A Bit of Class in Peckham

Oliver Goldsmith Primary School Safeguarding (child protection) Policy (draft – January 2016)

All children, irrespective of origin or gender, have an equal right to be kept safe.

Oliver Goldsmith Primary School is committed to providing a safe and secure environment for all children, staff, parents/carers and visitors, and to promoting a climate where children and adults alike feel confident about sharing any concerns they may have about their own safety or the well-being of others.

The School’s Child Protection (CP) policy draws upon duties conferred by the Children Acts 1989 and 2004, The Children and Families Act 2014, S175 of the 2002 Education Act, The Education (Independent School Standards) Regulations 2014 (for independent schools), and the guidance contained in “Working Together to Safeguard Children”, the DfE’s statutory guidance “Keeping children safe in education”, Ofsted Guidance and procedures produced by the London Safeguarding Children Board (LSCB) and the Southwark Safeguarding Children Board (SSCB). We also have regard to the advice contained in DfE’s “What to do if you’re worried a child is being abused” and “Information Sharing – Advice for practitioners”. The policy is applicable to all on and off-site activities undertaken by pupils whilst they are the responsibility of the School.

This policy is consistent with all other policies adopted by the school Governing Body and should in particular be read in conjunction with the following policies relevant to the safety and welfare of children:

BEHAVIOUR POLICY, ANTI-BULLYING STATEMENT, ONLINE SAFETY POLICY, ‘PREVENT’ ACTION PLAN

This policy comes with six appendices: Appendix 1: Safeguarding Procedures at Oliver Goldsmith Appendix 2: Types of Abuse Appendix 3: Advice on Photography and Images Appendix 4: Safer Recruitment Procedures Appendix 5: Advisory Code of Conduct for Staff Appendix 6: Prevent Action Plan

RESPONSIBILITIES AND IMMEDIATE ACTION: All members of staff have a professional responsibility to disclose relevant information to appropriate professional agencies and particularly to Children’s Social Care and the Police Child Abuse Investigation Team as part of the process of ‘working together’ within the safeguarding framework.

All adults working in this school (including visiting staff, volunteers and students on placement) are required to report instances of actual or suspected child abuse or neglect to one of the Designated Safeguarding Team, two of whom are on duty each day. 1

The Designated Safeguarding Lead is Tracy Brook (SENCO). The Deputy Designated Safeguarding Leads are Janine Naylor (Deputy Head), Rose Moses (Assistant Head) and Barbara Cole (EMA Co-ordinator), with ultimate responsibility held by Anita Asumadu, Headteacher. The Governor with responsibility for Safeguarding is Emma Sullivan.

The Designated Safeguarding Lead is the first point of contact for external agencies that are pursuing Child Protection investigations, co-ordinating the school’s representation at CP conferences and core group meetings (including the submission of written reports for conferences).

When an individual concern/incident is brought to the notice of the Designated Safeguarding Lead, they will be responsible for deciding upon whether or not to report it to Children’s Services as a safeguarding issue. Where there is any doubt as to the seriousness of the concern, or disagreement between the Designated Safeguarding Lead and the member of staff reporting the concern, advice will be sought from the Deputy Designated Safeguarding Leads, the Governor with responsibility for Safeguarding, the LA’s Strategic Lead Officer for Safeguarding in Education Services or the Early Help Service Duty Manager. Any staff member can make a referral in exceptional circumstances, such as in an emergency or due to a genuine concern that appropriate action has not been taken.

Abuse is form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults, another child or children, or young people. This policy safeguards children against all types of abuse, including: physical abuse, emotional abuse, sexual abuse, neglect, child sexual exploitation (CSE), female genital mutilation (FGM), Radicalisation/ Prevent. A clear explanation of each type of abuse can be found in Appendix 5 of this document.

The school follows the Prevent Duty to identify, avoid and address potential abuse of this form.

REFERRALS Safeguarding referrals are made to Southwark’s Multi-Agency Safeguarding Hub (MASH) via completion of a Common Assessment Framework (CAF) form and copied to the LA’s Schools Safeguarding Co-ordinator. Prior to any written CAF being sent as a referral to social care, there should be a verbal consultation with a MASH social worker or duty manager by calling the Duty Desk on 020 7525 1921, to ensure that making a referral is an appropriate action.

The child’s parent/carer will normally be contacted before a written referral is made to Children’s Social Care. However, if the concern involves alleged or suspected sexual abuse, honour-based violence, fabricated or induced illness or the Designated Safeguarding Lead has reason to believe that informing the parent/carer at this stage might compromise the safety of the child or a staff member, nothing will be said ahead of the referral. A rationale for the decision to progress without parental consent should be provided with the referral.

In circumstances where a child has an unexplained or suspicious injury that requires urgent medical attention, the CP referral process should not delay the administration

2 of First Aid or the seeking of emergency medical assistance. If a pupil is thought to be at immediate risk because of parental violence, intoxication, substance abuse, mental illness or threats to remove the child during the school day, immediate police intervention will be requested.

Where a child sustains physical injury or is distressed as a result of reported chastisement, or alleges that they have been chastised by the use of an implement or substance, this will be immediately reported for investigation. Referrals to Children’s Social Care will be confirmed in writing, using the Common Assessment Framework Form, and copied to the LA’s Schools Safeguarding Co-ordinator.

All parents/carers applying for places at Oliver Goldsmith Primary School will be informed of our safeguarding expectations and responsibilities, and the existence of this policy. In situations where pupils sustain injury or are otherwise affected by an accident or incident whilst they are the responsibility of the school, parents/carers will be notified of this as soon as possible.

Oliver Goldsmith Primary School recognises the need to be alert to the risks posed by strangers or others (including the parents/carers of other pupils) who may wish to harm children in school or pupils travelling to and from school and will take all reasonable steps to lessen such risks.

VULNERABLE PUPILS Particular vigilance will be exercised in respect of pupils who are subject to a Child Protection Plan and any incidents or concerns involving these children will be reported immediately to the allocated social worker, confirmed in writing. If the pupil in question is a Looked-After Child, this will also be brought to the attention of the Designated Teacher with responsibility for children in public care.

We will always exercise sensitivity in acknowledgement of the wishes and feelings of children. The School recognises the additional need for support and protection of children who are vulnerable by virtue of disability, homelessness, refugee/asylum seeker status, the effects of substance abuse within the family, those who are young carers, mid-year admissions, pupils who are excluded from school and pupils for whom English is an additional language, particularly for very young children, using the translation service if necessary. We acknowledge that children who are affected by abuse or neglect may demonstrate their needs and distress through their words, actions, behaviour, demeanour, school work or other children. The school has a strong commitment to its anti-bullying statement and will consider all coercive acts, inappropriate child-on-child behaviour or sexualised activity within a Child Protection context. The Prevent Tool is used in school to identify, educate and/or protect any children that may be in danger of safeguarding against extremism, drug, violence or gang related activity. The law requires that Southwark Children's Services are notified of private fostering arrangements. Any privately fostered children, i.e. children under the age of 16 (under 18 if disabled) who are living, for 28 days or more, by someone who is not their parent or a close relative, that come to our attention will be referred to Children’s Services. Close relatives are defined as step parents, grandparents, brothers, sisters, uncles or aunts (whether of full blood, half blood or by marriage).

STAFF TRAINING AND DEVELOPMENT Each member of staff and governor at Oliver Goldsmith Primary School has a duty to be aware of current issues and to be clear about their individual responsibilities in respect of child protection. Whole school in-service training on safeguarding issues is organised on at least a 3-yearly basis, and the next CP INSET session for all staff will take place before the end of September 2017. All newly recruited staff (teaching and non-teaching) and Governors are appraised of this policy, provided with a copy of the booklet “What to do if you’re Worried a Child is Being Abused” and will be required to attend relevant LA or Safeguarding Board training. In addition, all new and temporary staff will be required to attend an induction session with one of the Designated Safeguarding Leads as soon as reasonably possible after their first day in school. The Designated and Deputy Designated Safeguarding Leads will attend the LA’s dedicated induction course and then refresher training at least every two years. Designated staff are encouraged to attend appropriate network meetings and to participate in the multi-agency training programme organised by the Southwark Safeguarding Children Board (SSCB).

CHILD PROTECTION PROCEDURES AND RECORD-KEEPING Child Protection records, information, referral and report forms are securely kept in a locked filing cabinet in the SENCO’s office, separately from educational records, and are only accessed by the Designated Safeguarding Leads. They are not available to pupils or their parents/carers.

All referrals to the Designated Lead and CSC are logged, as is the resolution to such referrals.

Accurate and brief written notes are kept of all incidents and child protection (CP) or child-in-need concerns relating to individual pupils. Records are clearly dated and signed and made as soon as possible, using the school’s Safeguarding Record form, whilst the conversation/incident is fresh in the writer’s mind. This information may be shared with other agencies as appropriate.

Reports for Initial/Review Case Conferences and Looked After Children Reviews are written, in the appropriate format, by the Designated Safeguarding Lead following consultation with appropriate staff members. Wherever possible the report is shared with the parent/carer prior to the conference or review meeting.

The School will always request documentary proof as to the identity of all pupils presented for admission and the adults presenting them. If there is any doubt as to the identity of a pupil or those presenting them, advice will be sought from the local authority and other statutory agencies as appropriate. We will attempt to maintain accurate records of those with parental responsibility and emergency contacts. Pupils will only be released to the care of those with Parental Responsibility or an identified adult acting with their written consent.

When a child transfers to a new school, safeguarding records are sent, under confidential cover, to the receiving Headteacher or named Designated Safeguarding Lead if known. A child’s name will only be removed from the School’s Admissions Register in accordance with the Pupil Registration Regulations or with authorisation of the Local Team Manager in the Early Help Service.

All additions or deletions from the school roll will trigger the completion of a Common Transfer File (CTF) which will be downloaded to the appropriate database via the S2S system with particular regard to pupils leaving the school but without a known destination, ie. Possible a child ‘Missing in Education’.

The Designated Safeguarding Leads do not have exclusive responsibility for safeguarding matters but are the “focal point” for referrals and for inquiries from outside agencies. All members of staff at Oliver Goldsmith Primary School know the names of the Designated Safeguarding Team, two of whom are named on the bulletin each day as being on duty.

STAFF CODE OF CONDUCT Every member of staff (paid and voluntary) is expected to adhere to the code of conduct in respect of their contact with pupils and their families. Children are treated with respect and dignity and no punishment, detention, restraint, sanction or reward is allowed, outside of the school’s Behaviour Policy. Whilst it would be unrealistic and undesirable to preclude all physical contact between adults and children, staff are expected to exercise caution and avoid placing themselves in a position where their actions might be open to criticism or misinterpretation. Where incidents occur that might otherwise be misconstrued, or where it becomes necessary to physically restrain a pupil for his/her own or others’ safety, this is appropriately recorded and reported to the Headteacher and the child’s parent/carer. All staff have received training and any physical restraint used will comply with DfES and LA guidance. For their own safety and protection, staff will exercise caution in situations where they are alone with a pupil. Other than in formal teaching situations, the door to the room where any counselling/mentoring is taking place should be left open. Where this is not practicable because of the need for confidentiality, another member of staff will be asked to maintain a presence nearby.

All rooms used for the teaching and counselling of pupils have clear and unobstructed glass panels in the doors and adults must remain seated in clear view of the door.

School staff must also be alert to the possible risks that might arise from social contact with pupils outside of the school. Home visits to pupils or private tuition of pupils should only take place with the prior knowledge and approval of the Headteacher. Staff supervising off-site activities or school journeys will be provided with a school mobile phone as a point of contact for parents/carers. Before undertaking any trip outside the school staff complete a thorough risk-assessment to safeguard against any potential hazards or risks. This risk assessment is signed-off by the Headteacher.

First Aid is administered by a qualified First Aider. If it is necessary for a child to remove clothing for this treatment, a second adult should always be present. All first aid treatment and non-routine changing or personal care will be recorded and shared with the parent/carer at the earliest opportunity.

Staff will only use the school’s digital technology resources and systems for professional purposes or for uses deemed ‘reasonable’ by the Headteacher and Governing Body. Staff will only use the approved school email, school Learning Platform or other school approved communication systems with pupils or

5 parents/carers, and only communicate with them on appropriate school business. Staff will not disclose their personal telephone numbers and email addresses to pupils or parents/carers. Staff will not use personal cameras (digital or otherwise) or camera phones for taking and transferring images of pupils or staff without permission and will not store images at home.

Staff should be aware of the school’s whistle-blowing procedures and share immediately any disclosure or concern that relates to a member of staff with the Headteacher or one of the Designated Safeguarding Leads if the Headteacher is not available, and nothing should be said to the colleague involved. The disclosure or concern should be shared immediately with the Chair of Governors if it relates to the Headteacher.

COMPLAINTS/ALLEGATIONS AGAINST STAFF Oliver Goldsmith Primary School takes seriously all complaints made against members of staff. Mechanisms are in place for pupils, parent/carers and staff to share any concern they may have about the actions of any member of the school staff or volunteer. All such complaints will be brought immediately to the attention of the Headteacher or one of the Designated Safeguarding Leads so that they may activate the appropriate procedures, and nothing will be said to the colleague involved. In cases where the Headteacher is the subject of the allegation or concern, they will be reported to the Chair of Governors, in order that they may activate the appropriate procedures. These procedures are used in respect of all cases in which it is alleged that a teacher or other member of staff or volunteer in a school or college that provides education for children under 18 years of age has:  behaved in a way that has harmed a child, or may have harmed a child;  possibly committed a criminal offence against or related to a child; or  behaved towards a child or children in a way that indicates he or she could pose a risk of harm to children. The Local Authority’s Designated Officer(s) (DO) should be informed of all allegations that come to a school’s attention meeting the criteria. Contact can also be made with LA’s Schools Safeguarding Coordinator who will liaise with the DO. Many cases may well either not meet the criteria set out above, or may do so without warranting consideration of either a police investigation or enquiries by local authority children’s social care services. In these cases, local arrangements will be followed to resolve cases without delay. Some rare allegations will be so serious they will require immediate intervention by children’s social care services and/or police. In such cases, referral to the DO will lead to a Strategy Meeting or Discussion being held in accordance with the DfE guidance and London SCB procedures. This process will agree upon the appropriate course of action and the time-scale for investigations. The school has a legal duty to refer to the DBS anyone who has harmed, or poses a risk of harm, to a child and who has been removed from working (paid or unpaid) in regulated activity, or would have been removed had they not left. The DBS will consider whether to bar the person. Referrals will be made as soon as possible after the resignation or removal of the individual concerned.

The full procedures about dealing with allegations of abuse made against teachers and other staff can be found in Part Four of the DfE guidance “Keeping children safe in education”.

The Chair of Governors is: Bola Ogun The Vice-Chairs are: Emma Sullivan and Farah Nur

The LA’s Designated Officer is: Jackie Cook, Head of Social Work Improvement and Quality Assurance 020 7525 5867 The LA’s Strategic Lead Officer for safeguarding in education services is: Nina Dohel 07949 787911 The LA’s Deputy is: the Early Help Service Duty Manager 020 7525 3893 The LA’s Schools Safeguarding Co-ordinator is Apo Cagirici 020 7525 2715 The Early Help Service Duty (Education) Contact is (Mon – Fri 9.00-1.00pm.) 020 7525 2714

WORKING WITH PARENTS/CARERS The Children Act 1989 requires that professionals work in partnership with those who have Parental Responsibility. At Oliver Goldsmith Primary it is our policy to take full “ownership” of child protection obligations, working in a co-operative partnership with parents/carers to secure the best outcomes for our children. We will therefore communicate as clearly as possible the aims of the school:

 We will use clear statements in our brochures and correspondence.  We will involve parents/carers and pupils in the development of Codes of Conduct and Equalities and Behaviour Management Policies.  We will distribute the LA’s leaflet “Protecting Children in Educational Settings” and we will make available, to any parent/carer who requests it, a copy of this policy. It will also be available on the school website.  We will have regard for the needs of parents/carers for whom English is not the first language.  We will liaise with agencies in the statutory, voluntary and community sectors and locality teams that are active in supporting families.  We will keep parents/carers informed of new developments as and when appropriate.

Should there be an occasion when a child is physically chastised by a parent/carer on school premises, this will be immediately reported to the Headteacher and/or the Designated Safeguarding Leads, and our safeguarding responsibilities explained to the parent/carer, prior to a referral being made. Should a child be brought to school by an adult who appears to be under the influence of alcohol or other substances, this will be reported to the Headteacher and/or the Designated Safeguarding Lead, who will, if necessary, call the police. Any adult appearing to be under the influence of such substances will not be permitted to collect a child. If they insist on taking the child, the police will immediately be called. It is a criminal offence to be drunk in charge of a child in a public place 7

RECRUITMENT Oliver Goldsmith Primary School is committed to creating a culture of safe recruitment and therefore adopt recruitment processes that help identify, deter or reject people who might abuse children. Safe recruitment processes are followed and all staff recruited to the school will be subject to appropriate identity, qualification and health checks. References will be verified and appropriate criminal record (Disclosure and Barring (DBS) checks undertaken. The level of DBS check required will depend on the role and duties to which the applicant is appointed, as outlined in Part three of “Keeping children safe in education”. We will also pay due regard to the DfE’s statutory guidance for schools about the employment of staff disqualified from childcare “Disqualification under the Childcare Act 2006”, which contains information about ‘disqualification by association’.

Relevant members of the staff team, as well as the nominated member of the Governing Body, have undertaken the on-line safer recruitment training. The school always ensures that any staff appointments are made by a recruitment panel that includes at least one person who has undertaken safer recruitment training in line with staffing regulations.

This school will only use employment agencies who can demonstrate that they positively vet their supply staff, and will report any misconduct of temporary or agency staff to the agency concerned and to the LA. Staff joining the school on a permanent basis will be given a copy of this policy and the booklet “What to do if you’re Worried a Child is being Abused”. Staff joining the school on a temporary basis will be alerted to our safeguarding procedures through the statement included in the Supply Teachers’ Handbook.

VOLUNTEERS Any parent/carer or organisation engaged by the school to work in a voluntary capacity with pupils will be subjected to all reasonable vetting procedures and enhanced DBS checks. Where it is not appropriate to instigate an enhanced DBS check for volunteers, they may be required to provide references and asked to sign a declaration that they have not been convicted of any criminal or disciplinary offence which could preclude their employment as a worker with children. Volunteers will work under the direct supervision of an established member of staff and will be subject to the same code of conduct as paid employees of the school. At no time will they be given responsibility for the personal care of pupils.

Voluntary sector groups operating within this school, providing off-site services for our pupils or using the school facilities, are expected to adhere to this policy or operate a policy which is compliant with procedures adopted by the Southwark Safeguarding Children Board. Premises lettings and loans are subject to acceptance of this requirement.

SAFETY IN THE PHYSICAL ENVIRONMENT Entry to Oliver Goldsmith Primary School is controlled by an intercom system and, during pupil contact times, by constant staff supervision in the school office. Closed circuit cameras operate on the outside perimeter fence and in the playgrounds. Authorised visitors to the school will be logged into and out of the premises and will be asked to wear their identity badges or will be issued with school visitor badges.

Unidentified visitors will be challenged by staff and reported to the Headteacher or school office. Carelessness in closing any controlled entrance will be challenged.

The presence of intruders and suspicious strangers seen loitering near the school or approaching pupils, will be reported to the Police by calling 101 or 999, depending on the circumstances and the urgency of the case, so that if police stop these individuals they can be spoken to about what they were doing and dealt with accordingly. Brief information about the incident will be sent to LA’s Schools Safeguarding Coordinator with a view to alerting other local schools in liaison with the police and through appropriate systems. Parents, carers or relatives may only take still or video photographic images of pupils in school or on school-organised activities with the prior consent of the school and then only in designated areas. Images taken must be for private use only. Recording and/or photographing other than for private use would require the consent of the other parents/carers whose children may be captured on film. Without this consent the Data Protection legislation would be breached. If parents/carers do not wish their children to be photographed or filmed and express this view in writing, their rights will always be respected.

For the protection of both staff and pupils, glass panels are fitted to the doors of all rooms used for teaching. Under no circumstances must these clear panels ever be obscured. No internal doors or classrooms are ever locked while pupils are in these areas.

THE CURRICULUM Oliver Goldsmith Primary School acknowledges the important role that the curriculum plays in the prevention of abuse and in the preparation of our pupils for the responsibilities of adult life and citizenship. All curriculum subject leaders have a professional duty to consider the opportunities that exist in their area of responsibility for addressing the welfare and safety of pupils. Through our PSHCE curriculum we hope to:

*empower children to keep safe and to protect themselves and others. *enable children to feel secure, their views listened to and valued. *contribute to growth of self-esteem and personal autonomy for all. *challenge bullying, racism and other ill-treatment towards each other. *build resilience.

Oliver Goldsmith School will work with partners (including the Agencies Supporting Schools Programme and Safer Schools Partnership) to promote our “Healthy School” status through the curriculum with the aim of:

*developing a school ethos and environment which encourages a healthy lifestyle for pupils; * using the full capacity and flexibility of the curriculum to help pupils to achieve safe and healthy lifestyles; * ensuring that all food and drink available across the school day reinforces the healthy lifestyle message; * providing high quality Physical Education and sport to promote physical activity; *promoting an understanding of the full range of issues and behaviours which impact upon lifelong health and well-being. 9

All computers, recording equipment and internet access within the school will be subject to appropriate “parental controls” and Internet safety rules in line with our Online Safety Policy. Images taken must be for private use only. Recording and/or photographing other than for private use would require the consent of other parents/carers whose children may be captured on film. Without this consent the Data Protection legislation would be breached. It is NEVER appropriate for individual staff members to photograph children using their own mobile phones or cameras.

THE ROLE OF THE GOVERNING BODY The Governing Body will consider safeguarding issues and their implications for this policy on an annual basis. For this item, the Headteacher will report on levels of child protection referrals made by the school during the past year, training undertaken by school staff and Governors, and any changes in legislation and/or national/local guidance.

The Governing Body will ensure that they comply with their duties under legislation and that the policies, procedures and training in the school are effective and comply with the law at all times. The Governing Body will ensure that the school contributes to inter-agency working in line with statutory guidance “Working Together to Safeguard Children” and that the school’s safeguarding arrangements take into account the procedures and practice of the local authority as part of the inter-agency safeguarding procedures set up by the SSCB. The Governing Body has formally adopted this policy and will review its contents annually or sooner if any legislative or regulatory changes are notified to it by the designated governor or the Headteacher. The Governing Body has nominated Emma Sullivan as the link governor for safeguarding, to liaise with the local authority and/or partner agencies on issues of child protection. Concerns about and allegations of abuse made against the Headteacher will be referred to the chair of governors who will liaise with the LA’s designated officer (DO) and partner agencies and will attend any strategy meetings called in respect of such an allegation against the Headteacher. As a good practice, the Headteacher will provide termly/annual reports to the Governing Body outlining details of any safeguarding issues that have arisen during the term/year and the outcome of any cases identified. These reports will respect all issues of confidentiality and will not therefore identify any person(s) by name. Also as good practice, the nominated governor will meet on a regular basis with the Designated Safeguarding Lead to monitor both the volume and progress of cases where a concern has been raised to ensure that the school is meeting its duties in respect of safeguarding. This is in addition to and does not replace the responsibility that rests with the Headteacher to monitor the work of the Designated Safeguarding Lead.

MONITORING The Governing Body will ensure that they comply with their duties under legislation and that the policies, procedures and training in the school are effective and comply with the law at all times. The Governing Body will ensure that the school contributes to inter-agency working in line with statutory guidance “Working Together to Safeguard Children” and that the school’s safeguarding arrangements take into account the procedures and practice of the local authority as part of the inter-agency safeguarding procedures set up by the SSCB. The Governing Body has formally adopted this policy and will review its contents annually or sooner if any legislative or regulatory changes are notified to it by the Designated Governor or the Headteacher. The Governing Body has nominated Emma Sullivan as the link governor for safeguarding, to liaise with the local authority and/or partner agencies on issues of child protection. Concerns about and allegations of abuse made against the Headteacher will be referred to the chair of governors who will liaise with the LA’s designated officer (DO) and partner agencies and will attend any strategy meetings called in respect of such an allegation against the Headteacher. As good practice, the Headteacher will provide termly/annual reports to the Governing Body outlining details of any safeguarding issues that have arisen during the term/year and the outcome of any cases identified. These reports will respect all issues of confidentiality and will not therefore identify any person(s) by name. Also, as good practice, the nominated governor will meet on a regular basis with the Designated Safeguarding Lead to monitor both the volume and progress of cases where a concern has been raised to ensure that the school is meeting its duties in respect of safeguarding. This is in addition to and does not replace the responsibility that rests with the Headteacher to monitor the work of the Designated Safeguarding Lead.

COMPLAINTS All complaints arising from the operation of this policy will be considered under the school’s Complaints Procedure, with advice from the LA’s Strategic Lead Officer for Safeguarding in Education Services as necessary.

This policy has been updated and reviewed in December 2015 prior to presentation to Governors for approval in January 2016.

------Chair of Governors ------Date

------Head teacher------Date

------Designated Safeguarding Lead------Date

This policy comes with four appendices: Appendix 1: Safeguarding Procedures at Oliver Goldsmith Appendix 2: Types of Abuse Appendix 3: Advice on Photography and Images Appendix 4: Safer Recruitment Procedures Appendix 5: Advisory Code of Conduct for Staff Appendix 6: Prevent Action Plan

Appendix 1 SAFEGUARDING PROCEDURES

The Children and Families Act 2014 places upon all staff in schools and colleges the duty of safeguarding children by assisting Social Care Departments acting on behalf of children in need and enquiring into the circumstances of children who are suffering, or at risk of suffering, significant harm to their physical, emotional or intellectual well-being and development.

In addition to these statutory duties, schools have a pastoral responsibility towards their pupils and should recognise that all pupils have a fundamental right to be kept safe and protected from abuse and neglect.

The procedures used to identify and report cases of suspected child abuse and neglect must be consistent with the inter-agency procedural guidelines outlined by the Southwark Safeguarding Children Board (SSCB) and in “Working Together Under the Children Act 1989, HMSO”. Our school procedures adhere to Southwark’s guidelines.

The Designated Safeguarding Lead at Oliver Goldsmith Primary School is Tracy Brook (SENCo). The Deputy Designated Safeguarding Leads are Janine Naylor (Deputy Head), Rose Moses (Assistant Head) and Barbara Cole (EMA Co-ordinator). Anita Asumadu (Headteacher) holds overall responsibility for safeguarding procedures at the school.

The Designated Safeguarding Lead is responsible for co-ordinating inter-agency referrals (CAFs), attending child protection conferences as a matter of priority, liaising with Social Care and other key agencies, as well as providing written reports in matters of child protection.

In order to avoid possible duplication of work or misunderstanding which might subsequently compromise the safety of a pupil, the Designated Safeguarding Team members meet regularly to share information about child protection issues and discusses current concerns and the procedures to be followed.

All staff, including teaching, support, admin. and premises staff, managers, volunteers and governors, need to be aware of who the Designated Safeguarding Team members are, their roles and which of them are on duty on any particular day. This information is to be found on the daily bulletin.

Every member of staff needs to be clear about his/her individual responsibility and duty of care towards the pupils. If a member of staff suspects that a child may be suffering, or at risk of, significant harm, the procedure is:

LISTEN carefully to the child.

EXPLAIN that it is likely that what the child says will have to be shared.

ASK questions for clarification only, not to lead.

REASSURE the child that they have done the right thing by telling and that they are not to blame.

EXPLAIN what you will do next and with whom the information will be shared.

RECORD in writing what was said, as soon as possible, using the child’s own words. Using the school’s Safeguarding Concern Form, note the date, time and to whom the information was first given.

REPORT the concern to one of the Designated Safeguarding Team members as soon as possible, saying only the minimum to colleagues and nothing to the parent/carer unless agreed with Social Care personnel.

CO-OPERATE fully with any investigation into child protection issues in the school. Listen to pupils when they express concern (rumours) about staff which might appear to be just, and check fact versus fiction.

REMEMBER: No concern is too small to record.

It is important also to remember that the person who first encounters a case of possible abuse is not responsible for deciding whether abuse has occurred. That is a task for the professional child protection agencies, following a referral from the Designated Safeguarding Lead.

It is also important to be aware that for an adult to hit a child while in a public place is a criminal offence (affray) and that, if such an incident is witnessed at school, or in the immediate locality, staff should call the police if they deem the child to be at risk of harm. Any such incident must be reported to the Headteacher and one of the Safeguarding Team.

Appendix 2 TYPES OF ABUSE Definitions of types of Abuse Abuse is aform of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults, another child or children, or young people.

Physical abuse: a form of abuse which may involve hitting (including with an implement), 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 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 (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children and young people.

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 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. In addition to these types of abuse and neglect, members of staff will also be alert to following specific safeguarding issues:

Child Sexual Exploitation (CSE) CSE is a type of sexual abuse in which children are sexually exploited for money, power or status. Children or young people may be tricked into believing they are in a loving, consensual relationship. They might be invited to parties and given drugs and alcohol. They may also be groomed online. Some indicators of children being sexually exploited are: going missing for periods of time or regularly coming home late; regularly missing school or education or not taking part in education; appearing with unexplained gifts or new possessions; associating with other young people involved in exploitation; having older boyfriends or girlfriends; suffering from sexually transmitted infections; mood swings or changes in emotional wellbeing; drug and alcohol misuse and displaying inappropriate sexualised behaviour. A child under the age of 13 is not legally capable of consenting to sex (it is statutory rape) or any other type of sexual touching. Sexual activity with a child under 16 is also an offence. It is an offence for a person to have a sexual relationship with a 16 or 17 year old if that person holds a position of trust or authority in relation to the young person. Non consensual sex is rape whatever the age of the victim. If the victim is incapacitated through drink or drugs, or the victim or his or her family has been subject to violence or the threat of it, they can not be considered to have given true consent and therefore offences may have been committed. Child sexual exploitation is therefore potentially a child protection issue for all children under the age of 18. Where it comes to our notice that a child under the age of 13 is, or may be, sexually active, whether or not they are a pupil of this school, this will result in an immediate referral to Children’s Services. In the case of a young person between the ages of 13 and 16, an individual risk assessment will be conducted in accordance with the London Child Protection Procedures. This will determine how and when information will be shared with parents/carers and the investigating agencies.

Female Genital Mutilation (FGM) Female genital mutilation (sometimes referred to as female circumcision) refers to a range of procedures that intentionally alter or cause injury to the female genital organs for non-medical reasons. It has no health benefits and harms girls and women in many ways. It involves removing and damaging healthy and normal female genital tissue, and hence interferes with the natural function of girls’ and women’s bodies. FGM causes severe pain and has both immediate and long-term health consequences, including difficulties in childbirth also causing dangers to the unborn child. It is practised by families for a variety of complex religious or cultural reasons but often in the mistaken belief that it is beneficial for the girl or woman. FGM is practised in 28 African countries as well as in parts of the Middle East and Asia. The practice is illegal in the UK. It has been estimated that over 20,000 girls under the age of 15 are at risk of FGM in the UK each year, and that 66,000 women in the UK are living with the consequences of FGM. The girls may be taken to their countries of origin so that FGM can be carried out during the summer holidays, or during the time known as the ‘cutting season’, allowing them time to "heal" before they return to school. Some girls may have or

15 have had FGM performed in the UK. FGM is child abuse and constitutes an unacceptable form of violence against women and girls. Radicalisation The Counter-Terrorism and Security Act 2015 places a duty on specified authorities, including local authorities and childcare, education and other children’s services providers, in the exercise of their functions, to have due regard to the need to prevent people from being drawn into terrorism (“the Prevent duty”). Young people can be exposed to extremist influences or prejudiced views, in particular those spread via the internet and other social media. Schools can help to protect children from extremist and violent views in the same ways that they help to safeguard children from drugs, gang violence or alcohol. Some examples of the ways in which people can be vulnerable to radicalisation and indicators of vulnerability are listed below:  indicators that an individual is engaged with an extremist group, cause or ideology include: spending increasing time in the company of other suspected extremists; changing their style of dress or personal appearance to accord with the group; their day-to-day behaviour becoming increasingly centred around an extremist ideology, group or cause; loss of interest in other friends and activities not associated with the extremist ideology, group or cause; possession of material or symbols associated with an extremist cause (e.g. the swastika for far right groups); attempts to recruit others to the group/cause/ideology; or communications with others that suggest identification with a group/cause/ideology.  indicators that an individual has an intention to use violence or other illegal means include: clearly identifying another group as threatening what they stand for and blaming that group for all social or political ills; using insulting or derogatory names or labels for another group; speaking about the imminence of harm from the other group and the importance of action now; expressing attitudes that justify offending on behalf of the group, cause or ideology; condoning or supporting violence or harm towards others; or plotting or conspiring with others.  indicators that an individual is capable of contributing directly or indirectly to an act of terrorism include: having a history of violence; being criminally versatile and using criminal networks to support extremist goals; having occupational skills that can enable acts of terrorism (such as civil engineering, pharmacology or construction); or having technical expertise that can be deployed (e.g. IT skills, knowledge of chemicals, military training or survival skills). The examples above are not exhaustive and vulnerability may manifest itself in other ways. There is no single route to terrorism nor is there a specific profile of those who become involved. For this reason, any attempt to derive a ‘profile’ can be misleading. It must not be assumed that these characteristics and experiences will necessarily lead to individuals becoming terrorists, or that these indicators are the only source of information required to make an appropriate assessment about vulnerability.

Appendix 3

Advice on Photography and Images

Currently Under review

Appendix 4

Safer Recruitment Procedures

Recruitment, selection and pre-employment vetting Oliver Goldsmith has adopted recruitment procedures that help deter, reject or identify people who might abuse children.

Specific guidance in ‘Keeping Children Safe in Education’, Part 3 is followed by the school. It describes in detail those checks that are, or may be, required for any individual working in any capacity at, or visiting, the school or college. Governing bodies must act reasonably in making decisions about the suitability of the prospective employee based on checks and evidence including:

 criminal record checks (DBS checks),

 barred list checks

 prohibition checks together

 references

 interview information.

Pre-appointment checks All new appointments Any offer of appointment made to a successful candidate, including one who has lived or worked abroad, must be conditional on satisfactory completion of the necessary pre-employment checks.

When appointing new staff, OGPS must:

• verify a candidate’s identity. Identification checking guidelines can be found on the GOV.UK website;

• obtain a certificate for an enhanced DBS check which will include barred list information, for those who will be engaging in regulated activity; 46,47

• obtain a separate barred list check if an individual will start work in regulated activity before the DBS certificate is available;

• if a new appointee is to occupy a management post in an independent school, academy or free school as an employee, is to be a trustee of an academy or free school trust, or is to be a governor or member of a proprietor body for an independent school, check whether the individual has been barred by the Secretary of State from taking part in the management of an independent school48. This may be done through the DBS barred list checking process which now includes bars from taking part in management, except when the individual is not in regulated activity, in which case the NCTL prohibitions list must be used instead (this list is obtained from the Employer Access website by direct download, not through the search function);

• verify the candidate’s mental and physical fitness to carry out their work responsibilities.49 A job applicant can be asked relevant questions about disability

18 and health in order to establish whether they have the physical and mental capacity for the specific role;50

• verify the person’s right to work in the UK. If there is uncertainty about whether an individual needs permission to work in the UK, then prospective employers, or volunteer managers, should follow advice on the GOV.UK website;

• if the person has lived or worked outside the UK, make any further checks the school or college consider appropriate (see paragraph 121); and

• verify professional qualifications, as appropriate.

Schools and sixth form colleges should ensure that a candidate to be employed as a teacher is not subject to a prohibition order issued by the Secretary of State, using the Employer Access Online service.

Where an enhanced DBS certificate is required, it must be obtained from the candidate before, or as soon as practicable after, the person’s appointment.

There is no requirement to obtain an enhanced DBS certificate or carry out checks for events that may have occurred outside the UK if, in the three months prior to their appointment, the applicant has worked:

• in a school in England in a post which brought them into regular contact with children or young persons in any post in a school since 12 May 2006; or

• in an institution within the further education sector in England or in a 16-19 Academy, in a post which involved the provision of education which brought the person regularly into contact with children or young persons.

All other ‘pre-appointment checks must still be completed, including where the individual is engaging in regulated activity, a barred list check. Schools or colleges may also choose to request an enhanced DBS certificate should they wish to do so.

The DBS cannot provide barred list information on any individual, including volunteers, who are not engaging in regulated activity.

DBS Update Service Individuals can join the DBS Update Service at the point an application for a new DBS check is made, enabling future status checks to be carried out to confirm that no new information has been added to the certificate since its issue.51 This allows for portability of a certificate across employers.

Before using the Update Service schools or colleges must: a. obtain consent from the applicant to do so; b. confirm the certificate matches the individual’s identity; and c. examine the original certificate to ensure that it is for the appropriate workforce and level of check, e.g. enhanced certificate/enhanced including barred list information.

The school or college can then subsequently carry out a free online check. This would identify whether there has been any change to the information recorded, since 19 the initial certificate was issued and advise whether the individual should apply for a new certificate. Individuals will be able to see a full list of those organisations that have carried out a status check on their account. Further information about the update service can be found at GOV.UK.

Employment history and references The school will always ask for written information about previous employment history and check that information is not contradictory or incomplete. References should be sought on all short-listed candidates, including internal ones, before interview, so that any issues of concern they raise can be explored further with the referee, and taken up with the candidate at interview.

Single central record OGPS keeps a single central record, referred to in the regulations (described in the following paragraph) as the register. The single central record must cover the following people:

• all staff (including supply staff, and teacher trainees on salaried routes) who work at the school: in colleges, this means those providing education to children; and

• for independent schools, including academies and free schools, all members of the proprietor body.

Agency and third-party staff OGPS obtains written notification from any agency, or third-party organisation they use that the organisation has carried out the checks (in respect of the enhanced DBS certificate that written notification has been received that confirms the certificate has been obtained by either the employment business or another such business), on an individual who will be working at the school or college that the school or college would otherwise perform. 54 Where the position requires a barred list check this must be obtained, by the agency or third-party prior to appointing that individual. The also checks that the person presenting themselves for work is the same person on whom the checks have been made.

Trainee/student teachers Where applicants for initial teacher training are salaried by the school or college, the school or college must ensure that all necessary checks are carried out. As trainee teachers are likely to be engaging in regulated activity, an enhanced DBS certificate (including and barred list information) must be obtained.

Where trainee teachers are fee-funded it is the responsibility of the initial teacher training provider to carry out the necessary checks, schools should obtain written confirmation from the training provider that these checks have been carried out and that the trainee has been judged by the provider to be suitable to work with children. There is no requirement for the school to record details of fee-funded trainees on the single central record.

Existing staff If the school has concerns about an existing staff member’s suitability to work with children, the school or college should carry out all relevant checks as if the person were a new member of staff. Similarly, if a person working at the school moves from a post that was not regulated activity, into work which is regulated activity, the

20 relevant checks for the regulated activity must be carried out. 56 Apart from these circumstances, the school or college is not required to request a DBS check or barred list check.

Schools and colleges have a legal duty to refer to the DBS anyone who has harmed, or poses a risk of harm, to a child or vulnerable adult; where the harm test is satisfied in respect of that individual; where the individual has received a caution or conviction for a relevant offence, or if there is reason to believe that individual has committed a listed relevant offence; and that individual has been removed from working (paid or unpaid) in regulated activity, or would have been removed had they not left.

Volunteers Under no circumstances should a volunteer in respect of whom no checks have been obtained be left unsupervised or allowed to work in regulated activity. All volunteers must sign a self-declaration form.

School governors Governors who are volunteers should be treated on the same basis as other volunteers, that is, an enhanced DBS check (which will include a barred list check) should only be requested if the governor will be engaging in regulated activity. Governing bodies can request an enhanced DBS check without a barred list check on an individual as part of the appointment process for governors.

Contractors OGPS ensures that any contractor, or any employee of the contractor, who is to work at the school been subject to the appropriate level of DBS check.

Under no circumstances should a contractor in respect of whom no checks have been obtained be allowed to work unsupervised, or engage in regulated activity. Schools and colleges are responsible for determining the appropriate level of supervision depending on the circumstances.

OGPS always checks the identity of contractors and their staff on arrival at the school.

Visitors Schools and colleges do not have the power to request DBS checks and barred list checks, or ask to see DBS certificates, for visitors (for example children’s’ relatives or other visitors attending a sports day). Headteachers and principals should use their professional judgment about the need to escort or supervise visitors. All visitors must sign in at the front desk.

Appendix 5

Advisory Code of Conduct for Staff

Currently Under Review Background and principles

The staff and Governing Body of Oliver Goldsmith Primary School are committed to the principles of the “Safe Organisations Checklist” (Southwark Safeguarding Children Board). All members of staff have a common law Duty of Care towards pupils and have a legal obligation to safeguard and promote the welfare and well-being of all pupils, whose needs must be the first and paramount consideration. (Children Act 1989, Education Act 2002, Education and Inspections Act 2006)

The overwhelming majority of adults who work with children in education settings, act in a professional and responsible way and always seek to provide a safe and supportive environment, which secures the well-being and best outcomes for pupils. Children with emotional and behavioural difficulties often display challenging behaviours, which place them at risk, and may render the staff who support them vulnerable to allegations of mistreatment or abuse.

Allegations may be misplaced, malicious or genuine. Much relies on pupil and staff behaviours, where tensions and misunderstandings may occur and allegations may arise from different perceptions of the same event. The purpose of this Code of Conduct is to provide a framework for safe professional practice and effective partnerships between staff, leaders and parents/carers.

This Code of Conduct applies to all adults: teachers, support staff, volunteers, visiting staff and locums working with pupils on and off-site, and requires that these adults will:

* Be aware of the name of the designated person with responsibility for safeguarding pupils (and their deputies) and understand their responsibilities under the school’s safeguarding policy. * Read and follow the school’s child protection procedures. * Place the welfare and safety of pupils as their first and paramount consideration.  Accept responsibility for their own actions and behaviour and avoid any conduct that might lead any reasonable person to question their motivation and intentions.  Record in writing any incident or concern about the safety or welfare of a child and report it to the Designated Person or one of the Deputy Designated Persons.  Apply the same professional standards to all, regardless of gender, race, faith or sexual orientation.  Understand their responsibilities to report the unprofessional conduct of other adults working in or on behalf of the school to the Designated Person or the Headteacher.  Understand that any breaches in the law or professional expectations might lead to criminal or disciplinary action and barring.

Confidentiality  Confidential or sensitive information about a child or their family must never be used by staff for their own benefit or to humiliate or embarrass a child.  Confidential information about pupils or the school must never be shared casually.  Information that might suggest that a child is in need or at risk of significant harm must be shared with the Designated Person, in accordance with safeguarding procedures, as soon as it comes to notice.

Behaviour  Staff have a responsibility to maintain public confidence and must uphold high standards of personal conduct to do so; both within and outside of their work setting.  Staff must never abuse the position of trust and influence they have over children.  Staff must not do or say anything, or engage in activities outside school that might bring the school into disrepute.  Physical punishment of any kind is not to be used.  Safe boundaries will be maintained, even in more informal settings such as educational trips off-site, residential visits etc.

Dress and appearance  Staff should dress decently, safely and appropriately for their role and for the tasks that they are required to undertake.

Gifts  Whilst there may be occasions when parents/carers or pupils may wish to give a small token of appreciation to staff at religious festivities or the end of a placement, for example, it is unacceptable to receive gifts on a regular basis.  Personal gifts should not be given by staff to pupils and any reward to a child should be consistent with the school’s behaviour policy, recorded and not based upon favouritism. (see Financial Regulations for further details).

Infatuations  It is not unusual for pupils or, sometimes, their parents/carers to develop infatuations or “crushes” towards trusted staff. All such situations must be responded to sensitively to maintain the dignity of those concerned and any indications that this might be happening reported to the Designated Person or the Headteacher.

Social contact  Staff should not establish or seek to establish any social contact with a pupil or their parents/carers.  Staff must not exchange personal information, phone number, home address or email address, with pupils or their parents/carers.  Parents/Carers who are employed by the school must act with appropriate caution when exchanging personal information.  No member of staff will enter into extra or private tuition or childcare arrangements with parents/carers without the permission of the Headteacher.

 Staff should notify their line manager of any existing or previous family or social relationship with a pupil or their parents/carers.

Physical contact  When physical contact is made with pupils, it should be in response to their needs at that time, of limited duration and appropriate to their age, stage of development, gender, ethnicity and background.  Physical contact should never be secretive, for the gratuity of the adult or represent a misuse of authority.

Extreme caution should be exercised where a child is known to have suffered previous abuse or neglect. Such experiences may sometimes make a child exceptionally needy or inappropriately demanding of physical contact and staff should respond sensitively by deterring the child through helping them to understand the importance of personal boundaries.  Any extreme attention-seeking or behaviour by pupils that makes staff feel uncomfortable should be reported to the Designated Person or their Deputies.  Staff supervising PE and games or providing music tuition may be required to initiate physical contact with pupils. The principle of “limited touch” should be applied, with understanding of pupils’ sensitivities and with the pupil’s agreement.  Children must be shown respect and privacy whilst they are changing or showering after PE, dance or swimming.

Pupils in distress  On those occasions when a pupil may be in distress and in need of comfort and re-assurance, staff should ensure that they remain self-aware at all times and that their contact with the pupil is not open to misunderstanding.

Care, control and physical intervention  The school is committed to the use of positive behaviour management and staff will not use any form of physical punishment, threats, sarcasm or demeaning comments to deal with unacceptable behaviour.  When children need to be restrained for their own protection or the protection of others, this must only be undertaken in accordance with the training and policy sanctioned by the Leadership Team and Governing Body.  Any such incidents and physical interventions will be recorded appropriately and reported to the Headteacher and the child’s parents/carers.

One to one situations  Staff working individually with children should recognise the potential vulnerability of pupils and adults in such situations and ensure that they manage these situations with regard for the safety of both the child and themselves.  Individual work with pupils should not be undertaken in isolated areas or rooms where there is no external visual access. Where it is necessary to close doors for reasons of confidentiality, a colleague should be made aware of this and the adult must remain in clear view of the door.  In general, staff will not be expected to transport or accompany pupils off-site on their own. If staff use their own cars for transporting pupils, they will gain Senior Management approval, ensure appropriate escort arrangements and provide evidence of motor insurance that covers business use.

 First aid will be administered by the adult on duty, unless the injury is deemed to warrant examination by suitably trained and accredited staff. In an emergency, where the illness or injury is such that to delay assistance might cause harm to the child, an ambulance will be called, and every attempt made to contact the child’s parent/carer.  Children who require any form of intimate care are entitled to privacy, dignity and safety. Pupils with ongoing health problems will be treated, in accordance with any Medical Care Plan that has been agreed with the parent/carer and the Health Authority, and only by those who have been authorised to do so by the Head teacher.  Lone members of staff should not be placed in a position where they are expected to provide any form of intimate care without the safeguard of having a colleague in the same room or area.

Curriculum  Staff must ensure that areas of the curriculum that might involve sexually explicit information and materials are taught in accordance with the school’s policy on Sex and Relationships Education.  The curriculum can include or raise subject matter, which is sexually explicit or otherwise of a sensitive nature. Care should be exercised to ensure that resource materials cannot be misinterpreted and clearly relate to the lesson plan.  The curriculum can sometimes lead to unplanned discussion of sensitive subject matters. Responding to pupils’ questions requires careful judgment, and guidance should be sought from the Inclusion Manager or Designated Person/SENCo, as appropriate.

Photography, videos and other creative arts (see Appendix 3)  Whilst photographic and video images can play a valuable role within the curriculum, after-school activities and to celebrate achievement, there is potential for such images and opportunities to be misused by adults with ulterior motives.  Staff should be sensitive to the needs of pupils who may have been abused in this way or who appear uncomfortable when asked to participate in photography or filming.  Staff must ensure that a member of the Leadership Team is aware of any proposed use of photographic/video equipment and that this is recorded in lesson plans.  Staff must be able to give account of the rationale behind any images of pupils that are in their possession. They should be stored securely and only used by those authorised to do so.  Permission from pupils and their parents/carers must be obtained for the use of images of pupils for publicity purposes and, in general, names of pupils will not be published.  It is NEVER appropriate for individual staff members to photograph children on their mobile phones or personal cameras.

Internet Use  Staff should follow the school policy on the use of computer equipment and should under no circumstances, access, or allow pupils to access, inappropriate material or images. 25

 If pupils are found to have accessed such images, this should be immediately reported to the Headteacher.

Whistle-blowing  All members of staff have a responsibility to voice their concerns about the inappropriate or worrying behaviour of a colleague: in good faith and without fear of repercussions.  Where allegations are made about the mistreatment of a pupil by a member of staff or volunteer, the Headteacher (or in the case of an allegation against the Headteacher, the Chair of the Governing Body) will follow the procedures adopted by the London Safeguarding Children Board, in consultation with relevant designated LA officers.

This code of conduct will be reviewed annually and in accordance with any changes in local or national guidance or legislation.

Tracy Brook Designated Person October 2008

Reviewed October/November 2009

Appendix 6

Currently under review