in a number of areas, but are most likely to arise around:
Where school staff consider that the practice of other professionals is placing a child / young adult at risk of harm, they must be assertive, act swiftly and ensure that they challenge the relevant professionals in line with this policy and be aware that:
The DSL or other appropriate member of staff will:
Escalation Policy (proceduresonline.com)
Adult social care comments, compliments and complaints | BCP (bcpcouncil.gov.uk)
It is essential that the school remains actively involved in support and plans, even where another agency is taking the lead whether at Early Help, Child in Need or Child Protection level. Where there is a difference of opinion with another agency and this cannot be resolved the BCP Safeguarding Children Partnership Escalation policy will be used.
Social Care referrals: Bournemouth, Christchurch and Poole MASH: 01202 123 334
The Dorset Police MASH [email protected] Call 101
Dorset Children's Advice and Duty Service (ChAD) – MASH – 01305 228866
NSPCC Helpline: 0808 800 5000
Whistleblowing Advice Line: 0800 028 0285
Ofsted: 0300 123 1231
Partnership with Parents / Carers and the Community
There is a commitment to work in partnership with Parents and / or Carers and in most situations, it may be appropriate to discuss initial concerns with them.
There are circumstances however, where it would be inappropriate to discuss concerns with Parents and / or Carers and may in fact put the pupil at greater risk. This may include identification of sexual abuse, physical abuse cases where a Parent / Carer may be responsible for the abuse and Parents / Carers who may not be able to respond reasonably to the situation.
The DSL and relevant staff will all be aware, on a need to know basis, of any parental factors which may impact on the welfare of a pupil e.g. violence, mental health, substance misuse. Parents / Carers should be encouraged to make the school aware themselves but must also realise that other agencies will share safeguarding information. A record of this will be kept at school.
We ensure that all Parents / carers are treated with respect, dignity and courtesy. We respect Parents’ rights to privacy and confidentiality and will not share sensitive information until we have permission or it is necessary to do so to protect a child.
Winchelsea will share with Parents and / or Carers any concerns we may have about their child unless to do so may place a child at risk of harm. The school follows the ‘Actions Where There are Concerns about a Child’ guidance.
We make Parents / Carers aware of our Safeguarding Policy and Parents / Carers are aware that these are on the school website. The website also has links to the Family Information Directory and other safeguarding information.
The school uses the Pan Dorset Safeguarding Children Partnership Keeping Children Safe leaflet, which is available in a number of languages.
Bournemouth, Christchurch & Poole - Pan-Dorset Safeguarding Children Partnership (pdscp.co.uk)
The Data Protection Act 2018 does not prevent, or limit, the sharing of information for the purposes of keeping children safe. Fears about sharing information must not be allowed to stand in the way of the need to promote the welfare and protect the safety of children.
Information about safeguarding is readily available and visible in the school e.g. posters, DSL details and other relevant staff e.g. Anti-Bullying Champion, Online Safety Champion, Pastoral Care Worker, KCSiE BCP leaflet in the entrance area, school web site safeguarding page which is up-dated twice a term and has information on a wide range of safeguarding themes.
Domestic Abuse
The Cross-Government definition of domestic violence and abuse is: any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 or over who are, or have been, intimate partners or family members regardless of gender or sexuality. The abuse can encompass, but is not limited to: psychological; physical; sexual; financial; and emotional.
All children / young adults can witness and be adversely affected by domestic abuse in the context of their home life where domestic abuse occurs between family members. Exposure to domestic abuse and/or violence can have a serious, long lasting emotional and psychological impact on children / young adults. In some cases, a child / young adults may blame themselves for the abuse or may have had to leave the family home as a result.
Winchelsea receives information from the Police to alert the DSL / Key Adults in the school when there has been an incident of domestic abuse in a household where a pupil lives. We are not informed of the detail of the incident, only that one has occurred. This allows us to monitor and support the pupil. If we have additional concerns, we will discuss the need for further safeguarding actions with Social Care. This information would only be shared with other staff on a restricted need to know basis i.e. those who are immediately responsible for the pupil’s welfare such as the class teacher. Where a Multi-Agency Risk Assessment Conference (MARAC) occurs, the school may be asked for information and appropriate school related information may be shared with the school in preparation for this conference.
Operation Encompass
Our school is part of Operation Encompass. This is a Police and education early intervention safeguarding partnership which supports pupils who experience Domestic Abuse.
Operation Encompass means that the police will share information about Domestic Abuse incidents with our school soon after they have been called to a domestic incident;
National Domestic Abuse Helpline
Refuge runs the National Domestic Abuse Helpline, which can be called free of charge and in confidence, 24 hours a day on 0808 2000 247. Its website provides guidance and support for potential victims, as well as those who are worried about friends and loved ones. It also has a form through which a safe time from the team for a call can be booked.
Additional advice on identifying children / young adults who are affected by domestic abuse and how they can be helped is available at:
The school website provides contacts to local domestic abuse services such as National Domestic Violence Helpline: 0808 2000247, Poole Domestic Abuse Outreach: 01202 710777.
Children with Child Protection Plans
Pupils who are the subject of a Child Protection Conference will have either an agreed multi-disciplinary action plan or Child Protection Plan. The DSL or a Deputy will attend planning meetings and Core Group meetings specified in the plan and contribute to assessments and plans.
The school recognises that children who are the subject of abuse, neglect or who live in situations of domestic violence abuse may exhibit distressed or challenging behaviour and may not be reaching their full academic potential. The school will ensure that appropriate support mechanisms are in place in school.
Children with Special Educational Needs and Disabilities or Health Issues (refer KCSiE 2024 Paragraph 202)
We recognise that pupils at Winchelsea are especially vulnerable as a result of their Special Educational Needs and Disabilities (SEND).
Through the curriculum and practice we aim to arm pupils with the knowledge of what is and isn’t appropriate and are always mindful to explore opportunities to teach safeguarding through Relationship and Sex Education and Personal, Social, Health and Economic education.
We recognise that some pupils may need specialist support to enable them to keep themselves safe and not engage in risky or inappropriate behaviour.
We recognise that due to the varying communication needs of the pupils at Winchelsea we all need to act as advocates for them and notice the small changes that may be present if a pupil were being abused, neglected or at risk of harm.
Many staff have received additional training to further understand communication difficulties and are able to use these skills to support pupils to express themselves.
Governors recognise that pupils with special educational needs or disabilities can face additional safeguarding challenges and expect staff to take extra care to interpret correctly apparent signs of abuse or neglect. They may be increasingly vulnerable to being bullied, at higher risk of criminal (including sexual) exploitation, online grooming and radicalisation. Staff will work closely with Parents / Carers in meeting any particular needs and providing any appropriate safeguarding advice.
Additional barriers can exist when recognising abuse and neglect in Special Educational Needs and Disabilities (SEND) children / young adults e.g. assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration, communication difficulties, not necessarily showing outwardly the signs of the impact of others behaviour towards them such as bullying.
Governors will provide a school environment in which all pupils feel confident and able to discuss their concerns. Whenever possible, pupils will be given the chance to express themselves to a member of staff with appropriate communication skills.
Children Requiring Mental Health Support (KCSIE 183 – 189, also linked to Annex B)
Mental health problems can, in some cases, be an indicator that a pupil has suffered or is at risk of suffering abuse, neglect or exploitation.
Only appropriately trained professionals should attempt to make a diagnosis of a mental health problem. Staff however, are well placed to observe pupil day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one.
Where pupils have suffered abuse and neglect, or other potentially traumatic adverse childhood experiences, this can have a lasting impact throughout childhood, adolescence and into adulthood. It is key that staff are aware of how these pupil’s experiences, can impact on their mental health, behaviour and education.
Pupils will have a choice of staff who will listen to their concerns about themselves or other pupils.
The school’s Pupil Participation Lead (PPL) has completed the Mental Health Leader Certificate. The PPL will liaise with professionals internally and externally as appropriate. In addition, the DSL has completed the DfE quality assured Thrive course, A Strategic Approach to Whole School Emotional Health and Wellbeing for Designated Senior Mental Health Leads.
Referrals will be made to CAMHS or other appropriate services in conjunction with the Parent / Carer.
The school is working in line with Mental Health and Behaviour in Schools guidance November 2018 mental health and behaviour in schools guidance.
The school will support pupils with strategies to develop their own emotional wellbeing i.e. Emotional Literacy and resilience.
Emotional health including support for pupils at exam and result time is very important. Pupils, Parents / Carers will be signposted to, additional outside support services for pupils and their parents including online support such as Childline, Kooth and Payyrus. This is particularly relevant if the need is not thought to meet the threshold for CAMHS intervention Community Mental Health Services. Additional support will be available during times of transition or after bereavement or tragic events. Class teachers should make referrals as appropriate.
If staff have a mental health concern about a pupil that is also a safeguarding concern, immediate action should be taken and reported to the DSL or Deputy DSL.
Further information about local services for young people is available at Mental Health (bcpcouncil.gov.uk)
National help lines: Childline, Kooth, and Papyrus
Looked after children and previously looked after children (KCSiE 190 - 192)
The DSL and other appropriate staff hold information about a pupil’s legal status, care arrangements, any contact arrangements, name of the Social Worker and work with the Virtual School to promote excellent outcomes for this group of pupils. Previously looked after children also remain vulnerable. Opportunities to promote the outcomes for pupils who are looked after, those previously looked after and care leavers will be prioritised, with a focus on advocacy for this group.
The Designated Teacher (Person) is also the DSL and follows relevant policies and statutory guidance.
Substance Abuse
Substance abuse forms part of the Personal, Social, Health and Economic (PSHE) curriculum. The school will actively work with pupils, families and other services to educate pupils and their Parents / Carers as appropriate to the risks of substance misuse. This could include bespoke packages of education to reduce risk.
Should staff have any concerns around substance misuse, this will be reported to the safeguarding team and appropriate action taken to safeguard pupils.
If there is any concern that a pupil has either illegal drugs or alcohol at school the DSL will liaise with the Headteacher and the Behaviour Policy will be applied.
Child on Child (Peer on Peer) Abuse
Staff must recognise that pupils are capable of abusing their peers.
This is most likely to include, but may not be limited to:
At Winchelsea we recognise peer on peer abuse that can take place, abuse will never be tolerated or passed off as ‘banter’, ‘just having a laugh’ or ‘part of growing up’.
All allegations will be investigated and dealt with and victims will be supported.
Concerns about peer on peer abuse must be reported to the DSL immediately and where appropriate a referral made to the MASH / contact the Police who will advise on the appropriate action to take. Staffing levels throughout the school reflect the learning needs of pupils as well as the level of supervision required to create a safe environment and reduce risk. This is also true for possible peer on peer abuse. If a pupil were to disclose, staff must follow the guidelines as previously detailed in this policy.
The school will use the NSPCC’s Understanding sexualised behaviour in children resources which include Hackett’s sexualised behaviour continuum.
Hackett's continuum presents sexualised behaviour as a range from 'normal' to 'inappropriate', 'problematic', 'abusive' and 'violent' (Hackett, 2019).
Understanding sexualised behaviour in children | NSPCC Learning
Safeguarding Information for Pupils
All pupils in the school are aware of staff who they can talk to. The names and faces of the DSL / safeguarding team are available and are posted in each classroom on the wall and communal areas.
The school holds an annual Anti-Bullying Week. Assemblies and lessons address a wide range of friendship issues and outline the school procedures to follow if a pupil feels they are being bullied.
Pupils are also taught what to do if they have made a mistake online. It is always better to tell. At the beginning of computing lessons pupils are reminded how to keep safe online.
The school holds a least termly fire drills and the pupils are encouraged to assess their response to guide improvements.
School Relationship and Sex Education (RSE) lessons teach, amongst other things, “Appropriate touch” and “Safe boundaries”. School staff use a range of resources to support pupils to understand what safe behaviour is.
The school has effective computer firewalls and associated filtering and monitoring to provide online safety.
The school recognises it has a duty to protect pupils whilst gaming online. Where the school feels this is a risk online advice for Parents / Carers will be sought and discussed with the Parents / Carers involved.
Safer Recruitment
All staff recruited are appointed in line with Part 3 of KCSiE 2024. A Single Central Register is kept by the School Business Manager. This is regularly reviewed by the Safeguarding Governor on their half termly visits to school.
The school has a number of staff who are Safer Recruitment trained. There will always be at least one of these people involved in each recruitment process.
School staff are asked to complete a ‘staff suitability – self declaration form’ each year, asking a series of questions that continues to check their eligibility to work with the pupils at Winchelsea School.
For further details, refer to the school’s Safer Recruitment Policy.
Staff Training and Induction
All new staff, volunteers and Governors will receive a safeguarding induction to ensure understanding of the Safeguarding Policy and Procedures. A checklist of areas covered is followed. At a minimum this includes a discussion with the DSL covering KCSIE, our Safeguarding Policy, PREVENT duty, Female Genital Mutilation (FGM) and CPOMS training. Prior to their start date, all new staff will be directed to access online training, including FGM, PREVENT and an online training package that the school has purchased.
The DSL, Deputy and Officers will attend Working Together multi-agency training / refresher training at least once every two years. The DSL and or Deputy will attend the Local Authority’s safeguarding forums and keep up to date with recommendations from serious case reviews, changes to National and BCP Safeguarding Children Partnership guidance. The Nominated Safeguarding Governor will also attend training updates as recommended.
The whole school staff group will receive formal safeguarding training by a suitably qualified person at least every three years with regular and at least annual up-dates and notifications of any necessary changes, reminders being made available as required e.g. via email, e-bulletins, staff meetings. Those not in attendance will be sent level 1 safeguarding training to be completed online. At a minimum each member of staff will annually complete training on how to use “CPOMS”, PREVENT, FGM and the signs of abuse. In addition, safeguarding will be an agenda item on the weekly Friday morning briefing attended by the majority of staff.
When safeguarding issues and updates arise at these meetings, they will be minuted and these minutes placed in an area of the school’s computer network available to all staff.
Staff are regularly supplied with a personal copy of safeguarding documentation such as KCSIE and must sign to say they have read and understood. The school maintains a record of all safeguarding training. Those who miss training are rapidly followed up to complete their outstanding training.
The school follows the BCP Safeguarding Children Partnership guidance in relation to safeguarding training.
Staff are provided opportunities for supervision and support if they are working directly and regularly with pupils. Supervision will enable the supervisee to consider the best way to support the pupil’s current needs, reflecting on and adapting responses to achieve the best outcome for the pupil.
The DSL shares learning from Local and National Safeguarding Practise Reviews with colleagues to further support them in their role.
Safer Working Practice
The school follows guidance for safer working practice and ensures that all staff are made aware of the expectations of this guidance and are working within this on a regular basis with specific reminders on particular issues sent out as appropriate. It makes sure that relevant training is given and advice, guidance or sanctions applied, where guidance is not followed.
The guidance is designed to ensure staff:
Guidance for safer working practice for those working with pupils in education settings can be found here:
Home (saferrecruitmentconsortium.org)
Staff Code of Conduct
The school has adopted the Local Authority’s Code of Conduct for school employees. In addition to this policy we expect all staff to follow the principles below:
All staff must follow the Code of Conduct Policy, which can be found on the school system.
Allegations Against Staff
Any report of concern about the behaviour of a member of staff or allegation of abuse against a member of staff must immediately be reported to the Headteacher who will refer to the LADO.
The LADO is the person to whom concerns and allegations about adults who work with children in schools should be reported.
This is a statutory role and the LADO should be contacted when there is an allegation made against a member of staff or volunteer who works in a school.
The individual may have:
To contact the BCP LADO, telephone 01202 817 600 or email [email protected]
Any concern or allegation against a Headteacher will be reported to the Chair of Governors, who will then report this to the LADO.
KCSiE 2024 part 4 covers allegations of abuse made against teachers and other staff details the procedures that will be followed for both the investigation and support for the member of staff.
Personnel with designated responsibility in relation to allegations against staff:
Designated Senior Manager: Geoff Cherrill;
Deputy Designated Senior Manager: Adam Bradford;
Safeguarding Governor, Winchelsea School Governing Body: Sue Fallon;
Chair, Winchelsea School Governing Body: Fritz Penn-Barwell.
If You Have Concerns About a Colleague (including supply staff)
Staff who are concerned about the conduct of a colleague towards a pupil are undoubtedly placed in a very difficult situation. They may worry that they have misunderstood the situation and they will wonder whether a report could jeopardise their colleague’s career. All staff must remember that the welfare of a pupil is paramount. The school will keep records of any concerns raised for 25 years. The school’s whistle blowing code enables staff to raise concerns or allegations in confidence and for a sensitive enquiry to take place.
Any report of concern about the behaviour of a member of staff or allegation of abuse against a member of staff must immediately be reported to the Headteacher who will refer to the Local Authority Designated Officer (LADO).
A safeguarding concern (allegation) arises from information which indicates that an individual has or may have:
The last bullet point above includes behaviour that may have happened outside of school that might make an individual unsuitable to work with children / pupils, this is known as transferable risk.
Where appropriate an assessment of transferable risk to children / pupils with whom the person works should be undertaken. If in doubt the Headteacher will seek advice from the LADO.
A low-level concern is any concern about an adult’s behaviour towards a pupil that does not meet the allegation threshold or is not otherwise serious enough to consider a referral to the LADO.
A low-level concern is any concern – no matter how small, and even if no more than a ‘nagging doubt’ – that an adult may have acted in a manner which:
The term ‘Low-Level Concern’ does not mean that it is insignificant.
Any concern or allegation against a Headteacher will be reported to the Chair of Governors, who will then report this to the LADO.
In summary if Winchelsea school staff have a concern about a member of staff they report this to the Headteacher not the DSL. If the concern is about the Headteacher then they should contact the Chair of Governors.
[email protected] 01202 817600
Allegations against Supply Teachers or Staff
Supply teachers, who may be employed by the school or supplied under an agency arrangement are under the supervision, direction and control of the Governing Body when working on the site. As such they should ensure that any allegation is dealt with properly and in discussion with the LADO.
In the event of an allegation the DSL or Headteacher will discuss with the supply agency, where the supply teacher is working across a number of schools of colleges, whether it is appropriate to suspend the supply teacher, or redeploy them to another part of the school or college, whilst they carry out their investigation.
The member of staff would be advised to contact their trade union representative if they have one, or a colleague for support. The allegations management meeting, which is often arranged by the LADO, should address issues such as information sharing, to ensure that any previous concerns or allegations known to the agency or agencies are considered by the school or college during the investigation.
Allegations against a Governor
If an allegation is made against a Governor, the DSL or Headteacher will contact the LADO. Where an allegation is substantiated, the Governing Body should follow the procedures to consider removing them from office.
Welcoming Other Professionals
Visitors with a professional role, such as the School Nurse, Social Worker, Educational Psychologist or members of the Police will have been vetted to work with pupils through their own organisation.
Visits by these practitioners should be arranged and booked in advance, as much as possible. Practitioners will be required to bring their identity badges on all visits, to wear and show them on entry to the site, for ID confirmation. They will also be expected to sign in and then out using the school’s electronic Inventory system. Visitors will be provided with a sticky badge that will include their photograph, these should be worn by all visitors at all times.
For agency, third-party staff and contractors, safer recruitment procedures and the guidance in KCSiE 2024 will be followed.
Off Site Visits
Off site visits are the subject of a risk assessment. Safeguarding concerns or allegations will be responded to following the BCP Safeguarding Children Partnership guidance. The member of staff in charge of the visit will report any safeguarding concerns to the DSL, Offsite Visit Co-ordinator or other member of SLT who will pass to the MASH if appropriate. In an emergency the staff member in charge will contact the Police and/or the MASH.
The Safeguarding Policy and procedures of an offsite provider e.g. water sport activity, will be checked and satisfied that they are appropriate, before using the facility. All residential visits will be reported to the Local Authority 2 months in advance who will check their suitability and let the school know of their suitability (or not) before proceeding.
Photography and Images
Winchelsea School recognises that the vast majority of people who take or view photographs or videos of children do so for entirely innocent, understandable and acceptable reasons. Sadly, some people abuse others through taking or using images, so at school we ensure that we have some safeguards in place. To protect pupils, we will:
At events such as Sports Day where Parents / Carers are taking photographs of pupils the school will make it absolutely clear that should they wish to take images that these are to be for personal use only and that they should not be shared on social media.
Monitoring & Filtering
Winchelsea School recognise the potential risks associated with the use of online technology.
The school has a Mobile Phone and Smart Watch Wearable Device Policy and Online Safety Policy.
Pupils do not have access to their phones during the school and there are effective filtering and monitoring measures in place which can be responded to in real time should an issue or concern arise.
Children Missing from Education (CME), Exclusion and Attendance
The school will keep its admission register accurate and up to date. The School Attendance Policy is regularly updated and understood by all staff. Attendance and patterns of attendance will be regularly reviewed.
Any pupil missing education will be reported as required by the statutory guidance ‘Children Missing Education’ (August 2024) Children missing education - GOV.UK (www.gov.uk)
Attendance monitoring will be on an individual basis to ensure the safety of each pupil at Winchelsea.
We will demonstrate that we have taken reasonable enquiries to ascertain the whereabouts of any pupil that would be considered ‘missing’.
We will work closely with the Local Authority CME Team, School Admissions Service and the Elective Home Education Team.
A pupil missing from education, in any way, such as high absenteeism is at significant risk of under achievement, being a victim of harm, abuse or neglect including criminal or sexual exploitation, at risk from or are involved with serious violent crime or risk of radicalisation.
After reasonable attempts have been made by the school to contact the family, the school will follow the Statutory Guidance and local procedures and refer to the Local Authority education welfare/attendance service.
The member of the School Leadership Team with responsibility for attendance will refer to the Local Authority should a pupil start to be educated outside of the school system e.g. Elective Home Education, ceased to attend, unfit to attend on health grounds, in custody for 4 months or permanently excluded.
Pupils are considered CME when:
Winchelsea school follow the Suspension and Permanent Exclusion from maintained schools, academies and pupil referral units in England, including pupil movement guidance (August 2024).
School suspensions and permanent exclusions - GOV.UK (www.gov.uk)
Elective Home Education
Many home educated children have an overwhelmingly positive learning experience. We would expect the Parents’ / Carers’ decision to home educate to be made with their child’s best education at the heart of the decision. However, this is not the case for all, and home education can mean some children are less visible to the services that are there to keep them safe and supported in line with their needs.
From September 2016 the Education (Pupil Registration) (England) Regulations 2006 were amended so that schools must inform their LA of all deletions from their admission register when a child is taken off roll. Where a Parent / Carer has expressed their intention to remove a pupil from school with a view to educating at home, we recommend that LAs, Schools, and other key professionals work together to coordinate a meeting with Parents / Carers where possible. Ideally, this would be before a final decision has been made, to ensure the Parents / Carers have considered what is in the best interests of each child. This is particularly important where a child has SEND, is vulnerable, and/or has a Social Worker.
Use of Alternative Provision
The cohort of pupils in Alternative Provision often have the most complex needs, it is important that governing bodies and Senior Leadership Teams of these settings are aware of the additional risk of harm that their pupils may be vulnerable to. The Department for Education has issued two pieces of statutory guidance to which commissioners of Alternative Provision should have regard.
Alternative provision - GOV.UK (www.gov.uk)
Education for children with health needs who cannot attend school - GOV.UK (www.gov.uk)
Where a school places a pupil with an alternative provision provider, the school continues to be responsible for the safeguarding of that pupil and should be satisfied that the provider meets the needs of the pupil.
Should an Alternative Provider be commissioned, Winchelsea School will obtain written confirmation from the Alternative Provider that appropriate safeguarding checks have been carried out on individuals working at the establishment, i.e. those checks that the school would otherwise perform in respect of its own staff.
The Prevent Agenda
Winchelsea School recognises its responsibilities in relation to the Counter Terrorism and Security Act 2015. This duty is known as the Prevent Duty:
The Terrorism Act 2000 defines terrorism, both in and outside of the UK, as the use or threat of one or more of the actions listed below, and where they are designed to influence the government, or an international governmental organisation or to intimidate the public. The use or threat must also be for the purpose of advancing a political, religious, racial or ideological cause.
The specific actions included are:
The use or threat of action, as set out above, which involves the use of firearms or explosives is terrorism regardless of whether or not the action is designed to influence the government or an international governmental organisation or to intimidate the public or a section of the public.
Action includes action outside the United Kingdom.
It is important to note that in order to be convicted of a terrorism offence a person doesn't actually have to commit what could be considered a terrorist attack. Planning, assisting and even collecting information on how to commit terrorist acts are all crimes under British terrorism legislation.
There is no single way of identifying whether a pupil is likely to be susceptible to an extremist ideology. Background factors combined with specific influences such as family and friends may contribute to an individual’s vulnerability. Similarly, radicalisation can occur through many different methods (such as social media or the internet) and settings (such as within the home). Terror recruits often seem to come from vulnerable backgrounds. There have been a number of high profile cases where children / young adults with Autistic Spectrum Condition (ASC) have been radicalised. This may be as a result of increased chances of social isolation due to challenges with social communication.
At Winchelsea the curriculum encourages all pupils to challenge themselves to fully understand where the information they receive comes from.
Female Genital Mutilation (FGM)
FGM is an extremely harmful practice with devastating health consequences for girls and women. Some girls die from blood loss or infection as a direct result of the procedure. Women who have undergone FGM are also likely to experience difficulty in childbirth.
FGM is the mutilation of the external female genitalia for non-medical reasons. It is also sometimes known as female circumcision or ‘sunna’.
FGM is abuse and a crime in the UK. Even if someone is taken overseas for the mutilation, it is still a crime in the UK if the mutilation is done by a UK national or permanent UK resident. It is also a crime if a UK national or permanent resident assists or gets a non-UK national or permanent resident to carry out the acts overseas on a UK national or permanent resident. In England, Wales and Northern Ireland, the practice is illegal under the Female Genital Mutilation Act 2003. In Scotland it is illegal under the Prohibition of Female Genital Mutilation (Scotland) Act 2005.
Anyone found guilty of an FGM offence - or of aiding and abetting such an offence - faces a penalty of up to 14 years in prison, a fine, or both. If a teacher in the course of their work in the profession, discovers that an act of Female Genital Mutilation appears to have been carried out on a girl under the age of 18, the teacher must report this to the Police or refer this to the MASH immediately.
Any concerns relating to FGM must be discussed with the DSL / Safeguarding Team immediately.
Forced Marriage/ So called ‘Honour Based’ Abuse (HBA) / Breast Ironing
Forcing a person into a marriage is a crime in England and Wales. A 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. Threats can be physical or emotional and psychological. A lack of full and free consent can be where a person does not consent or where they cannot consent (if they have learning disabilities, for example). Nevertheless, some perpetrators use perceived cultural practices as a way to coerce a person into marriage. Schools and colleges can play an important role in safeguarding children from forced marriage.
The Forced Marriage Unit (FMU) has created: Multi-agency practice guidelines: handling cases of forced marriage (section 8 which focus on the role of schools and colleges) and, Multi-agency statutory guidance for dealing with forced marriage, which can both be found at
Forced marriage - GOV.UK (www.gov.uk).
On Monday 27th February 2023, The Marriage and Civil Partnership (Minimum Age) Act 2022 came into force. The Act raised the legal age of marriage and civil partnership in England and Wales to 18 years. The Act was given Royal Assent in April 2022 but has only just come into force.
Previously, people aged 16 and 17 could marry or enter a civil partnership with parental consent. Under the Act, this will no longer be possible. The aim of raising the minimum age of marriage and civil partnership is to protect children from forced marriage.
School and college staff can contact the Forced Marriage Unit if they need advice or information: Contact: 020 7008 0151 or email [email protected].
There is no statutory definition of Honour Based Abuse.
There is no specific offence of "honour-based crime". It is a term used to encompass various offences that are covered by existing legislation, such as physical abuse (kicking and beating); psychological pressure (strict monitoring, humiliation, threats); forced marriage; abandonment (leaving someone in their country of origin or sending them back there); forced suicide; honour killing (murder). This list is not exhaustive. It is an umbrella term to encompass various offences covered by existing legislation. HBA can be described as a collection of practices, which are used to control behaviour within families or other social groups to protect perceived cultural and religious beliefs and/or honour. Such violence can occur when perpetrators perceive that a relative has shamed the family and/or community by breaking their code of honour.
All forms of HBA are abuse (regardless of the motivation) and should be handled and escalated as such. Professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a child being at risk of HBA, or already having suffered HBA.
Breast-ironing should be prosecuted as a form of child abuse.
The harmful procedure which involves flattening a girl’s chest with a hot stone or other objects to delay breast growth is often performed by family members to prevent unwanted sexual attention.
Charities have estimated 1,000 girls in the UK have been affected by the practice, which doctors say can cause breast cancer, scarring, infections, breastfeeding problems, and psychological trauma.
If staff have a concern regarding a pupil who might be at risk of harm or who has suffered from harm, they should speak to the DSL (or Deputy). As appropriate, the DSL (or Deputy) will activate local safeguarding procedures, using existing national and local protocols for multi-agency liaison with the Police and Social Care.
Child Criminal Exploitation (CCE)
The school works together with other agencies to identify and reduce the risks of child sexual exploitation. The school always refers to the BCP Safeguarding Children Partnership guidance and to local practice using the risk tool.
BCP Child Exploitation Toolkit - Pan-Dorset Safeguarding Children Partnership (pdscp.co.uk)
CCE is where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child into any criminal activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial or other advantage of the perpetrator or facilitator and/or (c) through violence or the threat of violence. The victim may have been criminally exploited even if the activity appears consensual. CCE does not always involve physical contact; it can also occur through the use of technology.
Some specific forms of CCE can include:
Children can become trapped by this type of exploitation as perpetrators can threaten victims (and their families) with violence, or entrap and coerce them into debt.
They may be coerced into carrying weapons such as knives or begin to carry a knife for a sense of protection from harm from others. As children involved in criminal exploitation often commit crimes themselves, their vulnerability as victims is not always recognised by adults and professionals, (particularly older children), and they are not treated as victims despite the harm they have experienced. They may still have been criminally exploited even if the activity appears to be something they have agreed or consented to.
Some of the following can be indicators of CCE:
It is important to note that the experience of girls who are criminally exploited can be very different to that of boys. The indicators may not be the same, however professionals should be aware that girls are at risk of criminal exploitation too. It is also important to note that both boys and girls being criminally exploited may be at higher risk of sexual exploitation.
Trafficking and Modern Day Slavery – Links with Exploitation
Modern slavery encompasses human trafficking and slavery, servitude and forced or compulsory labour. Exploitation can take many forms, including: sexual exploitation, forced labour, slavery, servitude, forced criminality and the removal of organs. If any staff have any concerns staff must discuss with the DSL or Deputy.
Child Sexual Exploitation (CSE)
CSE is a form of child sexual abuse. Sexual abuse may involve physical contact, including assault by penetration (for example, rape or oral sex) or non- penetrative acts such as masturbation, kissing, rubbing, and touching outside clothing. It may include non-contact activities, such as involving children in the production of sexual images, forcing children to look at sexual images or watch sexual activities, encouraging children to behave in sexually inappropriate ways or grooming a child in preparation for abuse including via the internet.
CSE can occur over time or be a one-off occurrence, and may happen without the child’s immediate knowledge e.g. through others sharing videos or images of them on social media.
CSE can affect any child, who has been coerced into engaging in sexual activities. This includes 16 and 17 year olds who can legally consent to have sex. Some children may not realise they are being exploited e.g. they believe they are in a genuine romantic relationship.
The above CCE indicators can also be indicators of CSE, as can:
Both staff and pupils receive education about CSE and CCE through the PSHE curriculum and pupils are supported to keep themselves safe. At times, this includes referral for specialist support from professionals, this is then shared with all stakeholders to support the pupil. The school raises awareness with pupil and Parents / Carers providing advice and will sign post Parents / Carers to further advice.eg NSPCC/ PANTS. PANTS is a simple acronym devised to teach children the underwear rule:
The school will use the Brook sexual behaviours traffic light tool / Hackett’s Continuum to support us in understanding what appropriate behaviour is. We recognise that given the additional needs of the pupils at Winchelsea they may not follow development norms.
Children with Family Members in Prison
Approximately 200,000 children in England and Wales have a Parent sent to prison each year. These children are at risk of poor outcomes including poverty, stigma, isolation and poor mental health. The National Information Centre on Children of Offenders (NICCO) provides information designed to support professionals working with offenders and their children, to help mitigate negative consequences for those pupils. Should the need arise the DSL and other relevant staff will make contact with services as required.
Lock Down Policy (Incident related)
In the event of a serious safeguarding risk the school will initiative the Lock Down Policy / Protocol. Initiating this protocol will reduce movement around school which will minimise the risk of harm to pupils and staff.
Safeguarding Adult Pupils
As a Post-16 provider Winchelsea School recognises that young adults (those 18 and over) remain vulnerable to harm and therefore must also be safeguarded. Winchelsea School will apply the overarching themes of this policy to those aged 18 and over in order to safeguard them in their best interests.
When the pupil turns 18 years old protections from harm and abuse cease to be covered by the laws and guidance which apply to children. However, school staff must remain vigilant to signs of abuse of vulnerable adults.
The Care Act 2024 is the law that sets out how adult social care in England should be provided.
The Care Act 2014 identifies ten types of abuse, these are:
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Physical abuse |
Domestic violence or abuse |
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Sexual abuse |
Psychological or emotional abuse |
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Financial or material abuse |
Modern slavery |
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Discriminatory abuse |
Organisational or institutional abuse |
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Neglect or acts of omission |
Self-neglect |
There are different kinds of abuse, but it's always about having power and control over someone.
Physical abuse: Including assault, hitting, slapping, pushing, misuse of medication, restraint or inappropriate physical sanctions.
Domestic Abuse: (including psychological, physical, sexual, financial, emotional abuse; ‘honour’ based violence.) The cross-government definition of domestic abuse and abuse is: any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 or over who are, or have been, intimate partners or family members regardless of gender or sexuality. The abuse can encompass, but is not limited to:
Controlling Behaviour: Controlling behaviour is a range of acts designed to make a person
subordinate and/or dependent by isolating them from sources of support, exploiting their resources
and capacities for personal gain, depriving them of the means needed for independence, resistance
and escape and regulating their everyday behaviour.
Coercive Behaviour: Coercive behaviour is an act or a pattern of acts of assault, threats,
humiliation and intimidation or other abuse that is used to harm, punish, or frighten their victim.
Forced Marriage: Although forcing someone into a marriage and/or luring someone overseas for
the purpose of marriage is a criminal offence, the civil route and the use of ‘Forced Marriage
Protection Orders’ is still available. These can be used as an alternative to entering the criminal
justice system. It may be that perpetrators will automatically be prosecuted where it is
overwhelmingly in the public interest to do so, however victims should be able to choose how they
want to be assisted.
Exploitation by radicalisation: The Home Office leads on the anti-terrorism PREVENT strategy, of
which CHANNEL is part (refer to Welcome to GOV.UK (www.gov.uk) information). This aims to stop people becoming terrorists or supporting extremism. All local organisations have a role to play in safeguarding people who meet the criteria. Contact should be made with Dorset Police regarding any individuals identified who present concern regarding violent extremism.
Sexual abuse: refers to rape, indecent exposure, sexual harassment, inappropriate looking or touching, sexual teasing or innuendo, sexual photography, subjection to pornography or witnessing sexual acts, indecent exposure and sexual assault or sexual acts to which the adult has not consented or was pressured into consenting or does not have the mental capacity to consent.
Sexual exploitation: The term “sexual exploitation” means any actual or attempted abuse of a
position of vulnerability, differential power, or trust, for sexual purposes, including, but not limited to,
profiting monetarily, socially or politically from the sexual exploitation of another. It may be very
important in specific cases to be clear about the context in which concerns about sexual exploitation
arise. Some individuals may have been groomed as children or young people, whilst others may be
engaged as sex workers so are at risk because they are threatened or coerced, have drug
dependencies and/or mental health needs. People with learning disabilities may be led into harm
because of perceptions they are being offered friendships.
Psychological abuse: including emotional abuse, threats of harm or abandonment, deprivation of
contact, humiliation, blaming, controlling, intimidation, coercion, harassment, verbal abuse, cyber
bullying, isolation or unreasonable and unjustified withdrawal of services or supportive networks.
Financial or material abuse: including theft, fraud, internet scamming, coercion in relation to an
adult’s financial affairs or arrangements, including in connection with wills, property, inheritance or
financial transactions, or the misuse or misappropriation of property, possessions or benefits.
Modern Slavery: Modern Slavery includes human trafficking, forced labour and debt bondage,
sexual exploitation, criminal exploitation, domestic servitude, descent-based slavery, child labour,
slavery in supply chains, and forced and early marriage.
Human Trafficking: The definition of human trafficking is the illegal movement of people through
force, fraud or deception with the intention of exploiting them, typically for the purposes of forced
labour or sexual exploitation.
Men, women and children are forced into a situation through the use (or threat) of violence,
deception or coercion. Victims may enter the UK legally, on forged documentation or secretly under
forced hiding, or they may even be a UK citizen living in the UK who is then trafficked within the
country but should not be confused with people smuggling, where the person has the freedom of
movement upon arrival in the UK.
There is no ‘typical’ victim of human trafficking and modern slavery. Victims can be men, women
and children of all ages, ethnicities, nationalities and backgrounds. It can however be more
prevalent amongst the most vulnerable members of society, and within minority or socially excluded
groups.
Discriminatory abuse: including forms of harassment, slurs or similar treatment because of race,
gender and gender identity, age, disability, sexual orientation or religion.
Internet/cyberbullying: can be defined as the use of technology, and particularly mobile phones
and the internet, to deliberately hurt, upset, harass or embarrass someone else. It can be an
extension of face-to-face bullying, with the technology offering the bully another route for harassing
their victim or can be simply without motive.
Cyberbullying can occur using practically any form of connected media, from nasty text and image
messages using mobile phones, to unkind blog and social networking posts, or emails and instant
messages, to malicious websites created solely for the purpose of intimidating an individual or
virtual abuse during an online multiplayer game.
Organisational abuse: This includes neglect and poor care practice within an institution or specific
care setting such as a hospital or care home, for example, or in relation to care provided in a
person’s own home. This may be a one-off incident or on-going ill-treatment. It can refer to neglect
or poor professional practice as a result of the structure, policies, processes and practices within an
organisation.
Neglect and acts of omission: This includes ignoring medical, emotional or physical care needs, failure to provide access to appropriate health, care and support or educational services, equipment, the withholding of the necessities of life, such as medication, adequate nutrition and heating Self–neglect and hoarding: This includes a broad spectrum of behaviour. The Statutory Guidance defines self-neglect as: “a wide range of behaviour neglecting to care for one’s personal hygiene, health or surroundings and includes behaviour such as hoarding”. Self-neglect is recognised as the failure or unwillingness by an individual to meet their own basic care needs required to maintain health. It should be noted that self-neglect or hoarding may well not prompt a Section 42 Enquiry. An assessment should be made on a case by case basis. A decision on whether a response is required under safeguarding will depend on an adult’s ability to protect themselves by controlling their own behaviour. There may come a point when they are no longer able to do this, without external support.
Adult at Risk – Care Act 2014
An adult at risk is an individual aged 18 years and over who:
The Care Act 2014 sets out the following principles that should underpin the safeguarding of adults.
Six Principles of Adult Safeguarding
Empowerment
People are supported and encouraged to make their own decisions and informed consent.
“I am asked what I want as the outcomes from the safeguarding process and this directly inform what happens.”
Prevention
It is better to take action before harm occurs.
“I receive clear and simple information about what abuse is. I know how to recognise the signs, and I know what I can do to seek help.”
Proportionality
The least intrusive response appropriate to the risk presented.
“I am sure that the professionals will work in my interest and they will only get involved as much as is necessary.”
Protection
Support and representation for those in greatest need.
“I get help and support to report abuse and neglect. I get help so that I am able to take part in the safeguarding process to the extent to which I want.”
Partnership
Services offer local solutions through working closely with their communities. Communities have a part to play in preventing, detecting and reporting neglect and abuse.
“I know that staff treat any personal and sensitive information in confidence, only sharing what is helpful and necessary. I am confident that professionals will work together and with me to get the best result for me.”
Accountability
Accountability and transparency in delivering safeguarding.
“I understand the role of everyone involved in my life and so do they.”
These six principles underpin the work of professionals and other staff who work with adults.
Making Safeguarding Personal
This refers to the responsibility that agencies have to promote the adult’s wellbeing and carefully consider their views, wishes, feelings and beliefs in deciding on any action. It is about adopting a personalised approach that enables safeguarding to be undertaken with the adult throughout the enquiry and to focus on achieving meaningful improvement to people’s circumstances rather than just investigate and conclude. (LGA/ADASS Making Safeguarding Personal November 2019).
This is well captured in the phrase “Nothing about me without me.”
Section 14.4 of The Care Act Guidance states that interventions must adhere to Making Safeguarding Personal (MSP) principles. “We all have different preferences, histories, circumstances and life-styles, so it is unhelpful to prescribe a process that must be followed whenever a concern is raised”.
The Mental Capacity Act (MCA) 2005 - Five Principles Which Underpin The Mental Capacity Act
UK Law assumes that all people over the age of 16 have the ability to make their own decisions, unless it has been proved that they can’t. It also gives us the right to make any decision that we need to make and gives us the right to make our own decisions even if others consider them to be unwise.
We make so many decisions that it is easy to take this ability for granted. The Law says that to make a decision we need to:
In order to protect those who lack capacity and to enable them to take part, as much as possible in decisions that affect them, the following statutory principles apply:
The primary purpose of the MCA is to promote and safeguard decision-making within a legal framework
Types of abuse: Safeguarding adults | SCIE
School staff are expected to follow the processes for reporting concerns of abuse in the same way they would for concerns about children.
Sharing information, with the right people, is central to good practice in safeguarding adults. However, information sharing must only ever be with those with a ‘need to know’. This does NOT automatically include the persons Parents / Carers.
Reporting Abuse – Adults Social Care
If you believe that someone is being abused contact Adult Social Care or the Police. Adult Social Care and the Police will then coordinate investigations into alleged abuse.
For Bournemouth, Christchurch and Poole
Out of Hours Service: 0300 1239895 - Evenings and weekends, including Bank Holidays.
Unlike with referrals to external agencies such as Social Care Parents / Carers will not be informed of the referral relating to the adult pupil.
The Dorset and Bournemouth, Christchurch & Poole Multi-agency Safeguarding Adults Policy can be found by following the link below.
final_dbcp_sab_multi_agency_policy_feb_2023.pdf (bcpsafeguardingadultsboard.com)
Dorset and Bournemouth, Christchurch & Poole Multi-agency Safeguarding Adults Policy is due for review in February 2026.
Relevant Legislation
The Care Act 2014
The Care Act 2014 places a general duty on local authorities to promote the wellbeing of individuals when carrying out care and support functions. Safeguarding adults comes under the Care Act 2014.
Care Act 2014 (legislation.gov.uk)
Sexual Offences Act 2003
In the past there have been difficulties in bringing prosecutions against individuals who committed sexual offences against people with mental disorders. The Sexual Offences Act (SOA) 2003 modernised the law by prohibiting any sexual activity between a care worker and a person with a mental disorder while the relationship of care continues.
Sexual Offences Act 2003 (legislation.gov.uk)
Safeguarding Vulnerable Groups Act 2006 and the Protection of Freedoms Bill
This Safeguarding Vulnerable Groups Act (SVGA) 2006 was passed to help avoid harm, or risk of harm, by preventing people who are deemed unsuitable to work with children and vulnerable adults from gaining access to them through their work.
Safeguarding Vulnerable Groups Act 2006 (legislation.gov.uk)
Ill treatment or wilful neglect
It is an offence under the Criminal Justice and Courts Act 2015 for an individual who has the care of another individual by virtue of being a care worker to ill-treat or wilfully to neglect that individual.
Under S44 of the Mental Capacity Act, ill-treatment and wilful neglect is a criminal offence for anyone,
including those with powers of attorney and court appointed deputies, who has care of a person who lacks capacity.
Criminal Justice and Courts Act 2015 (legislation.gov.uk)
Public Interest Disclosure Act 1998
An important part of providing care is ensuring a working environment that encourages people to challenge practices in their own workplace. The law offers some protection from victimisation to people who blow the whistle under the Public Interest Disclosure Act (PIDA) 1998. The parameters of ‘protected disclosure’ are set out in the Employment Rights Act (ERA) 1996.
Public Interest Disclosure Act 1998 (legislation.gov.uk)
Mental Capacity Act 2005
The Mental Capacity Act 2005 is a law that protects and empowers people over the age of 16 who may lack capacity to make some decisions for themselves. The Act upholds the rights and autonomy of people with capacity and ensures that people who lack capacity are involved and protected in decision-making. The Act also sets out five key principles that guide its implementation:
Mental Capacity Act 2005 (legislation.gov.uk)
School Safeguarding Responsibilities Summary
The school will:
Have an Online Safety Policy in line with BCP Safeguarding Children Partnership; requirements. Have a member of staff as an Online Safety Champion – Mr Alex Dunnachie: [email protected];
The school has a responsibility to work with other agencies on all safeguarding issues which may include:
For more information, see the links to Government guidance in KCSiE 2024.
The school uses the following links to relevant law and guidance
Working Together to Safeguard Children December 2023:
Working together to safeguard children - GOV.UK (www.gov.uk)
Keeping Children Safe in Education 2024:
Keeping children safe in education - GOV.UK (www.gov.uk)
Ofsted handbooks and frameworks:
Ofsted handbooks and frameworks - GOV.UK (www.gov.uk)
Guidance for Safer Working Practice for Adults who work with children and young people, version 2:
Safer Recruitment Consortium training information
BCP Safeguarding Children Partnership:
Governor/Trustee’s Handbook:
Governance Handbook 2019 (publishing.service.gov.uk)
What to do if you’re worried a child is being abused – March 2015:
Child abuse concerns: guide for practitioners - GOV.UK (www.gov.uk)
Information sharing advice for practitioners providing safeguarding services to children, young people, Parents / Carers:
Information sharing advice for safeguarding practitioners - GOV.UK (www.gov.uk)
Preventing and Tackling Bullying:
Preventing bullying - GOV.UK (www.gov.uk)
Department for Education – Online guidelines:
advice_on_child_internet_safety.pdf (publishing.service.gov.uk)
Safeguarding: Disclosure and Barring:
Disclosure and Barring Service - GOV.UK (www.gov.uk)
The Information Commissioner’s Office – Data Protection Act in Schools and Education:
Information Commissioner's Office (ICO)
Professional Software Design (PSD) Broadband Provider:
Broadband4 | High Speed Internet | Education | Ringwood
Exclusion from maintained schools, Academies and pupil referral units in England:
School suspensions and permanent exclusions - GOV.UK (www.gov.uk)
Children Missing Education (September 2016):
Children missing education - GOV.UK (www.gov.uk)
Pan Dorset Safeguarding Children Partnership Levels of Need and Continuum of Support:
1.-Pan-Dorset-Continuum-of-Need-Guidance-Feb-2023-V3.docx (live.com)
BCP Family Information Directory:
Child Exploitation Toolkit:
Local Resources (proceduresonline.com)
Teaching Online Safety in Schools:
Teaching online safety in schools - GOV.UK (www.gov.uk)
The DSL is:
Mr Adam Bradford: [email protected]
Telephone number: 01202 746240
The Deputy DSLs are:
Mr Geoff Cherrill: [email protected]
Mrs Jo Snow: [email protected]
Telephone number: 01202 746240
The Lead Safeguarding Governor is Mrs Sue Fallon: [email protected]
Telephone number: 01202 746240
The Chair of the Governing Body is Mr Fritz Penn-Barwell: [email protected]
Telephone number: 01202 746240
Appendix A
Indicators of Abuse and Neglect
All school and college staff should be aware that abuse, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases, multiple issues will overlap with one another.
Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. Children may be abused by an adult or adults or by another child or children.
Physical abuse: a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a Parent or Carer fabricates the symptoms of, or deliberately induces, illness in a child.
Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child from participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.
Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse. Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. The sexual abuse of children by other children is a specific safeguarding issue in education.
Neglect: the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy, for example, as a result of maternal substance abuse. Once a child is born, neglect may involve a Parent or Carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
Appendix B
Neglect
Neglect can have serious and long-lasting effects. It can be anything from leaving a child home alone to the very worst cases where a child dies from malnutrition or being denied the care they need. In some cases, it can cause permanent disabilities.
Neglect can be really difficult to identify, making it hard for professionals to take early action to protect a child.
Having one of the signs or symptoms below doesn't necessarily mean that a child is being neglected. But if you notice multiple, or persistent, signs then it could indicate there’s a serious problem.
Children who are neglected may have:
Poor Appearance and Hygiene
They may:
Health and Development Problems
They may have:
Housing and Family Issues
They may be:
Sexual Abuse
Children who are sexually abused may:
Stay Away from Certain People
Show Sexual Behaviour that's Inappropriate for their Age
Have Physical Symptoms