The Role of the Local Advisory Board 4

POLICY TITLE: Child Protection Policy

Committee/Person Responsible for Policy: Assistant Headteacher/CP Lead

Date Approved by Local Advisory Board: October 2015

Author: Ann Gibbs Child Protection Policy Page 1 Details of Staff Responsible

Designated Person for Safeguarding and Child Protection Lead: Assistant Headteacher – Mrs Ann Gibbs

Deputy Child Protection Leads (in the absence of Mrs Ann Gibbs):

Mr Ben Collinge (Assistant Headteacher) Mrs Caroline Kolek (responsible for LAC/EAL)

In the unlikely event of both the Lead and Deputy Child Protection Officers being absent concerns must be addressed to the Headteacher.

Author: Ann Gibbs Child Protection Policy Page 2 Child Protection Policy (including practice guidance) for The Taunton Academy

Introduction

The aim of this policy is to safeguard and promote our pupils’ welfare, safety, health and guidance by fostering an honest, open caring and supportive climate. The pupil’s welfare is of paramount importance.

The Taunton Academy fully accepts the responsibility it has under the Education Act 2002 and DFE guidelines “Keeping Children Safe in Education” 2015 and “Working together to Safeguard Children" 2015. The Academy recognises the contribution it can make to protect children and support pupils in school.

All staff involved with children (teaching and non-teaching) have a responsibility to be mindful of issues related to children’s safety and welfare and a duty to report and refer any concerns.

This policy sets out how the school’s Local Advisory Board discharges its statutory duties in promoting the welfare of children who are pupils at the school. (For purposes of Safeguarding ‘Children’ included everyone under the age of 18).

There are three main elements to our Child Protection Policy:

• Prevention through the teaching and pastoral support offered to the pupils within the whole school protective ethos.

• Protection by following agreed procedures, ensuring staff are appropriately recruited (following DfE Safer Recruitment guidance) and supported to respond appropriately and sensitively to child protection concerns.

• Support to pupils who may have been abused. This policy applies to all staff working in the school, including governors. Concerned parents may also contact the school or one of the governors.

School Commitment

We recognise that high self-esteem, confidence, supportive friends and clear lines of communication with a trusted adult helps all children, and especially those at risk of, or suffering from, abuse.

The Taunton Academy will therefore:

• Establish and maintain an ethos where children feel secure and are encouraged to talk, and are listened to.

• Ensure that pupils and their carers know that there are adults in the school who they can approach if they are worried or are in difficulty.

• Include in the curriculum, activities and opportunities for PHSE/Citizenship, which equip pupils with the skills they need to stay safe from abuse, and which

Author: Ann Gibbs Child Protection Policy Page 3 will help them develop realistic attitudes to the responsibilities of adult life, particularly with regard to childcare and parenting skills.

• Ensure that wherever possible every effort will be made to establish effective working relationships with parents and colleagues from other agencies.

Framework

Schools do not operate in isolation. The welfare of children is a corporate responsibility of the entire local authority, working in partnership with other public agencies, the voluntary sector and service users and carers. All local authorities have a particular responsibility towards children and families most at risk of social exclusion, (see DfE “Working Together to Safeguard Children” 2015).

Child Protection is the responsibility of all adults, especially those working with children. The development of appropriate procedures and the monitoring of good practice across all agencies is the responsibility of the Local Safeguarding Children Board. (LSCB).

The Role of the Local Advisory Board

The Local Advisory Board fully recognises its responsibilities with regard to Child Protection and to safeguarding and promoting the welfare of children.

It will:

• Designate a governor for child protection who will oversee the school’s Child Protection policy, procedures and report to the full Local Advisory Board as necessary. • Ensure an annual report is made to the Local Advisory Board on child protection/safeguarding following the agreed Somerset format. A copy of this completed review should be sent to the local authority for monitoring purposes. The form is available online: Annual Report to the Local Advisory Board. • Ensure that this Policy is revised and updated annually.

Roles and responsibilities

All adults working with or on behalf of children have a responsibility to safeguard and promote the welfare of children. (Section 11, Children Act 2004). There are, however, key people with schools and the LA who have specific responsibilities under Child Protection Procedures. The names of those holding these responsibilities for the current year are listed on the cover sheet of this document, and displayed in reception and in the staff room for all staff and carers to see.

The designated child protection person at the Academy is Mrs Ann Gibbs. In her absence; Mr Ben Collinge will take the lead. In any event, the Headteacher will be informed of any suspicions of abuse.

Author: Ann Gibbs Child Protection Policy Page 4 Should any concerns relate to the Headteacher, the Chair of Governors will be contacted.

Training and support

The Headteacher will ensure that the Designated Child Protection Lead Person is line managed by a senior member of the school’s leadership team; that they, their deputy and the Local Advisory Board attend training relevant to their role.

All staff working in a school setting must have received ‘Basic Awareness’ training in Safeguarding and Child Protection and this must be updated every 3 years. The designated person is responsible for ensuring this; they can deliver this training themselves once they have completed the LSCB Level 2 “Working Together” via the three hour cascade training pack which is available from the LSCB (Liz Bidmead – Education Adviser) or this can be purchased as a traded service from the LSCB.

Procedures

Where it is believed that a pupil is suffering from, or is at risk of, significant harm, we will follow the procedures set out in the South West Child Protection Procedures (www.swcpp.org.uk) and the LSCB documents which can be found on www.somersetsafeguardingchildrenboard.org.uk and on SIX (Somerset Information Exchange).

These procedures make it clear, confirmed in our own school policies, that the welfare of the child is of paramount importance. This takes precedence over sensitivities about relations with parents, the likely reaction of other parents and the community and any wish a child might have for complete confidentiality (which cannot be guaranteed). Members of staff not following the procedures could put themselves and the child concerned at risk. As long as the procedures are adhered to, members of staff will receive the full support of the Local Advisory Board and the Local Authority (LA.)

Relevant staff will be notified of any specific concerns during morning briefings.

Parents will be informed of the school’s duties of Child Protection through the school prospectus.

Procedures Checklist

Child protection procedure checklist for our staff

Author: Ann Gibbs Child Protection Policy Page 5 If: • A pupil discloses abuse, or • A member of staff suspects a child may have been abused, or • A third party expresses concern • A staff member witnesses a potentially abusive situation involving another staff member.

The member of staff MUST: RECORD AND REPORT.

If you receive a disclosure it is important to reassure the child that what he says will be taken very seriously and everything possible done to help.

If you are in the room when a pupil begins to disclose concerns to another person, you should stay unobtrusively in the background. You may be able to support/witness what has been said if required.

• Respond without showing any signs of disquiet, anxiety or shock. • Enquire casually about how an injury was sustained or why a child appears upset. • Confidentiality must not be promised to children or adults in this situation. • Observe carefully the demeanor of behaviour of the child. • Record in detail what has been seen and heard. • Do not interrogate or enter into detailed investigations. Encourage the child to say what he/she wants until enough information is gained to decide whether or not a referral is appropriate.

Asking Questions – Staff are understandably anxious about what questions they can ask if they are concerned about a child, or if the young person tells them something they are concerned about. Asking open questions is often helpful to the young person and can help you clarify the situation for yourself.

• It is important NOT to ask leading questions (i.e. questions that imply a specific answer). • It is important to know when to stop asking questions and just listen. • It is important not to interrogate.

Questions you can ask:

• Tell me (“tell me what happened…”) • Explain (“explain what you meant by………”) • Where (“where did this happen/where were you…”) • When (“how long ago did this happen/when did this happen……….”)

Remember you are only clarifying with the young person if something concerning did happen or could have happened from the information they give you.

Then REPORT to the designated person without delay.

Members of staff MUST NOT • Investigate suspected/alleged abuse themselves. • Evaluate the grounds for concern. • Seek or wait for proof.

Author: Ann Gibbs Child Protection Policy Page 6 • Discuss the matter with anyone other than the Headteacher/Designated Child Protection Lead Person or her deputy.

The Children’s Social Care Department and CAIT (Child Abuse and Investigation Team – Police) are the only agencies that can investigate allegations of abuse.

Professional confidentiality

Confidentiality is an issue, which needs to be discussed and fully understood by all those working with children, particularly in the context of Child Protection. The only purpose of confidentiality in this respect is to benefit the child.

No adult must ever guarantee confidentiality to any pupil. Staff should make pupils aware that if they disclose information that may be harmful to themselves or others, then certain actions will need to be taken. The law permits the disclosure of confidential information necessary to safeguard a child or children.

Normally, personal information should only be disclosed to third parties (including other agencies) with the consent of the subject of that information (Data Protection Act 1998, European Convention on Human Rights, Article 8). Wherever possible, consent should be obtained before sharing personal information with third parties. In some circumstances, obtaining consent may not be possible, may put the child at greater risk or may not be in the best interest of the child’s welfare. A decision should be made on a case by case basis and justifiable. See HM Gov. Information Sharing (Nov 08).

If you are unsure, seek legal advice or advice from Children’s Social Care.

Supporting pupils at risk

The Taunton Academy recognises that children who are abused or who witness violence, may find it difficult to develop a sense of self-worth and to view the world in a positive way. This school may be the only stable, secure and predictable element in the lives of children at risk. Whilst at school, their behaviour may be challenging and defiant. It is also recognised that some children who have experienced abuse may in turn abuse others. This requires a considered, sensitive approach in order that the child can receive appropriate help and support.

The Taunton Academy will endeavour to support pupils through:

• The curriculum, to encourage self-esteem and self-motivation. • The school ethos, which promotes a positive, supportive and secure environment and which gives all pupils and adults a sense of being respected and valued. • The implementation of school behaviour management policies. • A consistent approach, which recognises and separates the cause of behaviour from that which the child displays. This is vital to ensure that all children are supported within the school setting. • Regular liaison with other professionals and agencies that support the pupils and their families.

Author: Ann Gibbs Child Protection Policy Page 7 • A commitment to develop productive and supportive relationships with parents and carers. • The development and support of a responsive and knowledgeable staff group trained to respond appropriately in child protection situation.

We recognise that, statistically, all children are vulnerable to abuse. However, school staff who work, in any capacity, with children with emotional and behavioural problems will need to be particularly sensitive to signs of abuse. It must also be stressed that in a home environment where there is domestic abuse, mental health issues, substance or alcohol misuse, children may also be vulnerable and in need of support or protection.

Records and monitoring

Well-kept records are essential to good child protection practice. Our school is clear about the need to record any concerns held about a child or children within our school, the status of such records and when these records should be passed over to other agencies.

The Taunton Academy will:

• Keep clear detailed written records of safeguarding concerns about pupils, using the ‘cause for concern sheet’. See Appendix 1.

• Ensure all such records are kept separate from the child’s main school file and in a securely locked location accessed only by specified staff.

• Ensure that the main file is marked to show that there is additional information held separately.

• Ensure these records are passed on to the receiving school if a pupil transfers.

A brief summary of the concerns will be recorded on a Cause for Concern Sheet which are also kept filed securely. This will indicate who has been notified, including parents and School Governor.

We will ensure that child protection information is passed on to Children’s Social Care as appropriate and we will retain this record for as long as the child remains in school, or has transferred as described above.

Guidance from the Records Management Society is that when a pupil with a child protection record reaches statutory school leaving age (or where the pupil completed 6th form studies), the last school attended should keep the general pupil records and child protection file until the pupil’s 25 birthday. It should then be shredded. This timescale allows for any legal proceedings brought in terms of litigation by a pupil in respect of a school ‘failing to provide an education’.

Author: Ann Gibbs Child Protection Policy Page 8 Common Assessment Framework (CAF)

This form should be used where we consider that a child has needs, which cannot be met solely by the school, and where, following an assessment of the situation, we believe coordinated intervention is required to promote, safeguard or protect the welfare of the child.

In these circumstances, we will have records detailing what work has been undertaken by our school to support the child and family and why we believe that a more corporate and coordinated approach is needed. This information then provides the basis for the completion of the CAF. The request for coordinated support services for a family should always be discussed with parents unless to do so would place the child or others at greater risk of harm. Colleagues from other agencies may also request Academy involvement in completing a CAF.

Where, following an assessment of a situation, it is considered immediate protective action is required, a child protection referral must be made by the Child Protection Designated Person or the Deputy Designated Person without delay. This referral should be by telephone to Somerset Direct (0300 123 2224) followed up in writing using the Multi-agency referral form (MARF). A MARF can be obtained by request, from Somerset Direct at the time of making the referral.

Prompt sheet for child protection referrals

Before the Designated Child Protection person makes a referral through to Somerset Direct, they will need the following information to hand. However, avoid unnecessary delay:

Child’s details

• Name, including any middle names and, if the child is known by more than one name; list all names known. • Date of birth. • Address and telephone number. • Health issues that may be relevant. • Any known disabilities that may affect communication. • Legal status (e.g. looked after/residency orders etc).

Family details

• Names of parents and/or carers. • Names and ages of any other children in family. • Ethnicity and cultural background and where appropriate information about the need for interpreters. • Name of the family’s GP.

School history

• How long has the child attended your school?

Author: Ann Gibbs Child Protection Policy Page 9 • Attendance record – check if there has been a problem with attendance, look out for any patterns that emerge from attendance records, i.e. some children have been reported to miss every Monday because there have been problems at the weekend. • Behaviour – how does the child present in school? Check for any repeated patterns of behaviour, or sudden changes of behaviour. Do these relate to a change in circumstances at home? • Relationship with school: good, non-existent, volatile?

Child protection history

• Have you had previous concerns and have you made previous referrals? It is important to revisit previous concerns to get a wider picture. Child protection services are reliant on other agencies to help them build up a clearer picture of what has been happening. The relationship between each event may be more significant than each individual event.

• If you have referred in the past, what was the outcome? Never let the fact that no action was taken last time affect your way of managing new concerns. If you have a concern, always pass it on.

This referral

It is useful to write down your reason for referral before making your call. Include as much detail as you can.

Physical injury

Where your concern is about physical injury, make sure you note where on the body the injury is and describe shape and size. ‘Cause for concern’ templates, which include body maps, have been distributed to each school to assist with recording. They are also available on SIX. Be careful to record the factual evidence – i.e. what you can actually see, not your opinion of how the injury may have been sustained.

Sexual abuse

Are your concerns about the child’s behaviour? If so give as much detail as possible. State exactly what the child has been doing. Don’t just report ‘sexualised behaviour’ - give specific details. Has the child made a disclosure? If the child discloses to you or to a member of your staff, record in as much detail as possible what was said, in the child’s words when possible. In addition note who was there and the child’s emotional state throughout the disclosure. Make sure any hastily written notes are signed and dated and kept securely. Handwritten notes are useful evidence should the case go to court at a later date.

Emotional abuse

Referrals re emotional abuse usually involve a number of concerns arising from both contact with the child and contact with the parents. Emotional abuse can cause impairment in the child’s development, and such children may have very low self- esteem and self-image. Detail the way the child functions at school, with peers and with parents. Emotional abuse is hard to evidence so detail the events that have led to your concerns. Author: Ann Gibbs Child Protection Policy Page 10 Neglect

If you are to refer a child because of possible neglect, always check back to see if there have been any previous concerns. The Children Act 1989 talks about how the persistent neglect of very basic needs is likely to cause impairment in the child’s development.

Always think through whether the case in question fits more appropriately within a ‘child in need’ framework than within a child protection framework. (For example, “mucky children may simply come from mucky families”; clearly the family needs to do something about the child’s cleanliness and appearance, and may need some support in this, but it might not be the case that the child is being abused and in need of protection.)

Bullying

Bullying is a specific form of abuse which may be prevalent in schools and is defined as deliberately hurtful behaviour, usually repeated over a period of time where it is difficult for the victims to defend themselves. The extent of bullying can include emotional and/or physical harm to such a degree that it constitutes significant harm, as set out in the definitions above, due to the extent to which it affects the health or development of the student subject to the bullying behaviour. Bullying may also be perpetrated within digital or ICT based environments, sometimes known as Cyber- Bullying, and may include ‘Sexting’; which must be treated as seriously as any other form of bullying and dealt with accordingly. Please, additionally, see our Acceptable Use Policy.

It must be noted that bullying may also constitute criminal behaviour and therefore certain instances of bullying may need to be reported to the police.

Domestic Violence We recognise that Domestic Violence (DV) usually impacts on all aspects of a student’s life only varying according to the student’s resilience or otherwise to his or her particular circumstances. We also recognise that even where the student is not the direct target of the DV the harm caused to the student can be significant through emotional and physical abuse and often neglect as the victim’s capacity to parent effectively and protect their child/ren is diminished through a preoccupation with their own survival at the expense of an awareness of the effect that the abusive relationship is having on their child/ren.

At the Taunton Academy we will be alert to the possibility of Domestic Violence and allow an opportunity for the abused partner (predominantly the woman but not exclusively so) to disclose. We will treat that disclosure sensitively and refer the matter to Social Care where there is a student or child/ren at risk of significant harm and/or neglect.

We also recognise that other practices are defined as Domestic Violence, such as Forced Marriage and Female Genital Mutilation. In the Academy we recognise that forced marriage is an abuse of human rights and a form of domestic abuse and, where it affects children and young people, child abuse.

Forced marriage, as distinct from arranged marriage, is conducted without consent and under duress. We therefore accept that coercion and duress may be perpetrated Author: Ann Gibbs Child Protection Policy Page 11 by partners but also by extended family members and that this constitutes Domestic Violence, in line with the Government’ s definition of domestic violence and is closely linked to Honour Based Violence.

In cases of forced marriage we will follow the guidance as set out Child Protection Procedures as a student who is being forced into marriage is at risk of significant harm through physical, sexual and emotional abuse. If any member of staff receives a disclosure or is aware that a Forced Marriage may happen this must be disclosed to the Designated Senior Person for Child Protection without delay so that the appropriate referrals may be made and/or protective measures may be put in place, especially as the child/ren may be taken out of the country.

Female Genital Mutilation

It is accepted that some female students in schools may be at risk of being subject to Female Genital Mutilation (FGM). FGM is defined by the World Health Organisation as: all procedures (not therapeutic or essential surgical operations) which involve partial or total removal of the external female genitalia or injury to female genital organs for non- therapeutic reasons. It is a severe form of gender-based violence, and where it is carried out on a girl, it is an extreme form of child abuse. FGM is considered as a cultural norm by some communities and some also consider FGM necessary for religious reasons.

We will always challenge such abusive cultural norms as the welfare and safety of the student is always paramount, equally we also recognise that FGM is not endorsed as a religious practice.

In any event it is illegal in the UK to subject any student to FGM or to take a student abroad to undergo FGM.

From a Child Protection perspective a student for whom FGM is planned is at risk of significant harm through physical and emotional abuse, it may also be considered as sexual abuse.

Typical identifiers are:

 Family comes from a community known to practice FGM  Family/student talks about a long holiday  Family/student may asked to be excused PE / swimming on return  Family/student may confide that she is going to a ‘special ceremony’ when on holiday  Female student is known to have a mother that has been subject to FGM  Female student is known to have a sister that has already undergone FGM

Equally the student may be aware of what is going to happen and make disclosure or seek help.

If any member of staff receives a disclosure or is aware that a FGM is about to happen this must be disclosed to the Designated Senior Person for Child Protection without delay so that the appropriate referrals may be made and/or protective

Author: Ann Gibbs Child Protection Policy Page 12 measures may be put in place, especially as the student may be taken out of the country.

Breast Ironing

“Breast ironing” refers to the painful practice of massaging or pounding young girls’ breasts with heated objects to suppress or reverse the growth of breasts. The objects used include plantains, wooden pestles, spatulas, coconut shells, and grinding stones heated over coals. Breast ironing is often performed by mothers or female relatives of victims misguidedly wishing to protect their young relatives from rape, unwanted sexual advances, early sex, The practice has been documented primarily in Cameroon, but not exclusively so.

Author: Ann Gibbs Child Protection Policy Page 13 Children/Young People Left at Home

Whilst there is no set age in law for a child/ren to be legally left at home, the responsibility rests with the parents. A referral will be made to Social Care where our school has concerns that the arrangements that a parent makes is unsafe and thus renders the child/ren at risk of significant harm; this may include independent travel arrangement and collection / escorting arrangements by others, including siblings, that the school considers unsafe.

Consent

In most cases it is agreed that it is better to tell the parent/carers that you intend to refer to Children’s Social Care or the Police but think it through; if you think telling may put the child at more risk, take advice first. If in doubt, ring Somerset Direct (0300 123 2224) and discuss with the Duty Social Worker.

Making the referral

Once the Designated Child Protection Person has all the necessary information in front of them, they will be able to make a child protection referral with confidence, following the South West Child Protection Procedures (www.swcpp.org.uk). Record all your actions and responses from other agencies.

Attendance at Child Protection Conferences

If a Child Protection Conference is called about a specific child/ren it is a requirement that the school is represented and will share information about the child and their family. Usually this will be in the form of a written report, the contents of which will be shared with parents/carers prior to the meeting. Where the school provides a verbal report, parents/carers will be informed what is to be said prior to the conference.

Occasionally, the school may have information which is confidential and which will be shared in a closed meeting prior to the conference. If this is necessary, the Chair of the conference will discuss the matter with parents/carers beforehand. If you are unsure, discuss with the conference Chair before the conference date.

When any child becomes the subject of a conference, local procedures require all other children in the family are considered. It may well be that the school will be required to provide information on children with whom there appear to be no direct concerns.

The school will contribute to the process of risk assessment and the decision about the child being in receipt of a child protection plan.

Safe schools, safe staff

• When recruiting staff and volunteers, the school must ensure all appropriate checks are made and the Safer Recruitment Guidance issued by the DfE is fully complied with. This applies to permanent, temporary and volunteers.

Author: Ann Gibbs Child Protection Policy Page 14 Appropriate checks should be made concerning prospective employees including criminal record checks (DBS checks), barred list checks and prohibition checks together with references and interview information (see Appendix 2).

• The school must keep a careful check on all visitors and guests whether their visit is by invitation or unsolicited and ensure that where appropriate, adults are not left with children, unsupervised.

• The school must ensure that there is sufficient staff (male/female balance) to run all activities.

• All school staff must be an adult role model for pupils: courteous, friendly and kind. No member of staff should make suggestive or discriminatory or other inappropriate comments.

• All school staff should respect pupils at all times regardless of their sex, ethnicity, disability or sexual orientation.

• No member of school staff must ever allow or engage in inappropriate verbal or physical contact of any description.

• All staff should be clear about what constitutes acceptable forms of communicating with children and the appropriate use of all electronic technology (i.e. texts, social networking sites etc.) See Appendix A - Safeguarding and ICT

• All school staff should be firm and fair with pupils. Favouritism should be avoided, as should singling out troublemakers.

• No member of school staff should allow pupils or adults to engage in abusive activities such an initiation rites, ridiculing or bullying (which includes cyberbullying). This must be reported to the designated child protection lead.

• The school must develop an ethos that allows staff to feel comfortable and caring enough to point out any inappropriate attitudes or behaviour to each other.

• The school must encourage children to trust their own feelings about adult behaviour and to assert their right to determine (within sensible limits) the behaviour with which they are comfortable.

• All school staff should ensure that when working individually with a pupil, they should be mindful of safe working practices, (e.g. where possible doors are left open), other staff are aware they are working on a one to one basis, and immediate help is available if needed.

• All school staff should report disclosures or concerns to the Child Protection Officer.

• Staff should never trivialise child abuse issue.

Author: Ann Gibbs Child Protection Policy Page 15 • No member of school staff should drive a pupil home without permission of the parent/carer and the Headteacher.

• No member of staff should ever take a young person to their home. In any one-to-one situation that is not a clear and proper part of your work, you put yourself at risk of false allegations.

Procedures to follow if an allegation is made against a member of staff.

Never let allegations by a child or young person go unrecorded or unreported, including any made against you. In all instances the Designated Child Protection Person must be informed. If the allegation concerns the Child Protection Person, then the Headteacher must be informed. If the concern involves the Headteacher then the Chair of the Board of Governors must be informed.

In all situations the school County HR contact and the Local Authority Designated Officer for Allegations Management, (LADO) must be informed. Contact details for the Local Authority Designated Officer are through Somerset Direct: 0300 123 2224.

Extended schools

Schools need to be clear about safeguarding procedures in relation to extended school activities. Activities organised by or with the school, should be incorporated within the school’s safeguarding and child protection policy. Alternatively the provider of the extended school service should have a bespoke child protection policy, in which case the provider’s policy and DBS checks will need to be assured. This is the responsibility of the school or the extended school coordinator in the locality.

However this is managed it is essential that child protection and safeguarding principles apply to extended school activities and responsibility for ensuring adherence to these principles is clearly established.

Off-site provision

When placing pupils with other Education Providers, The Taunton Academy is responsible for checking that the provider has complied with required recruitment procedures and that individuals working with pupils are DBS checked. Within the provider contract, the manager of the provision should provide assurances, and sign the agreement that this requirement has been adhered to.

Professional judgement

Remember: value your professional judgement. School may be the only agency involved with the family at the time of referral, and always pass your concerns to your designated person(s).

Author: Ann Gibbs Child Protection Policy Page 16 Related Policies

This policy should be read in conjunction with other related policies in school such as:

• Recruitment and Selection • Management of allegations against staff • Behaviour Management • Anti-Bullying • Physical Interventions • Health and Safety • Safeguarding and ICT • Use of photography and videos • Drugs and substance misuse • Equal opportunities • First aid (including management of medical conditions) • PSHE • Racial equality • Safeguarding statement in school prospectus • Sex education • Whistleblowing Policy • Work placements

Useful Publications (available from DfE website)

1. “Safeguarding Children and Safer Recruitment in Education” • “Working Together to Safeguard Children 2015” • What to do if you are worried a Child is being abused” • “Staying Safe Action plan”

Useful Websites www.somersetsafeguardingchildrenboard.org.uk www.everychildmatters.gov.uk

HM Government – Information sharing www.dcsf.gov.uk/everychildmatters/resources-and-practice/IG00340/

South West Shared Procedures www.swcpp.org.uk/ www.thinkuknow.co.uk

Useful Phone Numbers

• Somerset Direct 03001232224

Author: Ann Gibbs Child Protection Policy Page 17 • Safeguarding for Schools Advisor (Liz Bidmead) 01823 358269

• Local Authority Designated Officer (LADO) 03001232224

Author: Ann Gibbs Child Protection Policy Page 18 Appendix A: Safeguarding and ICT

Protecting young people in the online world means thinking beyond the school environment. As well as the computer/iPad to access the Internet, now many mobile phones and games consoles offer broadband connections.

Pupils will be working online in school, at home or in an Internet café. Students will have access to personal devices not covered by network protection and therefore the emphasis needs to be on educating all users as to the risks involved and their obligation to act responsibly while online.

All school staff should be aware of this policy and understand their personal responsibility with regard to keeping young people safe online and how to respond to e-safety incidents.

Safeguarding children and young people in both the real and virtual world is everyone’s responsibility. It is an extension of general safeguarding and this policy should be read alongside the Safeguarding and Child Protection Policy.

The Headteacher, supported by the Local Advisory Board, will take the lead in embedding the agreed e-safety policies in practice.

The member of the Senior Leadership team with responsibility for safeguarding should be the central contact point for all e-safety issues together with the Academy e-safety Committee.

All pupils should be made aware of the school’s acceptable user policy and what to do if they have any Internet safeguarding concerns.

• 99% of children aged 8 – 17 access the internet (Ofcom, 2008).

• Research shows that the Internet has led to more children and young people having access to some kinds of content that might not be appropriate for their age (e.g. sexual material).

• Although children and young people are really confident using technology they don’t always know how to judge what information they can trust and what they can’t.

• Unwanted contact by strangers is also a problem and children are still meeting up with people they first met online, even when they know about the risks.

• Bullying can expand online, especially because it can be anonymous, and people feel less responsible for their contribution to the bullying.

• On-line abuse can also be viewed again and again, by lots of different people.

• Children and young people often upload things about themselves or others without necessarily understanding or thinking through what the long term effects might be. (Byron Report 2008)

Author: Ann Gibbs Child Protection Policy Page 19 Acceptable use policy

All schools should have an acceptable use policy. This should detail the ways staff; pupils and all network users (including parents) can and cannot use ICT facilities.

This should detail:

• System security • Unauthorised activities • Social Networking sites • E-Mail • Internet Access • iPads/Laptops • Resource Limits • Privacy • Sanctions.

The Acceptable Use Policy should link with other safeguarding policies such as anti- bullying, cyber bullying etc.

All pupils in the school should be aware of potential risks and how to practice safe, responsible behaviour, wherever and whenever they are online.

Pupils should know where to seek help both in and out of school and how to report incidents. They should be trained using the “ThinkUKnow” materials from the Child Exploitation Online Protection Centre (CEOP) and know when and how to use the Virtual Global Taskforce (VGT) icon available on some websites.

Pupils are not accountable for the actions that others may force upon them but there are sanctions that the school will impose if they act inappropriately when online.

Reporting Incidents

If a pupil receives an abusive e-mail or text they should report the matter to a member of staff as soon as possible. A copy of the e-mail with full headers, plus dates and times should be saved. Staff will investigate all complaints of abuse and take action accordingly.

Responsibility for handling incidents involving children will be taken by the ICT coordinator and the Designated Safeguarding Officer in consultation with the Headteacher. If one or more pupils view inappropriate material the first priority will be to give them appropriate support. The pupil’s parents/carers will be informed and given an explanation of the course of action the school has taken.

If staff or pupils discover unsuitable sites, the ICT coordinator will report the URL (address) and contact to the ISP and the LA. The filtering system used in all maintained schools in Somerset contains a mechanism for automatically reporting any attempts to access illegal sites on the Internet Watch Foundation list, to the Police. If it is thought that illegal material has been accessed outside of this filtering umbrella, after consultation with the Local Authority, the site will be referred to the Internet Watch Foundation (IWF) and the Police.

Author: Ann Gibbs Child Protection Policy Page 20 The school should provide guidelines for parents, carers and others on safe practice. The South West Grid for Learning in conjunction with the Avon and Somerset Police delivers a programme of parent’s evenings. In Somerset, this is delivered to clusters of schools and every parent in Somerset has the opportunity to attend one of these meetings annually to keep up with the latest safety issues. The government have funded a DVD that informs parents of the issues and copies of this can be ordered by schools for distribution to parents.

Senior managers in schools are required to respond to a wide variety of e-safety incidents on a daily basis. The majority involve students, but on occasion it may be a teaching or non-teaching member of staff whose conduct is in question. Many of these incidents will be covered in the school’s acceptable use policy; where they are not, the Local Authority should be informed at the earliest opportunity so that appropriate action can be taken.

Age Restricted Material

Print publications are classified to provide information and protect people from viewing material that might be inappropriate or damaging to their moral and physical wellbeing. It is illegal to show, give or sell restricted materials to a person under a certain age. The Internet has little in the way of classification of materials, though several groups are attempting to introduce classification categories for describing web materials. Schools should ensure that processes are in place to minimise the risk of students gaining access to inappropriate materials, through supervision and monitoring. Blatant intentional exhibiting of age-restricted materials to pupils under the specified age is a serious breach of e-safety and may result in a criminal prosecution or suspension/dismissal.

Any incident that involves inappropriate adult access to legal material should be dealt with by the school’s discipline policy and the Local Authority should be informed of any action taken.

Any incident of racially motivated abuse via technology needs to be linked in with the monitoring of racial incidents in the school. Where an incident involves racial abuse, the Local Authority should be informed and they will decide whether or not Police involvement is required.

Incidents involving staff

Any incident involving a member of staff is a serious and often complex matter. There may be implications for the safety of pupils, fellow employees and the learning environment, and for the reputation of the school.

Harassment or grooming of another person using technology, or breaching their right to privacy, poses a serious threat to their physical and emotional safety, and may have legal consequences.

In all disciplinary instances, a school should consult with HR and must be careful to follow disciplinary protocols, ensuring that proper documentation and recording of information occurs and that appropriate counselling and support are given. Parents/carers of the pupil involved must be kept fully informed of the matter.

Author: Ann Gibbs Child Protection Policy Page 21 Depending on the incident the designated person and the Headteacher will decide on an appropriate course of action. This may include involving external agencies. The e- safety coordinator should review e-safety policies as soon as possible after the incident in an attempt to prevent such an incident recurring, debriefing relevant staff accordingly, and providing school-wide training as appropriate.

In the school context, very serious incidents tend to involve illegal materials, (particularly the viewing, possession, making and distribution of indecent images of children) or grooming, stalking or harassment facilitated by communication technologies.

Indecent images of children are defined under Section 7 or the Protection of Children Act 1978 (as amended by Section 84 of the Criminal Justice and Public Order Act 1994) References to indecent photographs under the Act include data stored on a computer disk or by other electronic means that is capable of conversion into a photograph.

What to do in the event of discovery of illegal material

Discovery of illegal material within the school’s network is a very serious situation, and must always be reported to the police. It is important that the material is not downloaded, printed or sent by e-mail, because doing so will be an offence in itself. If at all possible, do absolutely nothing to the suspect computer or computers, including turning them on or off, as this could potentially compromise any evidence the device may contain. Ideally incident specific advice should be sought VERY quickly, either from the Police or Southwest One ICT as soon as the incident becomes known. The advice given will be incident specific and will be different in each case, depending on the number of workstations involved or if the incident involves the entire network and fileserver.

Basic steps:

1. Seek immediate and specific advice from either Southwest One ICT or the Police, relevant to this incident.

2. Prevent any further physical access to the device until the correct advice is gained.

3. Unless absolutely necessary DO NOT remove the power from a working PC and definitely DO NOT start a PC if it is already turned off.

4. Consider if it is necessary to prevent remote access to the device. If you suspect that a member of staff or pupil who has left the site, could remove or damage evidence on the device remotely, unplug ONLY the network cable from the back of the device to prevent this access from taking place.

5. If the PC is already turned off, and it is no longer realistically possible to prevent further physical access to the device, (i.e. lack of supervision, high levels of access or an unoccupied location) disconnect the power at the base unit (not the wall) and remove the battery from a laptop. Store this device securely in a location where no one else can gain

Author: Ann Gibbs Child Protection Policy Page 22 access to it and make a note of the date, time and name of the individual who performed this action.

Under no circumstances should the e-safety coordinator, network manager or the Headteacher attempt to conduct an investigation of their own, or bring in an outside ‘expert’ to do so, as this may compromise the evidence if a legal case were to result. In some cases this may constitute a criminal offence in itself.

Author: Ann Gibbs Child Protection Policy Page 23 Appendix B: Guidance on the use of technology for communications between staff and learners

1. Introduction

1. Communication between children learners and adult staff should always take place within clear and explicit professional boundaries. This includes all communication using technology, including mobile phones, text messaging, emails, digital cameras, videos, web-cams, websites and blogs.

2. This guidance specifies acceptable and permissible modes of communication.

2. Scope of Guidance

1. This guidance is written for Educational establishments in Somerset, including Schools and FE Colleges.

2. This guidance covers use of technology for communication.

3. In addition to this guidance, Schools are encouraged to have the following policies:

1.1. E-safety policy – this policy should cover use of ICT, particularly the Internet, by staff and learners.

1.2. Acceptable Use policy, ensuring staff and volunteers are responsible ICT users.

3. Contact Details

1. Staff should not give their personal contact details to learners, including their personal mobile telephone number or home email address, unless the need to do so is agreed with senior management and parents/carers.

4. Methods of Contacting Learners

1. Staff should only use equipment provided by their organisation to communicate with children, e.g. work mobile phones, work email address.

2. Schools should consider including in their home/school agreements, permission to use these forms of communication with learners.

3. Staff should not use social networking sites (e.g. Facebook) to communicate with learners, or others with whom they are in a position of trust.

4. It is not appropriate for staff, using any form of technology, to “friend” learners or add them to their contact lists; this may give the learners access to personal information and allow them to contact staff members inappropriately. It may also give access to staff members personal information and activities.

Author: Ann Gibbs Child Protection Policy Page 24 Author: Ann Gibbs Child Protection Policy Page 25 5. Content of communication

1. When staff are in a position of trust, they should only make contact with learners for professional reasons and in accordance with any organisation policy.

2. As with any other communication between staff and learners:

1.1. The onus is on the adult and not learner to distance themselves from any potentially inappropriate situation.

1.2. Emails or text messages of an inappropriate or personal nature should not be sent.

1.3. An appropriate balance of formality and informality must be maintained at all times.

1.4. All staff should consider that high volume of communication could be interpreted as harassment.

1.5. Sexual remarks towards a learner are inappropriate regardless of their age or apparent consent.

1.6. Staff’s personal and private relationships should not be discussed with pupils.

6. References:

South West Grid for Learning www.swgfl.org.uk/safe

Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings (DCSF - Dec 2008)

Code of Professional Conduct for Teachers – GTC for England www.gtce.org.uk/documents/publicationpdfs/conduct_code_pccpt1007.pdf

Code of Professional Conduct for Teachers – GTC for Scotland www.gtcs.org.uk/nmsruntime/saveasdialog.aspx?lID=3386&sID=4912

National Union of Teachers Code of Conduct www.suffolknut.org.uk/conduct.htm

Cyberbullying: Supporting School Staff http://publications.teachernet.gov.uk/eOrderingDownload/cyberbullying-staff.pdf

Appendix C: Preventing Extremism and Radicalisation Author: Ann Gibbs Child Protection Policy Page 26 September 2015

Preventing Extremism and Radicalisation

1. Introduction

The Taunton Academy is committed to providing a secure environment for students, where children feel safe and are kept safe. All adults at the Academy recognise that safeguarding is everyone's responsibility irrespective of the role they undertake or whether their role has direct contact or responsibility for children or not.

Preventing Extremism and Radicalisation is one element within our overall school arrangements to Safeguard and Promote the Welfare of all Children in line with our statutory duties set out at s175 of the Education Act 2002 (s157 of the Education Act 2002).

Our school's Preventing Extremism and Radicalisation Safeguarding Policy also draws upon the guidance contained in DfE Guidance "Keeping Children Safe in Education, 2015"; and specifically DfE Resources "Learning Together to be Safe", "The Prevent Duty, 2015"

1. Academy Ethos and Practice

The Taunton Academy uses the following accepted Governmental definition of extremism which is:

'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; and/or calls for the death of members of our armed forces, whether in this country or overseas'.

There is no place for extremist views of any kind in our school, whether from internal sources — students, staff or governors, or external sources - school community, external agencies or individuals. Our students see our school as a safe place where they can explore controversial issues safely and where our teachers encourage and facilitate this — we have a duty to ensure this happens.

As a school we recognise that extremism and exposure to extremist materials and influences can lead to poor outcomes for children and so should be addressed as a safeguarding concern as set out here. We also recognise that if we fail to challenge extremist views we are failing to protect our students. Extremists of all persuasions aim to develop destructive relationships between different communities by promoting division, fear and mistrust of others based on ignorance or prejudice and thereby limiting the life chances of young people. Education is a powerful weapon against this; equipping young people with the knowledge, skills and critical thinking, to challenge and debate in an informed way.

Therefore, at the Academy we will provide a broad and balanced curriculum, delivered by skilled professionals, so that our students are enriched, understand and become tolerant of difference and diversity and also to ensure that they

Author: Ann Gibbs Child Protection Policy Page 27 thrive, feel valued and not marginalised.

Furthermore, at the Academy we are aware that young people can be exposed to extremist influences or prejudiced views from an early age which emanate from a variety of sources and media, including via the internet, and at times students may themselves reflect or display views that may be discriminatory, prejudiced or extremist, including using derogatory language.

Any prejudice, discrimination or extremist views, including derogatory language, displayed by students or staff will always be challenged and where appropriate dealt with in line with our Behaviour and Discipline Policy for students and the Code of Conduct for staff.

As part of wider safeguarding responsibilities school staff will be alert to: • Disclosures by students of their exposure to the extremist actions, views or materials of others outside of school, such as in their homes or community groups, especially where students have not actively sought these out; • Graffiti symbols, writing or art work promoting extremist messages or images; • Students accessing extremist material online, including through social networking sites; • Parental reports of changes in behaviour, friendship or actions and requests for assistance; • Partner schools, local authority services, police reports of issues affecting students in other schools or settings; • Students voicing opinions drawn from extremist ideologies and narratives; • Use of extremist or 'hate' terms to exclude others or incite violence; • Intolerance of difference, whether secular or religious or, in line with our equalities policy, views based on, but not exclusive to, gender, disability, homophobia, race, colour or culture; • Attempts to impose extremist views or practices on others; • Anti-western or Anti-British views.

Our school will closely follow any locally agreed procedure as set out by the Local Authority and/or Somerset's Safeguarding Children Board's agreed processes and criteria for safeguarding individuals vulnerable to extremism and radicalisation. At The Taunton Academy, we have determined "British Values" to be:

• Democracy • The rule of law • Individual liberty • Mutual respect • Tolerance of those with different faiths and beliefs

As a school we aim to develop and nurture these by:

• Planning a vibrant, engaging Act of Worship programme with core ethical values and beliefs at its heart • Personal, Social, Health and Citizenship education which addresses all of the requirements of the programmes of study (looking at Democracy, Freedom, the rule of law, Human Rights and responsibilities) • A strong Religious Studies programme at every Key Stage Author: Ann Gibbs Child Protection Policy Page 28 • Effective and well-managed Student Voice enabling students to actively participate in the democratic process • A broad and balanced curriculum which addresses many of these core values across a range of subject areas • Having a clearly communicated and consistently applied Behaviour Policy so that students understand what is expected of them and the consequences of both meeting and failing to meet these expectations • A Code of Conduct which is regularly referred to and communicated with students, reiterating that we are a school community built on mutual respect and understanding • Adopting restorative approaches, where possible, to resolve any difficulties between members of our school community • Having a rigorous commitment to student safety (for example: trips and visits policy and procedures, Safeguarding procedures, Code of Conduct and Health and Safety procedures)

1. Teaching Approaches

We will all strive to eradicate the myths and assumptions that can lead to some young people becoming alienated and disempowered, especially where the narrow approaches children may experience elsewhere may make it harder for them to challenge or question these radical influences. In our school this will be achieved by good teaching, with all departments acknowledging the importance of SMSC and elements of PSHE relevant to their subject areas.

We will ensure that all of our teaching approaches help our students build resilience to extremism and give students a positive sense of identity through the development of critical thinking skills. We will ensure that all of our staff are equipped to recognise extremism and are skilled and confident enough to challenge it. Our aim is to equip our students with the appropriate skills, knowledge, understanding and awareness for resilience.

Therefore this approach will be embedded within the ethos of our school so that students know and understand what safe and acceptable behaviour is in the context of extremism and radicalisation. This will work in conjunction with our school's approach to the Spiritual, Moral, Social and Cultural development of students and will include the sound use of Acts of Worship to help further promote this rounded development of our students.

Our goal is to build mutual respect and understanding and to promote the use of dialogue not violence as a form of conflict resolution. We will achieve this by using a curriculum that includes: • Open discussion and debate; • Work on anti-violence and a restorative approach addressed throughout curriculum and the behaviour policy; • Focused educational programmes.

We will also work with local partners, families and communities in our efforts to ensure our school understands and embraces our local context and values in challenging extremist views and to assist in the broadening of our students' experiences and horizons.

Author: Ann Gibbs Child Protection Policy Page 29 We will help support students who may be vulnerable to such influences as part of our wider safeguarding responsibilities and where we believe a student is being directly affected by extremist materials or influences we will ensure that that student is offered mentoring. Additionally in such instances our school will seek external support from the Local Authority and/or local partnership structures working to prevent extremism.

At The Taunton Academy we will promote the values of democracy, the rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs. We will teach and encourage students to respect one another and to respect and tolerate difference, especially those of a different faith or no faith. It is indeed our most fundamental responsibility to keep our students safe and prepare them for life in modern multi-cultural Britain and globally.

1. Use of External Agencies and Speakers

At The Taunton Academy we encourage the use of external agencies or speakers to enrich the experiences of our students, however we will positively vet those external agencies, individuals or speakers who we engage to provide such learning opportunities or experiences for our students.

These external agencies will be vetted to ensure that we do not unwittingly use agencies that contradict each other with their messages or that are inconsistent with, or are in compete opposition to, the school's values and ethos. We must be aware that in some instances the work of external agencies may not directly be connected with the rest of the school curriculum so we need to ensure that this work is of benefit to students.

Our school will assess the suitability and effectiveness of input from external agencies or individuals to ensure that:

• Any messages communicated to students are consistent with the ethos of the school and do not marginalise any communities, groups or individuals; • Any messages do not seek to glorify criminal activity or violent extremism or seek to radicalise students through extreme or narrow views of faith, religion or culture or other ideologies; • Activities are properly embedded in the curriculum and clearly mapped to schemes of work to avoid contradictory messages or duplication; • Activities are matched to the needs of students; • Activities are carefully evaluated by schools to ensure that they are effective.

We recognise, however, that the ethos of our school is to encourage students to understand opposing views and ideologies, appropriate to their age, understanding and abilities, and to be able to actively engage with them in informed debate, and we may use external agencies or speakers to facilitate and support this.

Therefore by delivering a broad and balanced curriculum and enrichment programme augmented by the use of external sources where appropriate, we will strive to ensure our students recognise risk and build resilience to manage any such risk themselves where appropriate to their age and ability but also to help students develop the critical thinking skills needed to engage in informed debate.

Author: Ann Gibbs Child Protection Policy Page 30 1. Whistle Blowing

Where there are concerns of extremism or radicalisation Students, Staff and Governors will be encouraged to make use of our internal systems to Whistle Blow or raise any issue in confidence.

They must inform the Principal straight away (or if it relates to the Principal inform the Chair of Governors).

1. Safeguarding

Please refer to our Safeguarding Policy for the full procedural framework on our Safeguarding and Child Protection duties.

Staff at The Taunton Academy will be alert to the fact that whilst Extremism and Radicalisation is broadly a safeguarding issue there may be some instances where a child or children may be at direct risk of harm or neglect. For example; this could be due to a child displaying risky behaviours in terms of the activities they are involved in or the groups they are associated with or staff may be aware of information about a child's family that may equally place a child at risk of harm. (These examples are for illustration and are not definitive or exhaustive).

Therefore, all adults working in the Academy (including visiting staff, volunteers' contractors, and students on placement) are required to report instances where they believe a child may be at risk of harm or neglect to the Designated Safeguarding Lead or Principal.

The Designated Safeguarding Lead is: Mrs Ann Gibbs The Deputy Designated Safeguarding Lead is: Mr Ben Collinge

1. Role of Governing Body

The Governing Body of our School will undertake appropriate training to ensure that they are clear about their role and the parameters of their responsibilities as Governors, including their statutory safeguarding duties.

The Governing Body of our school will support the ethos and values of our school and will support the school in tackling extremism and radicalisation.

1. Review

Governors will review this policy annually.

(September 2015)

Appendix 1: ‘Key Ingredients’ for successful teaching in the context of ‘push’ and ‘pull’ factors

Author: Ann Gibbs Child Protection Policy Page 31 PUSH FACTORS – factors that KEY INGREDIENTS PULL FACTORS – factors that push an individual/make an Teacher confidence in many cases it draw young people into individual vulnerable to extremist will be the use of existing teaching skills extremist messages messages and methods which may well be the most effective approach. From prison Lack of excitement, frustration settings, staff who are more confident in their abilities tend to perform much Charisimatic/confident better even though they have not individuals (recruiters) Lack of sense of achievement – received specialist training seen as significant ‘lack of purpose’// confidence in the future, Teacher attitudes and behaviours Network/sense of belonging life goals - Willingness to admit you don’t know Lack of an outlet for views - Acknowledging controversial Broader community views issues exist which enable or do not oppose extremism. Awareness that I have a role Gaps in knowledge or - understanding of Islam – both to play young people and their parents - Willingness to turn to others for help when you don’t know about something Sense of injustice Specific knowledge: Persuasive, clear messages. - Understanding other cultures Exploiting knowledge gaps. and religions as well as Actual or perceived humiliating alternative values and beliefs experiences (including bullying, (whilst being careful to avoid racial discrimination as well as ‘othering’) perceived humiliating experiences. - Knowledge of an alternative Perhaps linked closely/to sense of values framework injustice) Teaching practice/pedagody: Exclusion – lack of - Boosting critical thinking belonging to peer or community (seeing through propaganda, networks, associations etc singular messages etc) - Helping to see multiple perspectives Below the line: factors that are out - Using multiple of scope of this study resources/methods - Embedding or sustaining dialogue following specialist interventions - Enabling students to tackle difficult issues

- Linking school work to the wider community - Drawing evidence from across the curriculum - Developing in young people a sense of multiple identities. Help young people become aware of, and comfortable with, multiple personal identity Disaffection with wider societal Other factors Sense of dignity and issues Support from senior leaders importance and loyalty Disruptive home life Pupil support processes Exciting (non-teaching) activities Sense of purpose in life

Author: Ann Gibbs Child Protection Policy Page 32