GOV-03 SAFEGUARDING POLICY
Date of Policy: May 2016
Staff Responsible: Assistant Headteacher - Inclusion
Ratified by Executive Board : June 2016
Agreed by Governing Body: July 2016
Date of next Review: Annual
Campion School Safeguarding Policy
1. Policy Statement
1.1 This policy sets out how Campion School and Language College is carrying out its statutory responsibility to safeguard and promote the welfare of students in accordance with Section 157 of the Education Act 2002.
1.2 Campion School and Language College is committed to providing an environment which safeguards and promotes the welfare, safety and health and guidance of our students. Campion School and Language College recognises the importance of the contribution it can make to protecting and supporting students.
1.3 There are four key elements to this policy on child protection:
· Prevention – Campion School and Language College will provide an environment and establish and maintain an ethos where all students feel secure, are encouraged to talk and in which they are listened to carefully.
· Protection – The Campion School and Language College will ensure that each member of staff has an up to date DBS check and is trained and supported to respond appropriately and sensitively to Child Protection concerns.
· Support – The Campion School and Language College ethos provides structured systems of support for all students. Where necessary a child protection plan will be put in place.
· Working with parents – Campion School and Language College will work closely with parents to ensure appropriate communications and actions are undertaken.
1.4 Equally, Campion School and Language College also seeks to establish and maintain an environment where staff and volunteers feel safe, are encouraged to talk and are listened to when they have concerns about the safety and well-being of a child.
1.5 This policy fully takes into account the guidance as outlined by Keeping Children Safe in Education (September 2016) and Working Together to Safeguard Children (March 2015). In the broadest sense these two documents outline the following:
i. Schools should be aware of and follow the procedures established by the Local Safeguarding Children Board (LSCB).
ii. Staff should be alert to signs of abuse and know to whom they should report any concerns or suspicions.
iii. Schools should have procedures (of which all staff are aware) for handling suspected cases of abuse of students, including procedures to be followed if a member of staff is accused of abuse, or suspected of abuse.
iv. A Designated Safeguarding Lead (DSL) should have responsibility for co-ordinating action within the school and liaising with other agencies.
1.6 Campion School and Language College endorses a consistent message from research, which has been reinforced in every high profile enquiry on child protection, ‘is that children are best protected when professionals are clear about what is required of them individually, and how they need to work together’.
1.7 As identified by the Lord Laming report, the school emphasises that safeguarding is ‘everybody’s’ responsibility.
1.8 Key documents with which this policy is in accordance include:
i. Keeping Children Safe in Education 2016
ii. Working Together to Keep Children Safe 2015
iii. The Children and Families Act 2014
iv. The Teacher Standards 2012
v. The Education Act 2011
vi. Dealing with Allegations of Abuse Against Teachers and Other Staff (DFE 2011)
vii. Prevent Strategy 2011
viii. Education (Independent Schools Standards) (England) Regulations 2010
ix. Safeguarding young people on work related learning including work experience 2010
x. Information Sharing: Guidance for Practitioners and Managers 2009
xi. Laming Report (2003) –Victoria Climbié and “Baby Peter” Review (2009)
xii. Safeguarding Children and Safer Recruitment in Education 2007
xiii. What to do if you are worried a Child is being Abused 2006
xiv. The Children Act 2004
xv. Bichard Inquiry (2003) following the Soham murders
xvi. S.175/157 Education Act 2002 (Lauren Wright)
xvii. Education Act 2002
xviii. The Children Act 1989
1.9 In accordance with the principles outlined in ‘Safeguarding Children and Safer Recruitment’ (2007) Campion School and Language College commits to work in partnership with the Local Safeguarding Children Board and other agencies to help prevent, protect and support children at risk. This co-operation includes a senior member of staff attending Child Protection conferences and other inter-agency meetings.
1.10 The school will designate at least one senior member of staff to be the Designated Safeguarding Lead and appoint a Deputy Safeguarding Lead to cover in his/her absence for Child Protection (DSL) and ensure that this person receives appropriate training to undertake the role.
1.11 The School will work in conjunction with parents and carers and other external agencies whenever it is in the child’s interests to do so.
1.12 The school will keep confidential, accurate and up to date records that record concerns about the welfare and behaviour of a student. These records will be maintained by the DSL.
1.13 The school will provide a curriculum that aims to raise awareness amongst students about keeping safe and raise self-esteem and the confidence to share their concerns with adults in the school.
2. Who does this policy apply to?
2.1 This policy applies to all students, all staff working for or on behalf of Campion School and Language College, Governors and visitors and any volunteers who come into any building. It is the duty of all staff employed by Campion School and Language College to accept and understand their responsibilities for safeguarding and to follow the agreed principles and procedures outlined in this policy in line with Section 7 of the Education (Independent Schools Standards - England) Regulations, 2010. School staff and volunteers are particularly well placed to observe outward signs of abuse, changes in behaviour and failure to develop because they have daily contact with students.
2.2 Campion School and Language College maintains an attitude of ‘it could happen here.’
3. Who is responsible for carrying out this policy?
3.1 It is the duty of all staff employed by Campion School and Language College to accept and understand their responsibilities for safeguarding and to follow the agreed principles and procedures outlined in this policy in line with Section 7 of the Education (Independent Schools Standards) (England) Regulations 2010.
3.2 It is the responsibility of the Chair of Governors, acting on behalf of the Headteacher, to ensure that this policy is adhered to.
3.3 It is the responsibility of the Headteacher with the support of senior leaders, to ensure that all staff are aware of and understand the school ’s policy on safeguarding.
3.4 It is the responsibility of the Headteacher to ensure a designated senior leader is appointed as the Designated Safeguarding Lead for Safeguarding (included in the job description) for the school and that deputies are in place and that the name and the responsibilities of these people are known to all staff.
3.5 It is the responsibility of the Headteacher to promote an environment in which students feel safe and are listened to and this includes ensuring that the curriculum includes safeguarding and how to keep safe.
3.6 It is the responsibility of the Headteacher to ensure that the Campion School and Language College’s whistle blowing policy and procedures are in place and that any allegations against staff are responded to appropriately.
3.7 It is the responsibility of the Headteacher to respond to any safeguarding allegations or concerns about staff appropriately implementing the appropriate disciplinary and appeals procedures as required.
3.8 It is the responsibility of the DSL to ensure that all staff in the School receive initial training and appropriate training every year, with the DSL receiving training every two years on safeguarding, including how to recognise the signs and symptoms of abuse.
3.9 If the DSL is unavailable or absent the Deputy DSL will act as the DSL.
3.10 It is the responsibility of the DSL to ensure that parents and carers are informed of the Safeguarding procedures by a statement on the website and reminders via newsletters.
3.11 It is the responsibility of the DSL to ensure effective communication takes place between the School and other external agencies in respect of safeguarding, including representation on local bodies as needed.
3.12 It is the responsibility of the DSL to ensure that Governors are briefed and informed of their responsibilities in safeguarding and how to support School staff in their safeguarding role. In addition all Governors MUST have an enhanced DBS check.
3.13 It is the responsibility of the Governors to ensure that policies and procedures are implemented which provide a duty of care to young people, safeguard their wellbeing and protect them from abuse and to respect and promote the rights and feelings of young people, in accordance with the DFE guidance.
3.14 It is the responsibility of the Governors to ensure that Campion School and Language College’s Safeguarding policy and procedures are in place and that these are reviewed annually and to appoint a nominated Safeguarding Governor to monitor the school’s implementation of the Safeguarding policy. It is also the responsibility of the Governors to ensure that a staff behaviour policy (code of conduct) is in place.
3.15 It is the governing body’s responsibility to ensure that safe recruitment checks are carried out in line with statutory requirements, as set out in Safeguarding Children and Safer Recruitment in Education.
4. What are the core aims of this policy?
4.1 To ensure that all necessary internal and inter-agency child protection procedures are in place as required.
4.2 To give guidance to staff to ensure best practice.
4.3 To demonstrate the links with other relevant policies to safeguard the general welfare of children.
4.4 To provide a clear statement of the school’s responsibilities in the event of a concern about the conduct of a member of staff.
4.5 To identify key individuals and their specific roles.
5. What are the principles behind this policy?
5.1 The school recognises that the welfare and safety of a student is always of paramount consideration and will work together with parents, carers and other agencies to safeguard and promote the welfare of the child.
5.2 The policy recognises that all children regardless of age, special needs or disability, racial or cultural heritage, religious belief, gender or sexual orientation have the right to be protected from ill treatment and neglect and to experience a good standard of care.
5.3 The policy recognises that all children have the right to be heard and that the wishes and feelings of the child should be sought and influence the decision making.
5.4 All incidents and allegations of suspicious or poor practice or abuse will be taken seriously and responded to appropriately.
5.5 There is a consistent understanding of acceptable behaviour of young people towards other young people and staff within the policy .
6.1 Recruitment and Selection of Staff
6.1.1 Safer recruitment should be reflected in every stage of the process and safeguarding judgements need to be made, in differing degrees, in relation to all those that a student in school may come into contact with, as they may be perceived to be safe and trustworthy adults.
6.1.2 All advertisements for vacancies across the school will make reference to the school’s commitment to safeguarding children and young people.
6.1.3 The recruitment and selection of all employees will be made on merit and in accordance with the provisions of Employment Law, the Education Act 2011, the School Staffing (England) Regulations 2009 and the statutory guidance, Safeguarding Children and Safer Recruitment in Education Settings and the School’s equal opportunities policy (See appendix 2: Disqualification by Association).
6.1.4 The policy will ensure that members of the Senior Leadership team have received training in Safer Recruitment and that all interview panels have a member of trained staff on them.
6.1.5 The policy will ensure that its recruitment and selection procedures includes clear systems to vet all applicants including:
1. A school application form is completed for all applicants
2. Following up two professional references, including at least one who can comment on the applicant’s suitability to work with children
3. Requesting copies of original qualifications
4. Ensuring appropriate police checks are made and enhanced DBS disclosures obtained
5. Reference to and awareness of safeguarding issues is addressed during the interview process
6.1.6 Where the school recruits temporary or supply staff through an agency, the school will ensure the following through the relevant agency:
1. References from the most recent placements
2. Ensuring appropriate police checks and an enhanced DBS disclosure is in place
3. Documentary evidence of the candidate’s identity
4. ID checks to confirm the person checked is the person in school
6.1.7 Each School will maintain a single central record of all School employees and agency staff which will include:
1. Disclosure and Barring Service (DBS) checks as appropriate to their role
2. Evidence of qualifications
3. Evidence of permission and suitability to work with children and young people for staff who are not nationals of the European Economic Area
6.2 Safeguarding Children and Child Protection
6.2.1 Child abuse is covered by the term “significant harm” and is defined in the Adoption and Children Act 2002 in the following way;
1. “harm” means ill-treatment or the impairment of health or development
2. “development” means physical, intellectual, emotional, social or behavioural development
3. “health” means physical or mental health
4. “ill-treatment” includes sexual abuse and forms of ill-treatment which are not physical
6.2.2 It is not always easy to recognise a situation where abuse may occur or has already taken place. It is especially important to note that children with SEN or disabilities are more likely to be abused or neglected. All school staff have the responsibility to act if they have any concerns about the behaviour of an individual towards a student. All staff should be aware that the main categories of abuse are:
6.2.3 All staff should be concerned about a student if he/she presents with indicators of possible significant harm (Appendix 3 – Signs and Symptoms of Possible Significant Harm).
6.2.4 Key areas of safeguarding that staff should be aware of include:
Student’s Health and Safety
i. Bullying, including cyber-bullying (by text message, sexting, social networking sites etc)
ii. Racist abuse
iii. Harassment and discrimination
iv. Use of physical intervention
v. Meeting the needs of students with medical conditions (outlined in The Child and Families Act 2014)
vi. Providing First Aid
vii. Female Genital Mutilation (Appendix 4 describes this in more detail)
viii. Domestic Violence (Appendix 5 describes this in more detail)
ix. Drug and Substance misuse
x. Educational visits
xi. Honour Based Violence (HBV)
xii. Intimate care
xiii. Issues specific to a particular area, for example gang activity
xiv. Child sexual exploitation (Appendix 7 describes this in more detail)
xv. Britishness (Appendix 8 describes this in more detail)
xvi. Mental Health
xvii. Extremism, Radicalisation and Prevent(Appendix 9 describes this in more detail)
xviii. Road Safety
xxi. Fabricated illness
xxii. Faith abuse
xxiii. Gender based violence
xxiv. Private fostering
xxv. Teenage relationship abuse
xxvi. Force Marriage
xxviii. Peer on Peer abuse (accepting that this classes as abuse and should not be dismissed as “banter”
xxix. Vulnerability of SEN-D students in particular with regard to abuse
xxx. Other safeguarding issues as relevant
6.2.5 If a child discloses that he or she has been abused in some way, the member of staff / volunteer should:
i. Listen to what is being said without displaying shock or disbelief
ii. Accept what is being said
iii. Allow the child to talk freely
iv. Reassure the child, but not make promises which it might not be possible to keep
v. Not promise confidentiality – it might be necessary to refer to Children’s Services: Safeguarding and Specialist Services/MASH
vi. Reassure him or her that what has happened is not his or her fault
vii. Stress that it was the right thing to tell
viii. Listen, only asking questions when necessary to clarify
ix. Not criticise the alleged perpetrator
x. Explain what has to be done next and who has to be told
xi. Make a written record (see Record Keeping), informing the child that you are doing so
xii. Pass the information to the Designated Safeguarding Lead without delay
6.2.6 Staff should use the cause for concern form to record these early concerns. If the student does begin to reveal that they are being harmed, staff should follow the advice below. Following an initial conversation with the student, if the member of staff remains concerned, they should discuss their concerns with the DSL.
6.2.7 Any member of staff that suspects or has evidence of child abuse must immediately contact the Designated Safeguarding Lead (DSL) or the Deputy DSL within the School for handling these issues. They must not start their own investigation. Contact must also be made with the DSL if a member of staff has any suspicion or act of child abuse or neglect reported to them.
6.2.8 From this point on, the DSL will keep a confidential, hand-written record of all comments, actions and observations. These records will be filed, kept securely and access will only be given to the DSL, the DSL’s deputies and the Headteacher.
6.2.9 The DSL will regularly inform the Head of any new cases and from that point on, any further developments. The DSL will then advise on the next step or steps and liaise with any external agencies outside school that may be necessary.
6.2.10 The school will normally seek to discuss any concerns about a student with their parents. This must be handled sensitively and the DSL will make contact with the parent in the event of a concern, suspicion or disclosure. It is important the DSL or his/her deputy is fully able to differentiate between a “concern” and a child “in immediate danger or at risk of harm”.
6.2.11 However, if the DSL believes that notifying parents could increase the risk to the child or exacerbate the problem, advice will first be sought from children’s social care. Early help may be in many cases the best way forward after consultation with MASH. This will be initiated with the leadership of the Parent Support Advisor and relevant Key Stage Manager.
6.2.12 If the DSL believes that “a child is experiencing or may have already experienced abuse or neglect” or “is at risk of suffering significant harm” either now or in the future then the school will comply with the procedures of the Local Safeguarding Children Board.
6.3 Responding and Referring
6.3.1 The first step outlined in these procedures is for the DSL to contact the local Social Services Department after which a course of action will be agreed and the guidance of Social Services will be followed. If it is advised that a referral should take place the process shall be as follows:
i. The referral shall be made to the relevant Children and Young People Service (CYPS) referral team
ii. The referral will be made in writing on the MASH referral form, unless it is advised by the CYPS team that a verbal or telephone referral is necessary due to a delay placing the child at further risk of harm
iii. Verbal and telephone referrals will be confirmed in writing on a form within 24 hours
iv. Where practical, concerns will be discussed with the family and they should be notified that a referral to the MASH will be made, unless the Social Services Department advise that contact should not be made by the school with the family before the referral is submitted
6.3.2 All Child Protection records will be maintained in a confidential file at the School until the child reaches the age of 25 when they will be destroyed. For LAC the guidance is 70 years.
6.4 Record keeping
6.4.1 Any member of staff receiving a disclosure of abuse from a child or young person, or noticing signs or symptoms of possible abuse in a child or young person, will make notes as soon as possible (within the hour), writing down as exactly as possible using the child’s own words, what was said or seen, putting the scene into context, and giving the time and location. Dates and times of events should be recorded as accurately as possible, together with a note of when the record was made. All records must be signed and dated clearly. Children will not be asked to make a written statement themselves or to sign any records.
6.4.2 All records of a child protection nature (handwritten or typed) will be given to the DSL for safekeeping. This includes child protection conference minutes and written records of any concerns. Access to any records will be on a ‘need to know ‘basis. All records must be securely held, separate from the main pupil file, and in a secure
6.4.3 When a child who has had a child protection plan leaves the school and/or transfers to another school, the DSL will inform the child’s new school immediately and discuss with the child’s social worker the transfer of any confidential information the school may hold.
6.4.4 When pupils transfer between schools/colleges or move school part way through an academic year, all information about any past or current concerns will, if possible, be passed on to the DSL of the receiving school/college. Any records that cannot be passed on will be retained confidentially until the child’s 25th birthday.
6.5 The Curriculum
6.5.1 Through the curriculum, staff will raise pupils’ awareness and build their confidence and resilience so that they have a range of contacts and strategies to ensure their own protection and that of others, recognising that pupils need opportunities to develop the skills they need to stay safe from abuse.
6.5.2 There should be opportunities within the curriculum for students to develop the skills they need to recognise and stay safe from abuse. All students, through the curriculum, should be encouraged to be healthy, to stay safe, to enjoy and achieve, to make a positive contribution and to achieve economic wellbeing. There should also be opportunities for students to learn about safeguarding, including online, through teaching and learning opportunities, as part of providing a broad and balanced curriculum.
6.6 Training and Development
6.6.1 In addition to the pre-selection checks outlined in 6.1.3 above, the school’s safeguarding process includes training after recruitment in order to help staff recognise their responsibilities and report any concerns about poor practise or suspected abuse, respond to any concerns expressed by a young person and to work safely and effectively with young people.
6.6.2 The Headteacher will ensure that all nominated staff receive specialised training on safeguarding and child protection which is updated every year.
6.6.3 The annual Induction programme for school staff will include training on safeguarding and child protection and familiarisation with this policy, including identification of any Child Protection training needs. The DSL will ensure that there are additional opportunities for such training throughout the academic year for mid-year starters.
6.6.4 All school staff will receive refresher training on safeguarding and child protection every year. Therefore, all staff will receive appropriate safeguarding training so that they are knowledgeable and aware of their role in the early recognition of the indicators of abuse and neglect and of the appropriate procedures to follow. Temporary staff and volunteers will be made aware of the safeguarding policies and procedures by the DSL.
6.6.5 All members of the school leadership team and the Chair of Governors will be trained in Safer Recruitment.
7. Abuse by school staff
7.1 Inappropriate behaviour by staff towards students is unacceptable. Under the Sexual Offences Act 2003, it is an offence for a person over the age of 18 to have a sexual relationship with a person under the age of 18, where that person is in a position of responsibility, even if the relationship is consensual. This means that any sexual activity between a member of staff and a student under 18 may be a criminal offence, even if that student is over the age of consent.
8.1 The Campion School and Language College ’s complaints procedure will be followed where a student or parent raises a concern about poor practice towards a student that initially does not reach the threshold for child protection action. Complaints are managed by senior staff, the Headteacher and Governors and in exceptional circumstances the Chair of Governors. Complaints from staff are dealt with under the school’s complaints and disciplinary and grievance procedures.
9. Concerns about a colleague
9.1 Staff who are concerned about the conduct of a colleague towards a student may worry that they have misunderstood the situation and may wonder whether a report could jeopardise their colleague’s career. All staff must remember that the welfare of the child is paramount. Campion School’s whistleblowing policy enables staff to raise concerns or allegations in confidence and for a sensitive enquiry to take place.
9.2 All concerns of poor practice or possible child abuse by colleagues should be reported to the Headteacher. Complaints about the Headteacher or a Governor should be reported to the Chair of Governors.
10. Dealing with Allegations of Abuse against Staff
10.1 Where an allegation is made that a member of staff has behaved in a way that may have harmed a young person, potentially committed a criminal offence against a young person or behaved in a way in which indicates s/he is unsuitable to work with children, the person receiving the allegation must immediately inform the Headteacher.
10.2 The Sexual Offences Act 2003 established a criminal offence of ‘abuse of trust ’ affecting teachers and others who work with children and young people. A relationship of trust is one where a teacher, member of education staff or volunteer is in a position of power or influence over a pupil or student by virtue of the work or nature of the activity being undertaken. This legislation is intended to protect young people in education who are over the age of consent but under 18 years of age, as well as those under 16. ‘Grooming’ a child or person under 18 with a view to a future sexual relationship may also be an offence in this context.
10.3 The principle of equality embedded in the legislation applies irrespective of sexual orientation: neither homosexual nor heterosexual relationships are acceptable within a position of trust. Any concern raised by a parent, child or young person will be listened to and taken seriously.
Allegations made against the Headteacher should be reported to the Chair of Governors who will then contact the Local Authority Designated Officer (LADO). The Chair of Governors will follow the procedures outlined in Campion School and Language College’s Disciplinary policy and will assess, in discussion with the LADO, whether it is necessary to involve other agencies.
10.4 The Headteacher/Chair of Governors will contact the LADO to discuss whether:
i. No further actions are needed
ii. A strategy discussion should take place
iii. There should be immediate involvement of the police or social care
10.5 The Headteacher/Chair of Governors will share available information with the LADO about the allegation, the child, and the person against whom the allegation has been made.
10.6 The person receiving the allegation must make a written record of the allegation using the informant’s words including the date, time and place where the alleged incident took place, what was said and if anyone else was present. This record should be signed by the informant and the person receiving the allegation and immediately passed to the Headteacher (or the Deputy if Headteacher is absent).
10.7 Where a person has reason to suspect that another member of staff may have abused a child in the school or elsewhere they should immediately inform the Headteacher.
10.8 Where the allegation or concerns are about the Headteacher the person receiving the allegation or concern should immediately notify the Chair of Governors.
11. Use of physical interventions
11.1 There is an absolute ban on the use by any member of staff of any form of corporal punishment. This includes any physical contact which is deliberately intended to punish a pupil, or which is primarily intended to cause pain, injury or humiliation.
11.2 It is important to allow children to do what they can for themselves, but depending on age and circumstances it may be necessary for some physical contact to take place; (e.g. a child who is hurt, who needs instruction in the use of a particular instrument/piece of equipment, safety issues such as the need to prevent a child hurting themselves, running into the road etc.).
11.3 Section 93 of the Education and Inspections Act 2006 enables school staff to use ‘reasonable force’ to prevent a pupil from:
i. committing any offence (or, for a pupil under the age of criminal responsibility, what would be an offence for an older pupil ) ;
ii. causing personal injury to, or damage to the property of, any person (including the pupil himself ); or prejudicing the maintenance of good order and discipline at the school or among any pupils receiving education at the school, whether during the teaching session or otherwise.
11.4 School staff may also be empowered to carry out physical searches for weapons, illegal drugs, pornography etc. Actions by school staff must at all times be in accordance with guidance and procedures. In the event of physical restraint being needed, parents will be informed the same day. For searches, professional discretion is to be used in deciding how to inform parents.
11.5 School staff need to be aware of additional risk assessments needed in ensuring that situations as listed below are considered when planning school activities:
i. Changing for PE and Swimming-members of PE staff need to ensure they are acutely aware of the additional contact required in these situations and ensure they continue to protect themselves from any actions that could be perceived as breaking the trust referred to earlier in this policy.
ii. 1:1 Working-staff should not routinely put themselves in situations with students alone if other staff are not present. Where this is unavoidable, staff must ensure other colleagues are aware of the 1:1 activity and ensure reasonable actions e.g doors are left open to ensure a sense of openness.
iii. Overnight stays-on residential visits, school staff should ensure they continue to act in their positions of trust and should take reasonable care to protect themselves whilst recognising that staff on overnight residential visits do act in “loco parentis” and therefore actions of staff towards students must remain professional whilst acknowledging the very different environment to school and challenges this creates.
iv. Host families-where students are placed with host families, all reasonable steps should be taken to protect both Campion and visiting students by ensuring mutual parental consent.
12.1 Children and young people may expose themselves to danger, whether knowingly or unknowingly, when using the internet and other technologies. Additionally, some young people may find themselves involved in activities which are inappropriate, or possibly illegal through social networking sites etc. including ‘cyber-bullying’. Internet filters should be robust but not excessive and internet use should be monitored by the school’s ICT manager.
12.2 Staff across the school have a major responsibility to educate our students; teaching them the appropriate behaviours and critical thinking skills to enable them to remain both safe and legal when using the internet and related technologies. It is also important to include parents as much as possible in this process.
12.3 It is appropriate to take photographs of children to capture a curriculum activity or a celebration of school life using school equipment providing we have permission to do so from the parents. Staff must not however use their personal mobile phone, camera (still or moving images) or other devices to take, edit or store images of children from this school.
12.4 Staff should not communicate with students through private email accounts, social networking sites, even on educational matters, but should use official email and networking sites sanctioned by the school. Staff should be circumspect in their use of social networking sites and must not discuss school business or school issues on their personal social networking site.
13. Filming, photography and images
13.1 Campion School and Language College recognises that the vast majority of people who take or view photographs or videos of children do so for entirely innocent and acceptable reasons. However, some people abuse children through filming and taking or using images.
13.2 The school will protect students by:
i. Seeking their consent for filming, photographs to be taken or published (for example, on our website or in newspapers or publications) where the student is capable of providing consent.
ii. Seeking parental consent for those who are deemed incapable of providing consent.
iii. Using only the student’s first name with an image and only using full names in exceptional circumstances.
iv. Ensuring students are appropriately dressed in line with the Student Dress Policy.
v. Encouraging students to tell us if they are worried about any film footage or photographs that are taken of them.
14. Confidentiality and Sharing Information
14.1 The DSL will uphold confidentiality at all times in line with the Data Protection Act Principles to ensure that information is:
i. Processed for limited purposes
ii. Adequate, relevant and not excessive
iv. Kept no longer than necessary
v. Processed in accordance with the data subject’s rights
14.2 Hard copies of any concern forms and other written information will be stored in a locked facility and any electronic information will be password protected and only made available to relevant individuals.
14.3 Every effort will be made to prevent unauthorised access, and sensitive information should not be stored on laptop computers, which, by the nature of their portability, could be lost or stolen. If it is necessary to store child protection information on portable media, such as a CD or flash drive, these items will also be kept in locked storage. Child protection information will be stored separately from the student’s school file and the school file will be ‘tagged’ to indicate that separate information is held.
14.4 Child protection records are normally exempt from the disclosure provisions of the Data Protection Act, which means that children and parents do not have an automatic right to see them. If any member of staff receives a request from a student or parent to see child protection records, they will refer the request to the Headteacher or DSL and Deputy DSL.
14.5 The Data Protection Act does not prevent school staff from sharing information with relevant agencies, where that information may help to protect a child.
15. Policy Review
15.1 This policy will be monitored as part of the School’s annual internal review and reviewed on a yearly cycle or as required by legislature changes.
Safeguarding, advice and training contacts:
Safeguarding Referrals must be made in one of the following ways:
1. By telephone contact to the Multi-Agency Safeguarding Hub: 0300 126 1000;
2. By e-mail to: MASH@northamptonshire.gcsx.gov.uk;
3. By using the online referral form found at
4. In an emergency outside office hours, by contacting the Emergency Duty Team or the Police.
5. If a child is in immediate danger at any time, left alone or missing, you should contact the police directly and/or an ambulance using 999.
Multi-Agency Safeguarding Hub (M.A.S.H)
The Multi-Agency Safeguarding Hub (MASH) deals with referrals from professionals and
members of the public who may have concerns about a child’s welfare following contact
with the helpline that is now also based in the Multi-Agency Safeguarding Hub. It makes the process of dealing with referrals quicker and more effective by improving the way county council:
Children’s social care, Northamptonshire Fire and Rescue Service (NFRS), Youth Offending Service (YOS) and education, work alongside other partner agency colleagues including Northamptonshire police, Northamptonshire health partners, National Probation Service, and the East Midlands Ambulance Service (EMAS) to share information.
For referrals regarding adults in education:
Designated Officers (formerly LADO)
For concerns about school procedures and lack of action, the NSPCC has a whistle blowing helpline on 0800 028 0285
Key personnel in school:
Campion School and Language College
The Designated Safeguarding Lead is Steve King
Contact details: email: email@example.com tel:.....01604 833900 ........
The Deputy Designated Senior Manager is Sharon Hammond
Contact details: email: firstname.lastname@example.org_ tel: As above
The nominated Child Protection Governor is Jonathan Mytton
The Headteacher is Claire Whitmore
Contact details: email: email@example.com tel: ...As above
Disqualification by Association
In addition to inclusion on the Children’s Barred List the wider disqualification criteria includes:
i. Being cautioned for or convicted of certain violent and sexual criminal offences against children and adults;
ii. Grounds relating to the care of children (including where an order is made in respect of a child under the person’s care);
iii. Having registration refused or cancelled in relation to childcare or children’s homes or being disqualified from private fostering;
iv. Living in the same household where another person who is disqualified lives or works (disqualification ‘by association’).
What offences are covered?
The offences are listed in the two documents below. Ofsted have a list of all offences and prohibitions for childcare; the Disclosure and Barring Service list covers offences that would result in a person being placed on the barred list.
Ofsted: Disqualifications (February 2013)
DBS: Relevant Offences (September 2014)
Summary list of offences
Disqualification ‘Disqualification ‘by association’ - School staff are disqualified from working in a school when they ‘live or work in the same household’ as someone who is barred from working with children or young people, even if they would not otherwise be disqualified.
The ‘disqualification by association’ criteria dates back to the Childcare (Disqualification) Regulations 2009. When the criteria is met the staff member must inform the Headteacher and provide him/her with the relevant details. The school must inform Ofsted within 14 days.
Waiver of disqualification
The disqualified staff member may apply to Ofsted for a waiver, but they must apply themselves and must not work in the school whilst the waiver is being considered.
i. ask for this information as part of their pre-employment checks when appointing new staff.
ii. ask existing staff whether anyone they live with is disqualified from working with children or young people.
iii. ask staff to complete and sign a declaration that they do not meet the ‘disqualification by association’ criteria
iv. should include the supplementary advice in the Safeguarding Policy
v. inform Ofsted within 14 days
vi. when aware that a member of staff lives in a household with a disqualified person, must prevent the person from continuing to work in the school
Female Genital Mutilation
Female genital mutilation (FGM) is a collective term for all procedures involving the partial or total removal of external female genitalia for cultural or other nontherapeutic reasons. The procedure is typically performed on girls aged between four and 13 years, but in some cases FGM is performed on new born infants or on young women before marriage or pregnancy. The age at which girls undergo FGM varies according to the community. FGM is illegal in the UK. It is also illegal to take a child abroad to undergo FGM. FGM is considered child abuse in the UK and causes physical, psychological and sexual harm.
FGM is much more common than many realise, both worldwide and in the UK. It is reportedly practised in 28 African countries and in parts of the Middle and Far East but is increasingly found in Western Europe and other developed countries, primarily amongst immigrant and refugee communities. There are substantial populations from countries where FGM is endemic in London, Liverpool, Birmingham, Sheffield and Cardiff, but it is likely that communities in which FGM is practised reside throughout the UK. It has been estimated that up to 24,000 girls under the age of 15 are at risk of FGM in the UK. The summer holidays, or other extended holiday absence during the school year, are particular periods when schools are encouraged to be alert to the signs of potential or actual abuse.
Designated senior staff for child protection in schools should be aware of the guidance that is available in respect of FGM, and should be vigilant to the risk of it being practised. Inspectors should be also alert to this when considering a school’s safeguarding arrangements, and where appropriate ask questions of designated staff.
What is domestic violence?
Women's Aid uses the Home Office definition of domestic violence which is: "Any incident or pattern of incidents of controlling, coercive or 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. This can encompass but is not limited to the following types of abuse:
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 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.”*
*This definition includes so called ‘honour’ based violence, female genital mutilation (FGM) and forced marriage, and is clear that victims are not confined to one gender or ethnic group.
Who is at risk? Research shows that domestic violence is most commonly experienced by women and perpetrated by men. Any woman can experience domestic violence regardless of race, ethnic or religious group, class, disability or lifestyle. Domestic violence can also take place in lesbian, gay, bi-sexual and transgender relationships, and can involve other family members, including children.
Why does it happen? All forms of domestic violence - psychological, economic, emotional and physical - come from the abuser's desire for power and control over other family members or intimate partners. Although every situation is unique, there are common factors involved.
What are the signs of domestic violence?
i. Destructive criticism and verbal abuse: shouting/mocking/accusing/name calling/verbally threatening
ii. Pressure tactics: sulking, threatening to withhold money, disconnect the telephone, take the car away, commit suicide, take the children away, report you to welfare agencies unless you comply with his demands regarding bringing up the children, lying to your friends and family about you, telling you that you have no choice in any decisions.
iii. Disrespect: persistently putting you down in front of other people, not listening or responding when you talk, interrupting your telephone calls, taking money from your purse without asking, refusing to help with childcare or housework.
iv. Breaking : lying to you, withholding information from you, being jealous, having other relationships, breaking promises and shared agreements.
v. Isolation: monitoring or blocking your telephone calls, telling you where you can and cannot go, preventing you from seeing friends and relatives.
vi. Harassment: following you, checking up on you, opening your mail, repeatedly checking to see who has telephoned you, embarrassing you in public.
vii. Threats: making angry gestures, using physical size to intimidate, shouting you down, destroying your possessions, breaking things, punching walls, wielding a knife or a gun, threatening to kill or harm you and the children.
Additional signs could be:
i. Sexual violence: using force, threats or intimidation to make you perform sexual acts, having sex with you when you don't want to have sex, any degrading treatment based on your sexual orientation.
ii. Physical violence: punching, slapping, hitting, biting, pinching, kicking, pulling hair out, pushing, shoving, burning, strangling.
iii. Denial: saying the abuse doesn't happen, saying you caused the abusive behaviour, being publicly gentle and patient, crying and begging for forgiveness, saying it will never happen again.
Is it a crime?
Domestic violence may comprise a number of different behaviours and consequences, so there is no single criminal offence of “domestic violence”. However, many forms of domestic violence are crimes – for example, harassment, assault, criminal damage, attempted murder, rape and false imprisonment. Being assaulted, sexually abused, threatened or harassed by a partner or family member is just as much a crime as violence
What is Child Sexual Exploitation?
Child sexual exploitation is when children and young people receive something (such as food, accommodation, drugs, alcohol, cigarettes, affection, gifts, or money) as a result of performing, and/or others performing on them, sexual activities. Child sexual exploitation can occur through the use of the internet or on mobile phones. In all cases, those exploiting the child or young person have power over them because of their age, gender, intellect, physical strength and/or resources. For victims, the pain of their ordeal and fear that they will not be believed means they are too often scared to come forward.
What are the signs?
Often, the victims of sexual exploitation are not aware that they are being exploited. Sometimes, a victim may think they won't be believed - especially if the abuser is the partner of their mum or dad, a relative or close family friend - and so they may be reluctant to ask for help. However, there are a number of tell-tale signs that a child or young person may be being groomed. These include:
i. going missing for periods of time or regularly coming home late
ii. regularly missing school or not taking part in education
iii. appearing with unexplained gifts or new possessions
iv. associating with other young people involved in exploitation
v. having older boyfriends or girlfriends
vi. suffering from sexually transmitted infections
vii. mood swings or changes in emotional wellbeing
viii. drug and alcohol misuse
ix. displaying inappropriate sexualised behaviour
x. changes in eating pattern
Risks faced by children?
i. Children at risk of sexual exploitation are some of the most vulnerable in our society. Many have experienced abandonment or have suffered from physical and mental abuse. They need help but don’t know where to look.
ii. Perpetrators of these crimes are becoming increasingly sophisticated, using the internet to protect their identity and trafficking children around the country to avoid detection.
Who can offer additional support?
0808 800 5000, the NSPCC 24 Hour Child Protection Helpline, is a useful helpline.
Campion School and Language College is committed to ensuring that ‘British’ values underpin all aspects of the education and curriculum offered to its students. Britishness can be taken as ‘referring to a sense of national identity of the British people.’ However, it is difficult to create or devise a definition that is agreeable by all. In many respects, Britishness has a fluidity to it, given the ever changing nature of the multi-cultural mix of people who occupy the British Isles. Therefore, the strongly adheres to a view that irrespective of faith, gender, ethnicity or colour, all students are given the same equal opportunity to education. All students are given the opportunity to enhance their life chances. Every student is encouraged to become a well-rounded citizen, armed with the skills necessary to survive in an ever changing workplace and be capable of making sound moral and ethical decisions.
The following aspects of Britishness are promoted:
i. Freedom and democracy
ii. Tolerance of different faiths and beliefs
iii. Respect of law and order
iv. Belief in personal and social responsibility
v. Respect for British institutions, including the Government and the monarchy
vi. The welfare state
vii. Mutual Respect
viii. Individual liberty
ix. An awareness and understanding of the constitution, as laid down in Magna Carta
x. An understanding of Britain’s global position
What is Prevent? What are the indicators of vulnerability to Radicalisation?
Extremism and Radicalisation Statement:
Campion School and Language College has a statutory duty under The Counter-Terrorism and Security Act 2015 and the statutory Prevent Guidance 2015 to have due regard to the need to prevent people from being drawn into terrorism. Extremism is defined as vocal or active opposition to fundamental values of our society, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. Radicalisation is defined as the act or process of encouraging extremist views or actions in others, including forms of extremism leading to terrorism. There are a number of behaviours which may indicate a child is at risk of being radicalised or exposed to extremist views which could include becoming distant or showing loss of interest in friends and activities or possession of materials or symbols associated with an extremist cause.
Staff are expected to be vigilant in protecting pupils from the threat of radicalisation and refer any concerns to the Designated Safeguarding Lead. Staff will receive appropriate training to ensure they have the knowledge and confidence to identify pupils at risk, challenge extremist ideas and know where and how to refer concerns.
1. Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism leading to terrorism.
2. Extremism is defined by the Government in the Prevent Strategy as:
Vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas.
3. Extremism is defined by the Crown Prosecution Service as:
‘The demonstration of unacceptable behaviour by using any means or medium to express views which:
i. Encourage, justify or glorify terrorist violence in furtherance of particular beliefs;
ii. Seek to provoke others to terrorist acts;
iii. Encourage other serious criminal activity or seek to provoke others to serious criminal acts; or
iv. Foster hatred which might lead to inter-community violence in the UK.’
4. There is no such thing as a “typical extremist”: those who become involved in extremist actions come from a range of backgrounds and experiences, and most individuals, even those who hold radical views, do not become involved in violent extremist activity.
5. Students may become susceptible to radicalisation through a range of social, personal and environmental factors. It is known that violent extremists exploit vulnerabilities in individuals to drive a wedge between them and their families and communities. It is vital that school staff are able to recognise those vulnerabilities.
6. Indicators of vulnerability include:
a. Identity Crisis – the student / pupil is distanced from their cultural / religious heritage and experiences discomfort about their place in society;
b. Personal Crisis – the student / pupil may be experiencing family tensions; a sense of isolation; and low self-esteem; they may have dissociated from their existing friendship group and become involved with a new and different group of friends; they may be searching for answers to questions about identity, faith and belonging;
c. Personal Circumstances – migration; local community tensions; and events affecting the student / pupil’s country or area
This list is not exhaustive, nor does it mean that all young people experiencing the above are at risk of radicalisation for the purposes of violent extremism.
7. More critical risk factors could include:
i. Being in contact with extremist recruiters;
ii. Accessing violent extremist websites, especially those with a social networking element;
iii. Possessing or accessing violent extremist literature;
iv. Using extremist narratives and a global ideology to explain personal disadvantage;
v. Justifying the use of violence to solve societal issues;
vi. Joining or seeking to join extremist organisations; and
vii. Significant changes to appearance and / or behaviour;
viii. Experiencing a high level of social isolation resulting in issues of identity crisis and / or personal crisis.
8. What does the Prevent guidance expect schools to do?
1. Assess the local risk of extremism – schools should assess the risk of children being drawn into terrorism. This assessment should be carried out alongside key partners of the school and based on the local environment. Clearly the degree of risk will differ from area to area; those schools in areas of high risk will be expected to do more than schools in areas of low risk.
2. Work in partnership – schools should consider the approach of their Local Children’s Safeguarding Board (LSCB) when putting measures in place to safeguard pupils. Schools will need to evidence that they are working closely with the police and local Prevent co-ordinator/s by keeping appropriate records and documenting any action taken.
3. Staff training – all staff should have training to ensure they understand radicalisation and extremism and what measures are available to help prevent students from becoming drawn into terrorism. Staff should have the confidence to identify children at risk and to challenge extremist ideas and should know where and how to refer children and for further help.
4. Internet safety - schools should help children stay safe online by ensuring proper filtering/security settings are in place. This could include the use of spy software which identifies key words commonly used amongst terrorist organisations. Internet safety policies should be reviewed as part of the process.
5. Sharing information - personal information may need to be shared to ensure a student at risk of radicalisation is given appropriate support. Information-sharing should be assessed on a case by case basis considering proportionality, consent and confidentiality and taking into account data protection legislation and any information sharing protocols.