Whole School Safeguarding and Child Protection Policy and Practice, Including EYFS

Terrington Hall School: Whole School Safeguarding and Child Protection Policy and Practice, including EYFS.

ISI Reference 7a

Key Contacts ______2 Key Documents ______2 Scope of the Policy ______3 Statement of Commitment to Safeguarding ______3 Roles and Responsibilities ______3 Identifying Children and Young People who are Suffering or Likely to Suffer Significant Harm ______9 Specific Safeguarding Issues ______11 Taking Action to Ensure that Children are Safe at School and at Home ______12 A. Allegations regarding person(s) working in or on behalf of school provision (including volunteers) ______19 B: Contacts ______21 C: Curriculum ______23 D: Partnerships with other agencies ______24 E: Prevent Duty and Visiting Speakers ______25 F. Pupil Information ______29 G. Aide Mémoire ______30 H. Safer Recruitment and Selection ______32 I. Safer Working Practice ______33 K. School Training and Staff Induction ______35 L. Terrington Hall - Whole school policy on use of mobile phones and cameras in the school setting (including EYFS) ______37 M: Terrington Hall: Divorce and Separation Guidance ______39 N: Terrington Hall: Whistleblowing Guidance ______41

Key Contacts

Personnel All with responsibilities for EYFS, Pre-Prep and Prep School Designated Safeguarding Lead: Mrs C L Grant, Senior Mistress (07710 548289) Deputy Designated Safeguarding Lead: Mr P Mulryne, Head of English (07847 379341)

Designated Safeguarding Governor: Mr Richard Smyth, email address: [email protected]

(Home number :01347 811560) CHILDREN AND FAMILIES’ SERVICE

Customer Service Centre 01609 780780 EXT: 2 [email protected]

For advice please ask to speak to a Team Manager in the Customer Service Centre

Emergency Duty Team 01609 780780

Early Help 01904 551900

Key Documents Keeping Children Safe in Education, September 2016 Working Together to Safeguard Children, 2015

Scope of the Policy

This Policy is in accordance with the North Yorkshire Child Protection Guidelines This policy applies to all adults, including volunteers, working in or on behal f of the school. “Safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone who comes into contact with children and their families and carers has a role to play in safeguarding children. In order to fulfil this responsibility effectively, all professionals should make sure their approach is child-centred. This means that they should consider, at all times, what is in the best interests of the child.”1

Statement of Commitment to Safeguarding Safeguarding includes the establishment and implementation of procedures to protect children from deliberate harm, however, safeguarding also encompasses all aspects of pupils' health, safety and well-being. Terrington Hall Prep School is committed to ensuring the welfare and safety of all children in school.

Terrington Hall School is committed to Safeguarding and Promoting the Welfare of all of its pupils. Each pupil’s welfare is of paramount importance. We recognise that some children may be especially vulnerable to abuse e.g. those with Special Educational Needs or those living in adverse circumstances. We recognise that children who are abused or neglected may find it difficult to develop a sense of self-worth and to view the world in a positive way. Whilst at school, their behaviour may be challenging. We recognise that some children who have experienced abuse may harm others. We will always take a considered and sensitive approach in order that we can support all of our pupils.

The school will, in most circumstances, endeavour to discuss all concerns with parents about their children. However, there may be exceptional circumstances when the school will discuss concerns with Social Care and/or the Police without parental knowledge (in accordance with Child Protection procedures). The school will, of course, always aim to maintain a positive relationship with all parents. The school’s child protection policy is available publicly.

Roles and Responsibilities The Role of Governors The Governing Body takes seriously its responsibility for safeguarding and promoting the welfare of children under section 157 of the Education Act 2002 and acknowledges that KCSiE 2016 required governing bodies to ensure that there is an effective safeguarding and child protection policy in place; and to work together with other agencies to ensure adequate arrangements within our school to identify, assess, and support those children who are suffering harm, or at risk of possible harm.

1 Keeping Children Safe in Education (KCSiE, Part 1) DfE September 2016 3

The Governing Body have agreed processes which allow them to monitor and ensure that the school:  Has robust Safeguarding procedures in place;  Operates safe recruitment procedures and appropriate checks are carried out on new staff and adults working on the school site;  Has procedures for dealing with allegations of abuse against any member of staff or adult on site;  Has a member of the SMT who is designated to take lead responsibility for dealing with Child Protection and Safeguarding issues;  Takes steps to remedy any deficiencies or weaknesses with regard to Safeguarding arrangements;  Nominates a Governor with specific responsibility for Child Protection and Safeguarding issues;  Carries out an annual review of the Safeguarding policy and procedures.

The School should ensure that:  There is a clear accountability for the commissioning and/or provision of services designed to safeguard and promote the welfare of children.  There is a senior board level lead to take leadership responsibility for the school’s safeguarding arrangements (Designated Safeguarding Governor)  The school has a child protection policy and procedures in place which are provided to and read by all staff (including temporary staff and volunteers) on induction. These are in accordance with government guidance and refer to locally agreed inter-agency procedures and are updated annually and available publicly on the school website.  All staff read at least part one of DfE statutory Guidance ‘Keeping Children Safe in Education’ September 2016  All staff undertake appropriate child protection training  A senior member of the school’s leadership team is designated to take lead responsibility for child protection (Designated Safeguarding Lead). This is explicit in the DSL’s job description and the need for a deputy DSL is reviewed  The DSL has the appropriate authority and the time, funding, training, resources and support to provide advice and support to other staff on child welfare and child protection matters, to take part in strategy discussions and inter-agency meetings and/or to support other staff to do so, and to contribute to the assessment of children  The school has a staff code of conduct which should include amongst other things staff/pupil relationships and communications, including the use of social media. This should be provided to all staff, including temporary staff and volunteers on induction.  The school has written recruitment and selection policies and procedures in place  At least one person on any appointment panel has undertaken safer recruitment training  The school operates safe recruitment procedures and makes sure that it adheres to statutory responsibilities to check staff who work with children, taking proportionate decisions on whether to ask for any checks beyond what is required and ensures volunteers are appropriately supervised 4

 The school has procedures for dealing with allegations of abuse against staff and volunteers that comply with guidance from the local authority and locally agreed inter-agency procedures  A governor, usually the chair, is nominated to liaise with the LADO and/or partner agencies in the event of allegations of abuse being made against the head teacher  There are procedures in place to make a referral to the Disclosure and Barring Service (DBS) if a person in regulated activity has been dismissed or removed due to safeguarding concerns, or would have been had they not resigned. Consideration will be given to making a referral to the National College for Teaching and Leadership (NCTL).  It considers how children may be taught about safeguarding, (including E-Safety, talks on alcohol abuse): through teaching and learning opportunities, as part of providing a broad and balanced curriculum. This may include covering relevant issues through personal, social health and citizenship education (PSHCE), and/or through sex and relationship education (SRE)  When faced with a situation of one child behaving inappropriately towards another (peer on peer abuse), it can be difficult to ascertain whether the problem behaviour constitutes bullying or a safeguarding issue. Banter also needs to be addressed and should not just be passed off as harmless fun. In all cases, the incident will be taken seriously and an appropriate response made. The procedures that are in place to respond to allegations that a child has harmed another child are stated in the rewards and behaviour policy. If a member of staff feels that the incident is one with safeguarding implications, they should inform the DSL. If they feel it is of a bullying nature, they should inform the Deputy Head. Both of these people will take a view and act accordingly.  The school has due regard in particular to the duty to prevent people from being drawn into terrorism, to report known cases of female genital mutilation and to follow procedures when a child goes missing from education ref. KCSiE pgs 13-15.  Where services or activities are provided on the school premises by another body, the body concerned has appropriate policies and procedures in place with regard to safeguarding children and child protection and liaises with the school on these matters where appropriate.  There is an annual review of policies and procedures and the School’s Safeguarding Audit is completed  Without delay, any deficiencies or weaknesses regarding child protection arrangements are remedied.

The Headmaster should ensure that:  The policies and procedures adopted by the Governing Body, particularly concerning referrals of cases of suspected abuse and neglect, are fully implemented and followed by all staff  He liaises with partner agencies in the event of allegations of abuse being made against a member of staff or volunteer  He receives appropriate child protection training which is regularly updated

The Senior Member of Staff with Designated Responsibility for Child Protection (this person is referred to in DfE guidance as the Designated Safeguarding Lead)

The DSL will:  Act as a source of support, advice and expertise to staff on matters of safety and safeguarding and when deciding whether to make a referral by liaising with relevant agencies  Refer all cases of suspected abuse to the local authority children’s social care within 24 hours.  Liaise with the Headmaster to inform him of issues, especially ongoing enquiries under section 47 of the Children Act 1989 and police investigations

 Train all of the staff at least yearly

In accordance with the North Yorkshire Safeguarding Children Board (NYSCB), the DSL should receive appropriate training carried out at least every two years in order to:  Understand the assessment process for providing early help and intervention, for example, through locally agreed common and shared assessment processes such as early help assessments

 Have a working knowledge of how local authorities conduct a child protection case conference and a child protection review conference and be able to attend and contribute to these effectively when required to do so

 Ensure each member of staff has access to and understands the school’s child protection policy and procedures, especially new and part time staff

 Be alert to the specific needs of children in need, those with special educational needs and young carers

 Be able to keep detailed, accurate, secure written records of concerns and referrals

 Obtain access to resources and attend any relevant or refresher training courses

 Encourage a culture of listening to children and taking account of their wishes and feelings, among all staff, in any measures the school or college may put in place to protect them

In order to ensure the school policies are known and used appropriately, the DSL will:

 Ensure the school’s child protection policy is reviewed annually and the procedures and implementation are updated and reviewed regularly, working with governing bodies or proprietors regarding this

 Ensure the child protection policy is available publicly and parents are aware of the fact that referrals about suspected abuse or neglect may be made and the role of the school in this

 Where a child leaves the school or college, ensure the child protection file is transferred to the new school or college as soon as possible. This should be transferred separately from the main pupil file, ensuring secure transit and obtaining confirmation of receipt.

 Ensure that, if a child goes missing or leaves to be educated at home, the child protection file is forwarded to the Safeguarding Unit Manager, County Hall, Northallerton, DL7 8AE ensuring secure transit and obtaining confirmation of receipt.

 Where a child has a Child Protection Record the DSL must ensure that the key worker in Prevention Service or Children’s Social Care is informed when the child leaves the school.

 Is aware that it is now mandatory to report any FGM concerns to the local police.

All staff and volunteers should:  Read at least part one of Keeping Children Safe in Education September 2016 and Annex A and, in particular, will: 1. Have due regard to the duty to prevent people from being drawn into terrorism; to report known cases of female genital mutilation and follow procedures when a child goes missing from education ref. KCSiE pgs 13-15. 2. Where there are concerns about another staff member, refer these concerns to the Headmaster 3. Where there are concerns about the Headmaster, refer these concerns to the chair of governors: [email protected] 4. Raise concerns about poor or unsafe practices in the school via whistleblowing procedures 5. Be aware that anyone can make a safeguarding referral.

 Be aware of systems within their school or college which support safeguarding and these should be explained to them as part of staff induction. This includes: the school’s child protection policy, the school’s code of conduct, the whistleblowing policy and the identity and role of the DSL.  Receive appropriate child protection training which is regularly updated  Be aware of the signs of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection  Maintain an attitude of ‘it could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, staff members must pass on their concerns to the DSL

 Understand that anyone can make a direct referral to the Children and Families’ Service.  If they are unhappy with the action taken by the DSL, then they may escalate their concerns for the child. For example, if they do not feel their concerns have been taken seriously and/or procedures have not been followed and/or the child’s situation does not appear to be improving despite action being taken (See whistleblowing policy – Appendix N).

Concerns should always lead to help for the child at some point.

Identifying Children and Young People who are Suffering or Likely to Suffer Significant Harm

Teachers and other adults in school are well placed to observe any physical, emotional or behavioural signs which indicate that a child may be suffering significant harm. The relationships between staff, pupils, parents and the public which foster respect, confidence and trust can lead to disclosures of abuse, and/or school staff being alerted to concerns. Some of the signs may be especially obvious to any teacher who is near children when they are changing their clothes, i.e. games staff and members of staff on duty in the House, who are in dormitories at bedtime.

Definitions of Terms Referred to: As in the Children Acts 1989 and 2004, a child is anyone who has not yet reached his/her 18th birthday.

Abuse and neglect are forms 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 (e.g. via the internet). They may be abused by an adult or adults, or another child or children.

A child in need is defined as: unlikely to achieve or maintain, or have the opportunity of achieving or maintaining, a reasonable standard of health or development without the provision for him/her of services by a local authority;

His/her health or development is likely to be significantly impaired, or further impaired, without the provision for him/her of such services

Section 47 of the Children Act 1989 places a duty on LAs to investigate and make inquiries into the circumstances of children considered to be at risk of ‘significant harm’ and, where these inquiries indicate the need, to decide what action, if any, it may need to take to safeguard and promote the child’s welfare. The investigation will form a core assessment, which is an in-depth assessment of the nature of the child’s needs and the capacity of his or her parents to meet those needs within the wider family and community context. If a child is identified as being ‘in need’, the DSL must contact Children’s Social Care

Child at risk is defined as: The child must be suffering, or likely to suffer, significant harm and that the harm or likelihood of harm must be attributable to one of the following: The care given to the child, or likely to be given if the order were not made, not being what it would be reasonable to expect a parent to give; or the child being beyond parental control If a child at risk is identified and there is a risk of immediate serious harm to a child a referral should be made to children’s services immediately. If a crime may have been committed, the incident must be reported to the police within 24 hours.

Definitions of Abuse Physical abuse 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 is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children 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 and how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the 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 (this includes ‘youth produced sexual imagery’, also referred to as ‘sexting’, cyber bullying and banter), 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, though 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.

Neglect is 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)  ensure access to appropriate medical care or treatment

It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

Specific Safeguarding Issues All staff should have an awareness of safeguarding issues, some of which are listed below.

 bullying including cyberbullying  children missing education  child missing from home or care  child sexual exploitation (CSE) (Child sexual exploitation is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact; it can also occur through the use of technology.)

 domestic violence  drugs  fabricated or induced illness  faith abuse  female genital mutilation (FGM)  forced marriage  gangs and youth violence  gender-based violence/violence against women and girls (VAWG)  hate  honour based violence  mental health  missing children and adults  private fostering  preventing radicalisation (see further guidance below)  relationship abuse  sexting  trafficking

Staff should be aware that behaviours linked to the likes of drug taking, alcohol abuse, truanting and sexting put children in danger.

All staff should be aware that safeguarding issues can manifest themselves via peer on peer abuse. This is most likely to include, but may not be limited to, bullying (including cyberbullying), gender based violence/sexual assaults and sexting. Staff should be clear as to the school or college’s policy and procedures with regards to peer on peer abuse.

Expert and professional organisations are best placed to provide up-to-date guidance and practical support on specific safeguarding issues. Keeping Children Safe in Education

September 2016, Annex A, is an excellent source of information. Additionally, further information for schools and colleges can be found on the TES, MindEd and the NSPCC websites.

The Prevent Duty All Staff believe that our school should provide a caring, positive, safe and stimulating environment that promotes the social, physical and moral development of the individual child, both day pupils and boarders. The School is aware of its responsibilities under the Counter Terrorism and Security Act, 2015 and has due regard to the need to prevent people from being drawn into terrorism.

To this end, the school provides a single point of contact to oversee and coordinate the school's implementation of the Prevent Duty and this is the Designated Safeguarding Lead. Staff are made aware of their responsibilities regarding the Prevent Duty and are encouraged to complete Prevent Duty training through EduCare for Education. The programme covers:

 what Prevent is;  what extremism and radicalisation are;  who may be vulnerable;  how people may be drawn into terrorism;  how messages are spread;  what schools and childcare providers must do to comply;  the support available for individuals at risk;  what to do if you have a concern.

Information regarding indicators of radicalisation and extremism, intervention strategies such as Channel and protocols for visiting speakers, are provided in Appendix 10. Further guidance for staff is also available on the staff administration drive.

Taking Action to Ensure that Children are Safe at School and at Home Guidance for Staff It is not the responsibility of the school staff to investigate or determine the truth of any disclosure or allegation of abuse or neglect. All staff, however, have a duty to recognise concerns and maintain an open mind. Accordingly, all concerns indicating possible abuse or neglect will be recorded and discussed with the DSL (or in his/her absence with the person who deputises) prior to any discussion with parents.

The school will, in most circumstances, endeavour to discuss all concerns with parents about their children. However, there may be exceptional circumstances when the school will discuss concerns with Social Care and/or the Police without parental knowledge (in accordance with safeguarding procedures). The school will, of course, always aim to maintain a positive relationship with all parents.

Staff must immediately report:  Any suspicion that a child is injured, marked or bruised in a way which is not readily attributable to the normal knocks or scrapes received in play

 Any explanation given which appears inconsistent or suspicious

 Any behaviour which gives rise to suspicions that a child may have suffered harm (e.g. significant changes in behaviour, worrying drawings or play)

 Any concerns that a child may be suffering from inadequate care, ill treatment, or emotional maltreatment

 Any concerns that a child is presenting signs or symptoms of abuse or neglect

 Any significant changes in a child’s presentation, including non-attendance

 Any hint or disclosure of abuse or neglect received from the child, or from any other person, including disclosures of abuse or neglect perpetrated by adults outside of the family or by other children or young people

 Any concerns regarding persons who may pose a risk to children (e.g. staff in school or persons living in a household with children present) including inappropriate behaviour e.g. inappropriate sexual comments, excessive one- to-one attention beyond the requirements of their usual role and responsibilities or inappropriate sharing of images

 Any member of boarding that has been suspended pending an investigation of a Safeguarding nature will be lodged elsewhere during the investigation. The school will provide the accommodation which will be away from other members of staff or people associated with the school.

Responding to Disclosure

Disclosures or information may be received from pupils, parents or other members of the public. School recognises that those who disclose such information may do so with difficulty, having chosen carefully to whom they will speak. Accordingly, all staff will handle disclosures with sensitivity.

Such information cannot remain confidential and staff will immediately communicate what they have been told to the designated senior person and make a contemporaneous record. However, following a number of cases where senior leaders in schools failed to act upon concerns raised by staff, Keeping Children Safe in Education emphasises that any member of staff can contact Children’s Social Care if they are concerned about a child.

Principles Staff will not investigate but will, wherever possible, elicit enough information to pass on to the designated senior person in order that s/he can make an informed decision of what to do next. Staff will:

 Listen to and take seriously any disclosure or information that a child may be at risk of harm

 Try to ensure that the person disclosing does not have to speak to another member of school staff

 Clarify the information

 Try to keep questions to a minimum and of an ‘open’ nature e.g. ‘Can you tell me what happened?’ rather than ‘Did x hit you?’

 Not ask leading questions

 Try not to show signs of shock, horror or surprise

 Not express feelings or judgements regarding any person alleged to have harmed the child

 Explain sensitively to the person that they have a responsibility to refer the information to the senior designated person

 Reassure and support the person as far as possible

 Explain that only those who ‘need to know’ will be told

 Explain what will happen next and that the person will be involved as appropriate and will be informed of what action is to be taken.

Action by the Designated Safeguarding Lead (or Deputy DSL in their absence)

The following actions will be taken where there are concerns about significant harm to any child, including where there is already an open case to Children’s Social Care, (e.g. Looked After Child)

Following any information raising concern, the designated senior person will consider:

 Any urgent medical needs of the child

 Whether to make an enquiry to the Customer Service Centre- 01609 780780 to establish if the child is or has been subject of a Child Protection Plan

 Discussing the matter with other agencies involved with the family

 Consulting with appropriate persons e.g. Prevention Service, Children’s Social Care ref.

 The child’s wishes and any fears or concerns s/he may have

Then decide:

 Wherever possible, to talk to parents, unless to do so may place a child at risk of significant harm, impede any police investigation and/or place the member of staff or others at risk  Whether to make a child protection referral to Children and Families’ Service because a child is suffering or is likely to suffer significant harm and if this needs to be undertaken immediately OR  Not to make a referral at this stage  Whether further monitoring is necessary  If it would be appropriate to undertake an assessment (e.g. CAF) and/or make a referral for other services

All information and actions taken, including the reasons for any decisions made, will be fully documented.

a) Action following a child protection referral

It is the responsibility of all staff to safeguard children. It is the role of the DSL (or appropriately trained Deputy DSL) to attend multi-agency meetings and provide reports for these. Other staff in school, however, may be asked to contribute.

The designated senior person will:

 Make regular contact with Children’s Social Care  Contribute to the Strategy Discussion and all assessments  Provide a report for, attend and contribute to any subsequent Child Protection Conference  If the child has a Child Protection Plan, contribute to the Child Protection Plan and attend Core Group Meetings and Review Child Protection Conferences  Where possible, share all reports with parents prior to meetings

 Where in disagreement with a decision made e.g. not to apply Child Protection Procedures or not to convene a Child Protection Conference  Where there is significant information in respect of a child subject to a Child Protection Plan, immediately inform the key worker or his/her manager in Children’s Social Care e.g. any significant changes or concerns, departures from the CP plan, child moves/goes missing/is removed from school or fails to attend school.

Recording and Monitoring

School will record: • Information about the child: name (a.k.a.), address, d.o.b., those with parental responsibility, primary carers, emergency contacts, names of persons authorised to collect from school, any court orders, if a child is or has been subject to a CP Plan • Key contacts in other agencies including GP details • Any disclosures/accounts from the child or others, including parents (and keep original notes) • Significant contacts with carers/other agencies/professionals • All concerns, discussions, decisions, agreements made and actions taken (dated, timed and signed, to include the name and agency/title of the person responsible/ spoken to), the plan to protect the child and arrangements for monitoring/review

All records should be objective and include: • Statements, facts and observable things (what was seen/heard) • Diagram indicating position, size and colour of any injuries (not photograph) • Words child uses, (not translated into ‘proper’ words) • Non-verbal behaviours

All C.P. documents will be retained in a ‘Child Protection’ file, separate from the child’s main file. This will be locked away and only accessible to the designated senior person. The file will be transferred as soon as possible to any school or setting the child moves to, clearly marked ‘Child Protection, Confidential, for attention of Designated Senior Person Child Protection.’ The file will be transferred separately from the main pupil file, ensuring secure transit and obtaining confirmation of receipt. The final school will retain the C.P. file until the child’s 25th birthday.

When sharing confidential information about a member of staff or pupil, the school has regard to its responsibilities under the Data Protection Act (DPA) 1998 and where relevant, the Education (Pupil Information) (England) Regulations 2005 and the Freedom of Information Act 2000. https://www.gov.uk/government/publications/safeguarding-practitioners-information- sharing-advice

If the child goes missing from education or is removed from roll to be educated at home then any Child Protection file should be copied and the copy sent to the Safeguarding Unit Manager, County Hall, Northallerton, DL7 8AE.

School will monitor: Any cause for concern including where there could be serious child welfare concerns: • Injuries/marks • Attendance • Changes e.g. mood/ academic functioning • Relationships • Language • Behaviour • Demeanour and appearance • Statements, comments • Medicals • Stories, ‘news’, drawings • Response to P.E./Sport • Family circumstances • Parental behaviour/ care of child. The DSL will review all monitoring arrangements in the timescale and manner determined by circumstances, recorded and clearly understood by all concerned

Supporting the Child and Partnership with Parents  School recognises that the child’s welfare is paramount, however, good child protection practice and outcome relies on a positive, open and honest working partnership with parents  Whilst we may, on occasion, need to make referrals without consultation with parents, we will make every effort to maintain a positive and supportive working relationship with them whilst fulfilling our duties to protect any child  We will provide a secure, caring, supportive and protective relationship for the child  Children will be given a proper explanation (appropriate to age & understanding) of what action is being taken on their behalf and why  We will always endeavour to preserve the privacy, dignity and right to confidentiality of the child and parents. The Designated Senior Person will determine which members of staff “need to know” personal information and what they “need to know” for the purpose of supporting and protecting the children.

Children with special needs, mental health problems and disabilities We ensure that staff have knowledge and understanding of the additional barriers which can exist when recognising abuse and neglect in children with special needs/disabilities.

These barriers can include:

 Assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration;

 Children with SEN and disabilities being disproportionately impacted by things like bullying - without outwardly showing any signs; and  Communication barriers and difficulties in overcoming these barriers

We aim to build the necessary skills in staff so that they can safeguard and respond to the specific needs of this group of children.

Early Help The School understands that providing early help is more effective in promoting the welfare of children than reacting later. Early help means providing support as soon as a problem emerges at any point in a child's life, from the foundation years through to the teenage years. If Early Help is appropriate the DSL will record and monitor the child and will refer to children's social care if the pupil's situation does not appear to be improving.

Whistleblowing It is recognised that children cannot be expected to raise concerns in an environment where staff fail to do so. All staff have a duty to raise concerns, where they exist, about the management of safeguarding, which may include the attitude or actions of colleagues. If necessary, to consult out of school, they should speak in the first instance to the North Yorkshire Children and Families’ Service on 01609 780780 ext. 2, following the Whistleblowing guidance in Appendix N.

Confidentiality School has regard to DfE guidance on Information Sharing at https://www.gov.uk/government/publications/safeguarding-practitioners-information- sharing-advice

“Where there is a concern that the child may be suffering or is at risk of suffering significant harm, the child’s safety and welfare must be the overriding consideration.”

School ensures the child’s wishes or feelings are taken into account when determining what action to take and what services to provide to protect individual children through ensuring there are systems in place for children to express their views and give feedback. School ensures that staff members do not promise confidentiality to the child and always act in the interests of the child.

Member of staff Review Date Gov/HM Ratified Future Review Date responsible DSL Headmaster November 2016 November 2017 November 2017

SAFEGUARDING APPENDICES

A. Allegations regarding person(s) working in or on behalf of school provision (including volunteers)

Where an allegation is made against any person working in or on behalf of the school (including where that person is no longer working in or on behalf of the school and/or the allegation is historical) that he or she 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 would pose a risk of harm to children.

Terrington Hall School will apply the same principles as in the rest of this document.

School will always follow:

DfE Guidance Keeping Children Safe in Education https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/550499/ Keeping_children_safe_in_education_Part_1.pdf

Detailed and accurate records will be made to include decisions, actions taken, and reasons for these. Records of all incidents and concerns about staff will be kept in order that historical patterns can be detected. All records will be retained securely in a locked cabinet in the DSL’s classroom. Whilst we acknowledge such allegations (as all others) may be false, malicious or displaced, we also acknowledge they may be founded. It is, therefore, essential that all allegations are investigated properly and in line with agreed procedures:

 The person who has received an allegation or witnessed an event MUST immediately inform the Headmaster and make a record and have regard to the school’s whistleblowing procedure  In the event that an allegation is made against the Headmaster, the matter will be reported to the Chair of Governors, the Headmaster must not be told about the allegation. In the event that an allegation is made against the DSL, the matter will be reported to the Deputy DSL and the HM, the DSL must not be told about the allegation.  The Headmaster will take steps, where necessary, to secure the immediate safety of children and any urgent medical needs  The member of staff will not be approached at this stage unless it is necessary to address the immediate safety of children  The Headmaster may need to clarify any information regarding the allegation, however, no person will be formally interviewed or asked to write a formal statement at this stage

 The Headmaster will consult with Local Authority Designated Officer LADO (see Contacts List) in order to determine if it is appropriate for the allegation to be dealt with by school or if there needs to be a referral to social care and/or the police for investigation  Consideration will be given throughout to the support and information needs of pupils, parents and staff  The Headmaster will inform the Chair of Governors of any allegation.

Where an Early Years’ provider is registered with OfSTED, the provider must inform Ofsted of any allegations of serious harm or abuse by any person living, working or looking after children at the premises (whether the allegations relate to harm or abuse committed on the premises or elsewhere). The provider must also notify Ofsted of the action taken in respect of the allegations. These notifications must be made as soon as is reasonably practicable, but at the latest within 14 days of the allegations being made. Please also see additional requirements in the EYFS 2014.

B: Contacts

Advice and Referral

CHILDREN AND FAMILIES’ SERVICE

Customer Service Centre 01609 780780 EXT: 2 [email protected]

For advice please ask to speak to a Team Manager in the Customer Service Centre

Emergency Duty Team 01609 780780

Advice and Support

PREVENTION SERVICE

Area Prevention Managers

East

Whitby & The Moors Diane Leith 01609 533895

Ryedale Stuart Davidson 01609 534462

Scarborough Town Liz White 01609 797464

Scarborough South & Filey Simone Wilkinson 01609 533435

NORTH YORKSHIRE POLICE 101 (Ask for the Serious Crime Team in your area)

OFSTED, Piccadilly Gate, Store Street, Manchester, M1 2WD. Tel: 0300 123 1231 Email: [email protected]

Safeguarding Unit

Safeguarding / Designated Officers for Managing Allegations (LADOs)

North / White Horse / Coast Karen Lewis 01609 534200 07715 540711 Dave Peat 01609 535646 07814 533363

Business Support including CME Coordinator (Children Missing Education)

[email protected] 01609 532477

Customer Service Contact numbers for referral to Children’s Social Care in neighbouring Local Authorities:

Redcar & Cleveland 01642 771 500

Stockton on Tees 01642 527 764

Darlington 01325 346 200

Middlesbrough 01642 726 004

Durham 03000 267 979

Cumbria 0333 240 1727

Lancashire 0300 123 6720

Bradford 01274 437 500

Leeds 0113 376 0336

East Yorkshire 01482 395 500

Wakefield 03458 503 503

Doncaster 01302 736 000

York 01904 551 900

C: Curriculum

The school is committed to ensuring that pupils are aware of behaviour towards them that is not acceptable, how they can keep themselves safe and how to complain. All pupils know that we have a Designated Safeguarding Lead with responsibility for child protection and know who this is. We inform pupils of whom they might talk to, both in and out of school, their right to be listened to and heard and what steps can be taken to protect them from harm.

The school is committed to ensuring there are opportunities in the school curriculum, for example through the Personal, Social, Health & Citizenship Education (PSHCE) curriculum and by providing an age-related, comprehensive curriculum, for pupils to be taught about aspects of safeguarding in order to develop the knowledge and skills they need to recognise and stay safe from abuse, including on-line safety. There is a ‘firewall’ on the school computers that prevents the children from accessing inappropriate sites.

Training needs of staff are regularly reviewed to ensure that staff who are delivering safeguarding aspects of PSHCE or on-line safety have the appropriate knowledge and skills. School’s arrangements for consulting with and listening to pupils are the School Council, Worry Box and across year group ‘buddies’.

D: Partnerships with other agencies

The school recognises that it is essential to establish positive and effective working relationships with other agencies

School complies with the requirement under the Children Act 2004 to co-operate with other organisations and agencies in activities relating to children

E: Prevent Duty and Visiting Speakers The early identification of safeguarding risks and subsequent intervention to protect and divert people away from the risks of radicalisation is a key element of the Prevent strategy.

Indicators Key indicators may be identified which may require further intervention. These may include things such as racist graffiti or comments being made on school premises, extremist content being shared on social media, terrorist or extremist propaganda being shared with pupils or vulnerable children being influenced by others with extreme views.

There is no such thing as a ‘typical extremist’ and those involved in extremism come from a range of backgrounds and experiences. A list of indicators is attached below to provide support for staff to understand and identify factors that could suggest a child, young person or their family may be vulnerable or involved with extremism. The list of indicators is not exhaustive and all or none may be present in individual cases of concern.

Vulnerability  Identity Crisis: Distance from cultural or religious heritage and uncomfortable with their place in the society around them  Personal Crisis: Family tensions; sense of isolation; adolescence; low self esteem; disassociating from existing friendship group and becoming involved with a new and different group of friends; searching for answers to questions about identity, faith and belonging  Personal Circumstances: Migration; local community tensions; events affecting country or region of origin; alienation from UK values; having a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy  Unmet Aspirations: Perceptions of injustice; feeling of failure; rejection of civic life  Criminality: Experiences of imprisonment; poor resettlement or reintegration, previous involvement with criminal groups.  Special Educational Needs: pupils may experience difficulties with social interaction, empathy with others, understanding the consequences of their actions and awareness of the motivations of others

Access to extremism or extremist influences  Belief that a child associates with those known to be involved in extremism  Use of the internet for the purpose of extremist activity (e.g. Use of closed network groups, access to or distribution of extremist material, contact associates covertly via Skype/email etc)  Possession of extremist literature or other media material likely to incite racial or religious hatred or acts of violence  Sympathy with, or support for, groups with links to extremist activity e.g. propaganda distribution, fundraising and attendance at meetings

Experiences, Behaviours and Influences  Peer, social, family or faith group rejection  Evidence of extremist ideological, political or religious influence on the child from within or outside UK  Have international events in areas of conflict and civil unrest had a personal impact on the child resulting in a noticeable change in behaviour?

It is important to recognise that many people may be emotionally affected by the plight of what is happening in areas of conflict (i.e. images of children dying) and to differentiate them from those that support extremist activity

 A significant shift in behaviour or appearance that suggests a new social, political or religious influence  Conflict with family over religious beliefs, lifestyle or dress choices  Vocal support for terrorist attacks; either verbally or in written work  Experiencing racial or religious hate crime either as perpetrator or victim

Travel  A pattern of regular or extended travel within the UK, with other evidence, to suggest this is for purposes of extremist training or activity  Travel for extended periods of time to international locations known to be associated with extremism  Attempting to disguise their true identity

Social Factors  Experience of poverty, disadvantage, discrimination or social exclusion  A lack of affinity or understanding for others, or social isolation from peer groups  A simplistic or flawed understanding of religion or politics  Insecure, conflicting or absent family relationships  Experience of trauma associated with war or sectarian conflict  Evidence that a significant adult or other in the child’s life has extremist views or sympathies

More critical risk factors  Being in contact with extremist recruiters;  Articulating support for extremist causes or leaders  Accessing violent extremist websites, especially those with a social networking element;  Possessing or accessing violent extremist literature;  Using extremist narratives and a global ideology to explain personal disadvantage;  Justifying the use of violence to solve societal issues;  Joining or seeking to join extremist organisations; and  Significant changes to appearance and / or behaviour;  Experiencing a high level of social isolation resulting in issues of identity crisis and / or personal crisis.

Intervention If you have any concerns discuss them with the Designated Safeguarding Lead.

Supportive intervention may take many forms. Police activity may be utilised when delivering intervention activity but more often it is partner agency activity that can be the most effective form of intervention. Individuals who are identified as being vulnerable to being drawn into any form of extremism that could lead to terrorist related activity may be referred into Prevent for appropriate support through Channel.

Channel This is a key element of the Prevent strategy. It is a multi-agency approach to protect people at risk from radicalisation and uses existing collaboration between local authorities, statutory partners (such as the education and health sectors, social services, children’s and youth services and offender management services), the police and the local community to:

 Identify individuals at risk of being drawn into terrorism  Assess the nature and extent of that risk  Develop the most appropriate support plan for the individuals concerned.

Channel is one tactical option employed by Prevent and has recently been placed on a statutory footing. To understand more about the Channel Programme further information can be found here: www.gov.uk/government/publications/channel-guidance

Visiting Speakers The Prevent statutory guidance requires Schools to have clear protocols for ensuring that any visiting speakers who might fall within the scope of the prevent duty, whether invited by staff or pupils, are suitably and appropriately supervised.

Staff at Terrington Hall School should consider the following before engaging the services of an outside speaker:

 Has the school used the speaker before?  Was the speaker recommended by an external individual?  Has the speaker been seen before by a member of staff?

It is important to make every effort to ensure the suitability of the outside speaker, whether they are known, have been seen before, or are a recommendation.

Whilst there is no current requirement for an outside speaker to undergo a DBS vetting check, as it is not classed as a regulated activity, a simple internet search on the individual (e.g. social media) may sometimes be more instructive than formal vetting checks and highlight contra indicators as to the suitability of the person to visit the School. If the general search flags any concerns, for example it refers to allegations, or indicates a criminal record, it must be referred to the DSL. The school may conduct DBS checks and record the same in the Single Central Register.

There should always be a member of staff present when there is a visiting speaker interacting with pupils. The above procedure is utilised for visiting speakers whether they are invited by staff or pupils. Where pupils invite a visiting speaker, a member of staff acts as a liaison is responsible for advising the Headmaster or DSL of the requisite details. Visiting speakers should never be left unsupervised with pupils.

Terrington Hall builds pupils’ resilience to radicalisation by promoting fundamental British values and enabling them to challenge extremist views. The Prevent duty is not intended to stop pupils debating controversial issues, on the contrary, Terrington Hall provides a safe space in which children, young people and staff can understand the risks associated with terrorism and develop the knowledge and skills to be able to challenge extremist arguments. The statutory framework for the Early Years Foundation Stage sets standards for learning,

development and care for children from 0-5, thereby assisting their personal, social and emotional development and understanding of the world.

Further advice is available from the DfE dedicated telephone helpline and mailbox for non- emergency advice for staff and governors: Tel :020 7340 7264 Email : [email protected]

Roles and responsibilities:  The strategic Prevent lead in school is the DSL  S/He understands the expectations and key priorities to deliver Prevent and this is embedded within safeguarding procedures

 The senior leadership team and governing body are aware of the Prevent Strategy and its objectives  There is a clear awareness of roles and responsibilities throughout the school regarding Prevent  The Prevent agenda and its objectives has been embedded within the appropriate safeguarding processes  The school’s premises do not give a platform for extremist speakers and events

F. Pupil Information In order to keep children safe and provide appropriate care for them the school requires accurate and up to date information regarding:

 Names (including any previous names), address and date of birth of child

 Names and contact details of persons with whom the child normally lives

 Names and contact details of all persons with parental responsibility (if different from above)

 Emergency contact details (if different from above)

 Details of any persons authorised to collect the child from school (if different from above)

 Any relevant court orders in place including those which affect any person’s access to the child (e.g. Residence Order, Contact Order, Care Order, Special Guardianship Order, Injunctions etc.)

 If the child is or has been subject to a Child Protection Plan

 Name and contact detail of key persons in other agencies, including GP

 Any other factors which may impact on the safety and welfare of the child

G. Aide Mémoire Safeguarding is not just about protecting children from deliberate harm (child protection). It includes:  protecting children from maltreatment  preventing impairment of children’s health or development  ensuring that children are growing up in circumstances consistent with the provision of safe and effective care  taking action to enable all children to have the best outcomes

Safeguarding action may be needed to protect children and learners from:

 neglect

 physical abuse

 sexual abuse

 emotional abuse

 bullying, including online bullying and prejudice-based bullying

 racist, disability, homophobic or transphobic abuse

 gender-based violence/violence against women and girls/so called ‘honour based’ violence.

 radicalisation and/or extremist behaviour

 child sexual exploitation and trafficking

 the impact of new technologies on sexual behaviour, for example youth produced sexual images, sometimes referred to as ‘sexting’

 teenage relationship abuse

 substance and alcohol abuse

 issues that may be specific to a local area or population, for example gang activity and youth violence

 domestic violence

 female genital mutilation

 forced marriage

 fabricated or induced illness

 poor parenting, particularly in relation to babies and young children

 other issues not listed here but that pose a risk to children and young people

It relates to broader aspects of care and education, including:

 Children’s and learners’ health and safety and well-being

 the use of reasonable force

 meeting the needs of children and learners with medical conditions

 providing first aid

 educational visits

 intimate care and emotional well-being

 online safety and associated issues

 appropriate arrangements to ensure children’s and learners’ security, taking into account the local context.

H. Safer Recruitment and Selection The school pays full regard to DfE guidance Keeping Children Safe in Education September 2016, the Protection of Freedoms Act 2012; the Childcare (Disqualification) Regulations 2009

Where appropriate, the school  undertakes checks of: the Disclosure and Barring Service (DBS) Children’s List and the Teacher prohibition list  has regard to the requirements of the Childcare (Disqualification) Regulations 2009.

Early Years’ Staff are made aware that they are expected to disclose any convictions, cautions, court orders, reprimands and warnings which may affect their suitability to work with children (whether received before or during their employment at the school/setting).

Statutory changes, underpinned by regulations, are that:

 schools must keep a single central record detailing a range of checks carried out on their staff  an Enhanced DBS check is obtained for all new paid appointments to the school’s workforce  an Enhanced DBS check is obtained for volunteers further to a risk assessment considering the regularity, frequency, duration and nature of contact with children and the level of supervision of the volunteer by another person engaging in regulated activity schools will ensure that any contracted staff are DBS checked where appropriate  schools will ensure that a check of any teacher prohibitions, including interim orders, is made on all teachers  all new appointments to the school workforce who have lived outside the UK are subject to additional checks as appropriate  schools must satisfy themselves that agency and third-party staff have undergone the necessary checks  identity checks must be carried out on all appointments to the school workforce before the appointment is made.

Since 1 January 2010 it has been mandatory that any appointments of maintained school staff are made by a recruitment panel that includes at least one person who has been trained in safer recruitment.

I. Safer Working Practice

“All staff members should be aware of systems within their school or college which support safeguarding and these should be explained to them as part of staff induction. This should include: the school’s or college’s child protection policy; the school’s or college’s staff behaviour policy (sometimes called a code of conduct); and the role of the designated safeguarding lead.” KCSiE, part 1 2016

Terrington Hall School: Staff Code of Conduct Staff at Terrington Hall must ensure that their conduct should always meet that expected of a teacher in the UK and that behaviour which involves a breach of the standards of propriety expected of the profession will be considered an act of unacceptable professional misconduct.

Staff must therefore ensure that they do not;  Seriously demean or undermine pupils, their parents, carers or colleagues, or act towards them in a manner which is discriminatory in relation to gender, marital status, religion, belief, colour, race, ethnicity, class, sexual orientation, disability or age  Misuse or misrepresent their professional position, qualifications or experience  Otherwise bring the reputation and standing of Terrington Hall into serious disrepute

Staff should ensure that they;  Take reasonable care of pupils under their supervision with the aim of ensuring their safety and welfare

 Comply with relevant statutory provisions which support the well-being and development of pupils, including where these require co-operation and collaboration with a range of agencies, as well as teacher colleagues and other adults  Observe confidentiality in a manner consistent with legal requirements  Comply with the requirements of statutory bodies relating to the examination, assessment and evaluation of pupil achievement and attainment  Maintain appropriate standards of honesty and integrity in management and administrative duties, including in the use of school property and finance

Staff should also be very aware of the school’s Safeguarding Policy and be aware that they are expected to do the following at all times;  Be responsible for their own actions and behaviour and should avoid any conduct which would lead any reasonable person to question their motivation and intentions

 Work in an open and transparent way

 Discuss and/or take advice from school management over any incident which may give rise to concern

 Record any incidents or decisions made  Be aware that breaches of the law and other professional guidelines could result in criminal or disciplinary action being taken against them

Staff should also take note of the following;  Staff are expected to dress in accordance with the description in the staff handbook  That use of mobile phones or other mobile devices when teaching, coaching or supervising activities, prep or undertaking duties is not permitted  That use of social media that brings the school’s name into disrepute can lead to disciplinary action and that care should be taken especially when ‘friends’ with members of the parent body  That staff members should not be ‘friends’ with pupils and ex-pupils under the age of 18 on social media channels  That this code of conduct stands when in school, when away with pupils on school trips and holidays and during the holiday periods  Staff should make sure that they are on time for all lessons, activities, duties and other responsibilities. Form Tutors should be in their classrooms by 8.15am in order to greet the children as they arrive at school  To be aware of and follow all school policies

Safer working practice ensures that pupils are safe and that all staff  are responsible for their own actions and behaviour and should avoid any conduct which would lead any reasonable person to question their motivation and intentions  work in an open and transparent way  discuss and/or take advice from school management over any incident which may give rise to concern  record any incidents or decisions made  apply the same professional standards regardless of gender or sexuality  are aware that breaches of the law and other professional guidelines could result in criminal or disciplinary action being taken against them.  The staff code of conduct states that all staff have the right to whistleblow (See Appendix M, if they feel the need.

K. School Training and Staff Induction All staff (including temporary staff, school governors and volunteers) are provided with the school’s child protection policy and informed of school’s child protection arrangements on induction.

All staff should read at least Part One of Keeping Children Safe in Education September 2016 and Annex A. The staff sign a document to verify that they had read and understood KCSIE Part 1 and Annex A and this is kept on file by the DSL.

All other school staff, including non-teaching staff undergo child protection training on induction which is certificated: Basic Awareness online training certified by NYCSB www.safeguardingchildren.co.uk. Further, the DSL has an induction meeting with all new staff where all key elements of safeguarding children are covered, including definitions, referrals and contacts.

Online courses hosted by EduCare are also completed by all staff. These include:  Child Protection in Education  The Prevent Duty  Preventing Bullying

Child Protection Whole School training must ensure staff are able to:  understand the policy and procedures  understand individual staff responsibilities to ensure that concerns for the safety of a child are effectively addressed  identify signs of possible abuse and neglect at the earliest opportunity  respond in a timely and appropriate way including appropriate communication with children  understand the role of the DSL  be aware of external avenues for notifying concerns including the use of escalation and whistle-blowing procedures  comply with record-keeping requirements  recognise grooming behaviour by adults including inappropriate sexual comments, excessive one-to-one attention or inappropriate sharing of images  differentiate between normal and abnormal concerning sexual behaviour of children  have up to date knowledge of safeguarding issues.

Useful websites/contacts for further guidance:

Female Genital Mutilation http://www.fgmelearning.co.uk NSPCC FGM Helpline: 0800 028 3550 Email: [email protected]

Domestic Abuse Basic Awareness www.idas.org.uk/training/index.asp Forced Marriage https://www.gov.uk/forced-marriage

Prevent Duty statutory Guidance: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/41 7943/Prevent_Duty_Guidance_England_Wales.pdf

Channel Guidance: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/42 5189/Channel_Duty_Guidance_April_2015.pdf

DfE Safeguarding advice for schools: https://www.gov.uk/government/news/new- safeguarding-advice-for-schools-and-childcare-providers

DfE and Home Office Social media guide: https://www.gov.uk/government/publications/the-use-of-social-media-for-online- radicalisation

 Children with Risk-taking behaviours

http://www.safeguardingchildren.co.uk/

L. Terrington Hall - Whole school policy on use of mobile phones and cameras in the school setting (including EYFS)

Children have their photographs taken to provide evidence of their achievements for developmental records. (The Early Years Foundation Stage, EYFS 2012). Staff, visitors, volunteers and students are not permitted to use their own mobile phones to take or record any images of school children for their own records.

Staff Procedures  Under the Data Protection Act 1998, the school must seek parental consent to take photographs and use video recorders. Photographs will be stored on the school staff area, which is password protected, until the school ceases to operate. Should this occur then all photographs will be shredded or deleted from the hard drive. Any images captured on other devices should be deleted as soon as they are used or transferred onto the school system.

 The schools digital camera/s or memory cards must not leave the school setting unless being used for school purposes Photos are printed in the school by staff and images are then removed from the camera’s memory.

 Photographs may be taken during indoor and outdoor play and displayed in albums or a child’s development records for children and parent/carers to look through.

 Photographs of children may also be displayed around the school to celebrate their achievements and involvements in school events.

 Often photographs may contain other children in the background.

 Events such as, Sports day, matches, outings, Christmas and fundraising events may be recorded by video and photographs by staff and parent/carers but always in full view of all attending.

 On occasion we might like to use photographs of the children taking part in an activity to advertise/promote our school via our Web site or in the media.

 We recognise that digital technology, social media and the internet are a valuable tool in engaging and involving the parent body in certain activities and events that they may not be able, or invited to attend.

 We also recognise that staff may perform their duties better if they are receiving internal emails to their mobile device or using this device for planning and/or delivering the curriculum. This means that we see it as acceptable for staff to carry their mobile device on them during the school day. It should, however, only be used for school business.

 Where a member of staff feels that we can better inform a parent of their child’s achievements through emailing pictures of awards assemblies, sports fixtures or special events, these images should always be captured in full view of others and the image should be deleted from the member of staff’s personal device as soon as it has been used.

 Staff should be aware that it is never appropriate to have a mobile device in the changing rooms, dorms or other sensitive areas or when engaged in one on one contact with a child. Indeed, it is recommended that at least one adult be present when images are being captured.

 Staff may be asked to show the images they have stored on their mobile device to the Headmaster at any time.

Visitors may only use their phones for the purpose of capturing images in full view of others.

Staff are asked not to make personal calls during their working hours. However, in urgent cases, a call may be made or accepted if deemed necessary and by arrangement with the Headmaster or Head of department. Staff are requested to have their mobile phone switched to silent mode when at work. Specific to EYFS Setting: Many mobile phones have inbuilt cameras so staff mobile phones should be turned off, They must be not carried around in staff pockets and should be left with personal belongings in a secure area e.g. staffroom.

Pupil procedures Boarders bringing in mobile phones for use in the evening should hand them into the office on arrival at school and they will be signed in and out by the boarding Housemistress/Housemaster. No pupil may have a mobile phone without the specific permission from a member of staff.

M: Terrington Hall: Divorce and Separation Guidance

Rationale In modern Britain 20 per cent of children under the age of 16 experience the problem of divorce and an unknown additional number that of separation. Divorce and separation are therefore common and they have a direct impact on the happiness, education and social development of children.

Overall role Terrington Hall School can play a positive role in supporting parents and children. It can also respect the privacy of those involved and act as an island of normality when the rest of life is in turmoil. Sensitivity to the needs of both parents and children is therefore vital and responses should be flexible and relevant to circumstances.

Guidance on the effects of divorce and separation on children About two thirds of children will show marked changes in school behaviour following parental separation. Common changes are deterioration in work, restlessness, an inability to concentrate on school work and a big increase in day dreaming. About one-fifth will exhibit sadness, some may become aggressive and disobedient, others depressed. The changes often disrupt friendship patterns, with friends understanding even less than the pupils do themselves and avoiding contact. The deterioration in academic work can be profound.

While the problems detailed above are common, some behavioural patterns are related to the age of the child. The under 5s have a limited understanding of events, but are usually capable of understanding more than they are told. They can be helped by very brief explanations. Their sense of loss leaves them frightened and bewildered, often using fantasy as a way of coping.

Children between the age of 6 and 8 can be badly shaken when they see that what they had taken for granted as permanent can be broken. They can be highly emotional, with aggression, crying and sobbing being very common. Rather than expressing anger towards the absent parent, it is shown to other important figures in the child’s life: remaining parent, teacher and siblings.

In age group 8 to 13, these children again have strong feelings and are aware of the community of which they are a part. They may feel deeply ashamed and embarrassed that the family is breaking up. To save face they are often extremely reluctant to discuss this at school or with their friends, and may cut themselves off from those who could help. Avoidance and denial are common problems within this age group.

Putting the child first It may be that parents regard home life as private and do not welcome what they may view as prying teachers who may appear over-anxious to help. Moreover, separation may be temporary and what remains private may be seen as more easily mended. The request for

privacy will ultimately be respected. Nevertheless, parents are asked to trust the professionalism of the staff while at the same time being re-assured that what they are told remains confidential. The teacher with knowledge of home circumstances is in a much better situation to respond to the pastoral needs of the child.

Procedures Divorced and separated parents will be treated equally. Both parents will receive all reports and correspondence relating to their child, unless any divorce agreement stipulates otherwise.

Advice Staff should be conscious of the statistics relating to the rate of divorce and separation and should make the effort in their teaching not to stereotype families and home situations.

N: Terrington Hall: Whistleblowing Guidance The School has adopted this guidance and the accompanying procedure on whistleblowing to enable members of staff to raise concerns internally and in a confidential fashion about fraud, malpractice, health and safety, criminal offences, miscarriages of justice, and failure to comply with legal obligations, inappropriate behaviour or unethical conduct. The policy also provides if necessary, for such concerns to be raised outside the organisation.

Elements of the Policy In accordance with Lord Nolan's Second Report of the Committee on Standards in Public Life, the School's policy on whistle blowing is intended to demonstrate that the School :

 Will not tolerate malpractice;  Respects the confidentiality of staff raising concerns and will provide procedures to maintain confidentiality so far as is consistent with progressing the issues effectively;  Will provide the opportunity to raise concerns outside of the normal line management structure where this is appropriate;  Will invoke the School's disciplinary policy and procedure in the case of false, malicious, vexatious or frivolous allegations;  Will provide a clear and simple procedure for raising concerns, which is accessible to all members of staff.

The aim is to protect employees of Terrington Hall School from being dismissed, discriminated against or penalised if information is disclosed which is believed to be malpractice or wrongdoing within the school by an adult. This / these may be:

 A criminal offence  A breach of contractual obligation  Interference with a child of a very personal nature  Damage to any aspect of the school environment  A danger to the health and safety of any individual

In making any disclosure, there must be reasonable belief at the time of disclosure that the information proffered is correct, accurate and showing one or more of the above breaches. No-one may be permitted to act for personal gain by disclosing information: anyone so doing will automatically lose their protection rights.

Protected Disclosure Protection will be provided when a disclosure is made:- a. in good faith and with a reasonable belief that a wrongdoing, as listed above, has occurred. b. to a member of the Executive Team.

Should the above procedures not be followed then there will be no entitlement to protection from any internal disciplinary procedure. It should be noted that under the Public Interest Disclosure Act 1998, there are circumstances where a member of staff may be entitled to raise a concern directly with an external body where the employee reasonably believes:

 That exceptionally serious circumstances justify it;  That the School would conceal or destroy the relevant evidence;  Where they believe they would be victimised by the School;  Where the Secretary of State has ordered it.

Confidentiality Employees who wish to raise a concern under this procedure are entitled to have the matter treated confidentially and their name will not be disclosed to the alleged perpetrator of malpractice without their prior approval. It may be appropriate to preserve confidentiality that concerns are raised orally rather than in writing, although members of staff are encouraged to express their concern in writing wherever possible. If there is evidence of criminal activity then the Police will in all cases be informed.

Anonymous Allegations The School will encourage you to put your name to any allegations you wish to make. Anonymous allegations will be considered, but factors taken into account before an investigation begins include:-

 the level of seriousness of the particular allegation(s).  the credibility of the allegation(s).  the possibility of being able to confirm from alternative reliable sources the truth of the allegation(s).

Allegations Found to be True If, following enquiries or an investigation, it emerges that the original allegation(s) was/were untrue, no action will be taken against the complainant if:-

 the allegation(s) was/were made in good faith, and  the complainant reasonable believed that malpractice had occurred.

If, however, the School discovers that the allegation(s) was/were made maliciously or vexatiously, it will consider taking disciplinary action against the complainant.