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Child Protection and Staff Behaviour Policy Addendum

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Child Protection and Staff Behaviour Policy Addendum Repton Safeguarding: Everyone’s responsibility, all of the time Covid-19 & Remote Teaching Child Protection and Staff Behaviour Policy addendum COVID-19 school closure arrangements for Safeguarding and Child Protection at Repton School Written April 2020 and updated January 2021 by T.H.Naylor (Designated Safeguarding Lead) Issued to staff and uploaded on to the Repton School website 1 Repton Safeguarding: Everyone’s responsibility, all of the time Covid-19 & Remote Teaching Contents Section Title Page 1 Guidance about safeguarding in schools and further education from the 3 Department for Education 2 COVID-19 / Remote Schooling - Repton School arrangements for Safeguarding 4-6 and Child Protection 3 What is child abuse 6-7 4 Safeguarding in light of covid-19 8-10 5 On-Line safety 11 6 Supporting children not in school 11 7. Peer to Peer abuse 11-13 8 Resources for pupils and parents 14-16 9 Remote Teaching at Repton School 17 - Key information for Staff 10 Safeguarding for Teachers 18 11 Protocol for one-to-one video / audio conferencing through MS Teams 19 12 Telephone calls to parents 20 13 Academic Teaching and Academic / Pastoral Tutoring 21 14 Pastoral support and counselling 22 15 EAL / Modern Foreign Languages / Personalised Learning 22 16 Online learning and remote teaching – expectations of pupils and relevant 22-23 protocol 17 Music Tuition 22-24 18 message that tutors should look to communicate to pupils at the start of term 25 (and from time-to-time thereafter Appendix 2 Safeguarding (THN) – Video conferencing 26-29 2 Repton Safeguarding: Everyone’s responsibility, all of the time Covid-19 & Remote Teaching 1. Guidance about safeguarding in schools and further education from the Department for Education: The way schools and colleges are currently operating in response to coronavirus (COVID-19) is fundamentally different to business as usual, however, a number of important safeguarding principles remain the same: • with regard to safeguarding, the best interests of children must always continue to come first • if anyone in a school or college has a safeguarding concern about any child they should continue to act and act immediately • a DSL or deputy should be available • it is essential that unsuitable people are not allowed to enter the children’s workforce and/or gain access to children • children should continue to be protected when they are online Schools and colleges should, as far as is reasonably possible, take a whole institution approach to safeguarding. This will allow them to satisfy themselves that any new policies and processes in response to COVID-19 are not weakening their approach to safeguarding or undermining their child protection policy. Child protection policy Schools and colleges will have an effective child protection policy in place reflecting business as usual. It is likely that the policy will not accurately reflect new arrangements in response to COVID-19. It is important schools and colleges (led by a DSL or deputy, wherever possible) review and revise their child protection policy and keep it under review as circumstances continue to evolve. In some cases, a COVID-19 annex/addendum that summaries any key COVID-19 related changes might be more effective that re-writing and re-issuing the whole policy. It is important that all staff and volunteers are aware of the new policy and are kept up to date as it is revised. The revised policy should continue to be made available publicly. 3 Repton Safeguarding: Everyone’s responsibility, all of the time Covid-19 & Remote Teaching 2. COVID-19 / Remote Schooling - Repton School arrangements for Safeguarding and Child Protection Safeguarding & Child Protection - Statement of Intent: (taken from the Repton School child protection and staff behaviour policy) The safety and welfare of our pupils is our highest priority. All children without exception have the right to protection from abuse regardless of gender, ethnicity, disability, sexuality or beliefs. Our aim is to know everyone as an individual and to provide a secure and caring environment so that every pupil can learn in safety. No child or group of children will be treated any less favorably than others in being able to access services that meet their particular needs. At Repton, in line with KCSiE 2020 and WTSC 2018, a child centred approach is fundamental to safeguarding and promoting the welfare of every child. A child centred approach means keeping the child in focus when making decisions about their lives and working in partnership with them and their families. In all matters relating to Child Protection the School follows the procedures laid down by DDSCP (Derby and Derbyshire Safeguarding Children Partnership) together with DfE guidance contained in Working Together to Safeguard Children (WTSC, July 2018) and Keeping Children Safe in Education (KCSiE, September 2020): 1.1 Keeping Children Safe in Education 2020 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attac hment_data/file/954314/Keeping_children_safe_in_education_2020_-_Update_- _January_2021.pdf 1.2 Working together to safeguard Children 2018 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data /file/942454/Working_together_to_safeguard_children_inter_agency_guidance.pdf Context: In light of the global COVID-19 pandemic Repton School will: . as and when required to do so, deliver an online programme of education for all pupils . provide support and counselling for those in need . provide programmes of exercise . maintain a sense of house and school life The principles and guidance in KCSIE and WTSC continue to apply. Moreover school policies – including Repton Schools’ Child Protection and Staff Behaviour Policy; Staff Code of Conduct; Anti-bullying Policy and Acceptable Use Policy ICT – which relate to safeguarding matters also continue to apply. However, in light of the enforced remote educational provision, it is appropriate that Repton School ensures that its safeguarding measures are reviewed and amended to reflect the remote provision of education and the safeguarding risks that such an approach presents. As such, this addendum should sit alongside the Child Protection and Staff Behaviour Policy. 4 Repton Safeguarding: Everyone’s responsibility, all of the time Covid-19 & Remote Teaching Safeguarding Safeguarding and promoting the welfare of children is defined in KCSiE as protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes. Children includes everyone under the age of 18. Designated Safeguarding Lead Repton School has a Designated Safeguarding Lead (DSL) and a Deputy DSL: . The Designated Safeguarding Lead is: Mr Tom Naylor . The Deputy Designated Safeguarding Lead is: Mrs Anna Parish One of the DSL’s will always be available during the school working day and any one of the DSL’s may be contacted by email. The DSL will continue to engage with local authorities, which can be done remotely. Repton School - key safeguarding contact details Role Name Email Designated Mr Tom Naylor [email protected] Safeguarding Lead Deputy Designated Mrs Anna Parish [email protected] Safeguarding Lead Headmaster Mr Mark Semmence [email protected] Chair of Governors Mr M. Shires Liaison Governor for Mrs S. Fish [email protected] Safeguarding 5 Repton Safeguarding: Everyone’s responsibility, all of the time Covid-19 & Remote Teaching 3. What is Child Abuse? Abuse, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases, multiple issues will overlap with one another. Different categories of child abuse are defined in KCSiE: 1. Abuse 2. Physical Abuse 3. Emotional Abuse 4. Sexual Abuse 5. Neglect Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. Children may be abused by an adult or adults or by another child or children Physical abuse: a form of abuse, which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child. Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child 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.
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