Mansfield District Council

Safeguarding Policy, Procedure and GuidanceOctober 2015 This policy will be up dated as our business changes in line with new legislation and statutory guidance. It will be reviewed and updated as necessary, a minimum of once a year.Richard Holt Michelle Roberts CHAIRMAN HEAD OF QUALITY Version 1.8 10.15 MR Protected Contents Page Page No.1.0 Safeguarding Policy Statement 32.0 Understanding Safeguarding 5 2.1 What is Safeguarding? 2.2 What are the benefits of effective Safeguarding? 2.3 How do we define young/vulnerable students? 2.4 Definitions of regulated activity relating to adults3.0 Roles and responsibilities within Juniper 64.0 Definitions and types of Abuse or Neglect 7 4.1 Physical Abuse 4.2 Emotional Abuse 4.3 Sexual Abuse 4.4.1 Neglect5.0 Specific Safeguarding issues 8 5.1 Bullying and Harassment (including cyberbullying) 5.2 Child Sexual Exploitation 5.3 Domestic Violence 5.4 Drugs 5.5 Fabricated and induced illness 5.6 Female Genital Mutilation (FGM) 5.7 Forced Marriage 5.8 Gangs and Youth Violence 5.9 Mental Heath 5.10 Radicalisation, Prevent and Channel 5.11 Sexting 5.12 Teenage Relationship Abuse 5.13 Trafficking 5.14 Child missing from education6.0 Signs and indicators of possible Abuse or Neglect 20 6.1 Signs suggesting Physical Abuse 6.2 Signs suggesting Sexual Abuse 6.3 Signs suggesting Emotional Abuse 6.4 Signs suggesting Neglect 6.5 Signs suggesting Financial Abuse 6.6 Signs suggesting Discriminatory Abuse 6.7 Signs suggesting Radicalisation7.0 Safer Recruitment 21 7.1 Interviewing potential staff 7.2 Post appointment 7.3 Staff Training8.0 Procedure to undertake following a young or vulnerable student confiding about or suspecting a case of abuse, neglect or radicalisation 23 8.1 Procedures for dealing with allegations against staff 8.2 Anonymous allegations 8.3 Staff Code of ConductAnnex 1 The 5 R’s 25 Annex 2 External Key Contacts – Safeguarding Children Board and Prevent 27 Annex 3 Safeguarding Report Form and Guidance 30 Annex 4 Guidance on recording a safeguarding incident on Dictaphone 32 Version 1.8 10.15 MR Protected 2. 1.0 Safeguarding Policy StatementJuniper is committed to the safeguarding and well-being of all of our students and fully recognises its responsibilities for protecting vulnerable groups. Our Policy applies to all staff, students, visitors, contractors and volunteers working on behalf of or in conjunction with Juniper. There are 5 main elements to our policy:-  To ensure we operate safer recruitment practices in accordance with the Working Together to Safeguard Children 2015 and reference to Keeping Children Safe in Education (2015) legislative documents.  To raise awareness of safeguarding throughout the organisation and ensuring that staff are equipped with the appropriate skills and knowledge to support students effectively and help keep them safe.  To raise awareness of safeguarding to all of our students to ensure that they are equipped with the skills and knowledge needed to keep them safe.  To develop and implement procedures for identifying and reporting safeguarding incidents or suspected/potential incidents.  To establish safe environments in which students can learn and develop.We recognise that because of the day to day contact with students, our staff are well placed to observe the outward signs of abuse. Juniper will therefore:-  Establish and maintain an environment where students feel secure, are encouraged to talk and are listened to.  Ensure students know that there are Designated Safeguarding/Prevent Officers within Juniper who they can approach if they are concerned or worried; though they can approach any member of staff.  Include opportunities within the on-going review process and training centre delivery for students to develop the skills they need to recognise and stay safe from abuse. We recognise, refer to and adhere to the statutory requirements within the following important and relevant pieces of safeguarding legislation:- Protection of Freedoms Act (2012) Working Together to Safeguard Children (2015) Children Act (2004) Keeping Children Safe in Education (2015) Safeguarding Vulnerable Groups Act SVGA (2006 amended in 2012) Disclosure and Barring Service Code of Practice (2012) Sexual Offences Act (2003) Every Child Matters (2004) Equality Act (2010) Terrorism Act (2000) Channel: Protecting vulnerable people from being drawn into terrorism (2012) Revised Prevent Duty Guidance for England and Wales (2015) Section 5B of the Female Genital Mutilation Action 2003 (as inserted by section 74 of the Serious Crime Act 2015)This policy should be read in conjunction with Juniper’s Health and Safety Policy, Single Equality Scheme Policy, Staff Code of Conduct and Whistleblowing procedure.Version 1.8 10.15 MR Protected 3. To support our commitment to the safety and well-being of all our students and with regard to the above legislation, we will; Ensure that we have a Designated and Deputy Safeguarding/Prevent Officer in each training centre, who has received appropriate training and support for this role. A list of these can be found on the intranet homepage in the ‘My HR’ box by clicking on the Safeguarding/Prevent Officers icon. Ensure that all staff and students are aware of our Designated and Deputy Safeguarding/Prevent Officers. This will be communicated via our staff and students induction process, internal training and awareness sessions, via the Student Handbook and on posters displayed in training centres.  Ensure that all staff are aware of and understand their responsibilities in relation to safeguarding/prevent and in being alert to the signs and indicators of abuse. That they are aware of the process to refer any concerns directly to the Designated or Deputy Safeguarding/Prevent Officer.  Ensure that effective safeguarding procedures are developed, implemented and monitored to ensure their effectiveness. These procedures are based on the 5R’s approach of Recognition, Respond, Record, Report and Refer. See Annex 1 for further details.  Ensure that we develop effective links with relevant external agencies, local safeguarding children boards and co-operate with requirements that may arise from any safeguarding referrals. See Annex 2 for further details.  Ensure that we keep written records of safeguarding concerns, even where there is no referral to a relevant agency. Ensure all records are stored securely and in accordance with the Data Protection Act.Juniper recognises its responsibility with regard to the safeguarding of young and vulnerable students from abuse and from inappropriate and inadequate care, and is committed to responding in all cases where there is a concern.Due to the nature of our work, Juniper may be the first to know that a student is being or has been abused or that we are concerned about their well-being. Everyone has an equal responsibility to ensure that the individual needs and welfare of the person are put first and to safeguard any person with whom we may come in to contact with. This response not only rests with the Chairman, Director, Management Board and Designated/Deputy Safeguarding/Prevent Officers, but also with every individual member of staff employed or volunteering within our organisation.We will ensure that our safeguarding policy and procedures are reviewed as a minimum annually to ensure that they are still relevant and effective.Version 1.8 10.15 MR Protected 4. 2.0 Understanding Safeguarding2.1 What is Safeguarding?Safeguarding is a proactive, preventative and precautionary approach to planning and procedures to protect young and vulnerable students from any potential harm or damage. Safeguarding may involve instances in which a young or vulnerable student is suffering or likely to suffer from harm.Safeguarding involves adopting safer recruitment practices to assist in identifying persons who are unsuitable to work with young or vulnerable students.2.2 What are the benefits of effective Safeguarding?When students feel safe and secure in their environment, they can concentrate on learning.Students can rely on those people in positions of trust.Staff are protected from malicious and misplaced allegations.Staff are clear about individual responsibilities, roles and boundaries.Students are appropriately protected and all issues are dealt with effectively.2.3 How do we define young/vulnerable students?Young/vulnerable students are defined as any student who has not yet reached their 18th birthday (Children Act 1989, 2004).The Safeguarding Vulnerable Groups Act SVGA (2012) no longer labels adults as ‘vulnerable’ because of the setting in which an activity is received, nor because of personal characteristics or circumstances of the adult receiving the activities.The definition of regulated activity as explained within the Protection of Freedoms Act 2012 identifies the activities provided to any adult which, if any adult requires them, will mean that the adult will be considered ‘vulnerable’ at that particular time. 2.4 Definition of regulated activity relating to adultsAn adult is a person aged 18 years and over. There are 6 categories within the new definition of regulated activity:-1. Health Care 2. Personal Care 3. Providing Social Work 4. Assistance with General Household Matters 5. Assistance in the Conduct of a Persons own Affairs 6. ConveyingVersion 1.8 10.15 MR Protected 5. 3.0 Roles and Responsibilities within Juniper Chairman - has overall and final responsibility for Safeguarding in the company.Director - has responsibility for:-  Managing safer recruitment processes  Managing staff training  Helps develop better processes  Help shape policyHead of Quality – manages Safeguarding on a day to day basis, and takes on the role of Lead Designated Safeguarding/Prevent Officer. Has responsibility for:-  Ensuring arrangements are in place to safeguard and promote the welfare of all students  Ensuring appropriate decisions are made in respect of reported incidents  Ensuring procedures as dictated by the Policy are adhered to  Ensuring records of reported concerns and actions taken are centrally maintained  Policy development and review  Provide bi-annual reports to and raise issues at Management Board levelHead of Performance – acts as Deputy Lead Safeguarding/Prevent Officer. Has responsibility for:-  Ensuring appropriate decisions are made in respect of reported incidents  Ensuring procedures as dictated by the Policy are adhered to  Helps develop better processes  Help shape policyCurriculum Manager  Develops training materials that incorporate Safeguarding, Prevent and British Values within lessons/delivery to raise students awarenessStudent Support Specialist  Co-ordinate and deliver safeguarding/prevent training for new employees and refresher training for current employeesPerformance Managers – act as Designated Safeguarding/Prevent Officers for their Centre(s). Have responsibility for:-  Keeping staff and students informed of Safeguarding updates  Review the learning and working environment in training centres  Conduct Risk Assessments  Help develop better processes  Help shape policyDeputy Designated Safeguarding/Prevent Officers – deputise for the Performance Manager in their absence, thus taking on the responsibilities as listed above. All Employees – have a responsibility to co-operate with management to ensure Juniper offers a safe working environment for students. All staff must ensure that they adhere to Junipers Code of Conduct (please refer to the Staff Handbook).Safeguarding is a permanent agenda item at meetings, where all staff have the opportunity to raise, discuss and action Safeguarding concerns/issues. Version 1.8 10.15 MR Protected 6. 4.0 Definitions and types of Abuse and Neglect‘Child abuse and neglect’ is a generic term encompassing all ill treatment of young and vulnerable students, including serious physical and sexual assaults, as well as cases where the standard of care does not adequately support the persons health or development.Abuse and neglect are forms of maltreatment of a young or vulnerable student. Somebody may abuse a young or vulnerable student by inflicting harm, or by failing to prevent harm. Young and vulnerable students may be abused in the family or an institutional or community setting by those known to them or, more rarely, by others (e.g. via the internet). An adult or adults and another child or children may abuse them.Keeping Children Safe in Education (2015) sets out definitions and examples of the four broad categories of abuse:- . Physical Abuse . Emotional Abuse . Sexual Abuse . Neglect 4.1 Physical abuse Is a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness.4.2 Emotional Abuse The persistent emotional maltreatment of a young person such as to cause severe and adverse effects on their emotional development. It may involve conveying that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving them 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 them. These may include interactions that are beyond the young persons developmental capability, as well as overprotection and limitation of exploration and learning, or preventing them participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber-bullying), causing the person frequently to feel frightened or in danger, or the exploitation or corruption of persons. Some level of emotional abuse is involved in all types of maltreatment of a person, though it may occur alone.4.3 Sexual Abuse Involves forcing or enticing a young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the young person is aware of what is happening. The activities may involve physical contact, including penetrative (for example rape or oral sex) and non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving them in looking at, or in the production of, sexual images, watching sexual activities, encouraging them to behave in sexually inappropriate ways, or grooming a person in preparation for abuse (including via the internet). Sexual abuse in not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other young people.Version 1.8 10.15 MR Protected 7. 4.4 Neglect Is the persistent failure to meet a young person’s basic physical and/or psychological needs, likely to result in the serious impairment of their 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 and clothing, shelter including exclusion from home and abandonment; failing to protect a person from physical and emotional harm or danger; failure to ensure adequate supervision, including the use of inadequate care-givers or failure to ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to a young person’s basic emotional needs.Additional types of abuse and unsafe activities which we recognise and which have become more prevalent in recent times are:- Bullying and harassment (including cyber-bullying)  Child Sexual Exploitation (CSE)  Domestic Violence  Drugs and Alcohol  Fabricated or induced illness  Female Genital Mutilation (FGM)  Forced Marriage  Gangs and Youth Violence  Mental Health  Preventing Radicalisation  Sexting  Teenage Relationship Abuse  Trafficking  Child missing from educationThese are further explored in section 5.0 Specific Safeguarding Issues. Staff can also access broad government guidance on the issues listed above via the GOV.UK website or through the Best Practice Section of the intranet within the Safeguarding Section where these documents are saved. 5.0 Specific Safeguarding Issues5.1 Bullying and Harassment (including cyber-bullying) You can’t always see the signs of bullying. And no one sign indicates for certain that a young person is being bullied. But you should look out for: belongings getting “lost” or damaged  physical injuries such as unexplained bruises  being afraid to come to Juniper, being mysteriously 'ill' each morning, or skipping training sessions  not doing as well at Juniper as they were doing previously  asking for, or stealing, money (to give to a bully)  being nervous, losing confidence, or becoming distressed and withdrawn  problems with eating or sleeping  bullying others.Version 1.8 10.15 MR Protected 8. Bullying can have devastating effects which can last into adulthood. At its worst, bullying has driven children and young people to self-harm and even commit suicide. All young people who are affected by bullying can suffer harm – whether they are bullied, they bully others or they witness bullying.Children and young people who are bullied are more at risk of developing mental health problems, including depression and anxiety. Young people at the highest risk are those who are both bullied, and who bully others.Further information can be found on the intranet within the Best Practice section / Safeguarding / Bullying and Harassment (including cyberbullying).5.2 Child Sexual Exploitation (CSE)Child sexual exploitation involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities. Sexual exploitation can take many forms ranging from the seemingly ‘consensual’ relationship to serious organised crime by gangs and groups. Sexual exploitation involves varying degrees of coercion, intimidation and enticement, including unwanted pressure from peers to have sex, sexual bullying including cyberbullying and grooming.What marks out exploitation is an imbalance of power in the relationship.Young people who are being sexually exploited may: be involved in abusive relationships, intimidated and fearful of certain people or situations  hang out with groups of older people, or antisocial groups, or with other vulnerable peers  associate with other young people involved in sexual exploitation  get involved in gangs, gang fights, gang membership  have older boyfriends or girlfriends  spend time at places of concern, such as hotels or known brothels  not know where they are, because they have been moved around the country  go missing from home, care or education.They may also show signs of sexual abuse or grooming. However, it is important to recognise that some young people who are being sexually exploited do not exhibit any external signs of this abuse. Further information can be found on the intranet within the Best Practice section / Safeguarding / Child Sexual Exploitation.5.3 Domestic ViolenceIt's often difficult to tell if domestic abuse is happening, because it usually takes place in the family home and abusers can act very differently when other people are around. Young people who witness domestic abuse may: become aggressive  display anti-social behaviour  suffer from depression or anxiety  not do as well at Juniper - due to difficulties at home or disruption of moving to and from refuges. Version 1.8 10.15 MR Protected 9. It can have a very serious impact on a young person’s behaviour and wellbeing, even if they're not directly harmed themselves. Children and young people witnessing domestic abuse is recognised as 'significant harm' in law.Domestic abuse can also be a sign that young people are suffering another type of abuse or neglect. The effects can last into adulthood. But, once they're in a safer and more stable environment, most young people are able to recover from the effects of witnessing domestic abuse.5.4 Drugs The use and abuse of drugs are serious issues that should not be ignored or minimised and we should not sit back and hope they just go away. If left untreated, use and abuse can develop into drug dependence. As a result, it is important to recognise the signs and symptoms of drug abuse early. Substances commonly called ‘legal highs’ are drugs just like illegal substances. They can be just as dangerous, sometimes more. They have many names – Legals, New Psychoactive Substances (NPS), new drugs and herbal highs. Legal highs come in different forms; powders, crystals, pills, pellets, herbal mixtures, liquids and small pieces of paper (blotters). The term ‘legal highs’ is misleading as they can contain illegal substances. Legal highs are often labelled ‘not for human consumption’ and are sold as other products such as room odourisers, bath salts and plant food, to try and get around the law. Here are some of the warning signs of drug abuse to look for:Physical warning signs of drug abuse Bloodshot eyes, pupils larger or smaller than usual  Changes in appetite or sleep patterns. Sudden weight loss or weight gain  Deterioration of physical appearance, personal grooming habits  Unusual smells on breath, body, or clothing  Tremors, slurred speech, or impaired coordinationBehavioral signs of drug abuse Drop in attendance and performance at work or school  Unexplained need for money or financial problems. May borrow or steal to get it.  Engaging in secretive or suspicious behaviors  Sudden change in friends, favorite hangouts, and hobbies  Frequently getting into trouble (fights, accidents, illegal activities)Psychological warning signs of drug abuse Unexplained change in personality or attitude  Sudden mood swings, irritability, or angry outbursts  Periods of unusual hyperactivity, agitation, or giddiness  Lack of motivation; appears lethargic or “spaced out”  Appears fearful, anxious, or paranoid, with no reasonVersion 1.8 10.15 MR Protected 10. Warning Signs of Commonly Abused DrugsMarijuana: Glassy, red eyes; loud talking, inappropriate laughter followed by sleepiness; loss of interest, motivation; weight gain or loss.Depressants (including Xanax, Valium, GHB): Contracted pupils; drunk-like; difficulty concentrating; clumsiness; poor judgment; slurred speech; sleepiness.Stimulants (including amphetamines, cocaine, crystal meth): Dilated pupils; hyperactivity; euphoria; irritability; anxiety; excessive talking followed by depression or excessive sleeping at odd times; may go long periods of time without eating or sleeping; weight loss; dry mouth and nose.Inhalants (glues, aerosols, vapors): Watery eyes; impaired vision, memory and thought; secretions from the nose or rashes around the nose and mouth; headaches and nausea; appearance of intoxication; drowsiness; poor muscle control; changes in appetite; anxiety; irritability; lots of cans/aerosols in the trash.Hallucinogens (LSD, PCP): Dilated pupils; bizarre and irrational behavior including paranoia, aggression, hallucinations; mood swings; detachment from people; absorption with self or other objects, slurred speech; confusion.Heroin: Contracted pupils; no response of pupils to light; needle marks; sleeping at unusual times; sweating; vomiting; coughing, sniffling; twitching; loss of appetite.For further detailed information on illegal and legal drugs refer to the Best Practice / Safeguarding / Drugs section of the intranet and ‘The Truth About Drugs.Know the Score’ FRANK booklet.5.5 Fabricated or induced illness What is Fabricated or Induced Illness (FII)Fabricated or induced illness is the term used to describe parental behaviour previously labelled Munchausen’s Syndrome by Proxy. FII is the systematic fabrication or induction of illness in a child or young person, causing them to be seen as ill. This can be done in three main ways (which are not mutually exclusive):Fabrication of symptoms (including fabrication of past medical history) or exaggeration of symptomsFalsification of hospital charts and records, including manipulation of test results and specimens of bodily fluids to result in misdiagnosisDeliberate Induction of illness, for example, by poisoning the child or young personTypical FII Behaviours Deliberately inducing symptoms in children/young people by administering medication or other substances, or by means of intentional suffocation.  Interfering with treatments by overdosing, not administering them or interfering with medical equipment such as infusion lines.  Claiming the child/young person has symptoms which are unverifiable unless observed directly, such as pain, frequency of passing urine, vomiting, or fits. Version 1.8 10.15 MR Protected 11.  Exaggerating symptoms, causing professionals to undertake investigations and treatments which may be invasive, are unnecessary and therefore are harmful and possibly dangerous.  Obtaining specialist treatments or equipment for children/young people who do not require them.  Alleging psychological illness in a child/young person. When should you be concerned? Reported symptoms and signs found on examination are not explained by any medical condition from which the child/young person may be suffering;  Physical examination and results of medical investigations do not explain reported symptoms and signs;  There is an inexplicably poor response to prescribed medication and other treatment; or new symptoms are reported on resolution of previous ones;  Reported symptoms and found signs are not seen to begin in the absence of the carer;  Over time the child/young person is repeatedly presented with a range of signs and symptoms;  The child’s/young person’s normal, daily life activities are being curtailed, e.g. Juniper attendance, beyond that which might be expected for any medical disorder from which the child/young person is known to suffer;  Physical or laboratory findings are highly unusual, discrepant with history, or physically or clinically impossible.There may be a number of explanations for these circumstances. At no time should concerns about reasons for child’s/parents signs and symptoms be shared with the parents if this information would jeopardise the child’s/young person’s safety.Further information can be found on the intranet within the Best Practice section / Safeguarding / Fabricated and induced illness.5.6 Female Genital Mutilation (FGM)Female genital mutilation (FGM) is the partial or total removal of external female genitalia for non-medical reasons. It's also known as female circumcision, cutting or sunna. Religious, social or cultural reasons are sometimes given for FGM. It is illegal in the UK and a form of abuse with long-lasting harmful consequences.There are no medical reasons to carry out FGM. It doesn't enhance fertility and it doesn't make childbirth safer. It is used to control female sexuality and can cause severe and long- lasting damage to physical and emotional healthA girl or woman who's had FGM may: have difficulty walking, sitting or standing  spend longer than normal in the bathroom or toilet  have unusual behaviour after an absence from Juniper  be particularly reluctant to undergo normal medical examinations  ask for help, but may not be explicit about the problem due to embarrassment or fear.Version 1.8 10.15 MR Protected 12. A girl at immediate risk of FGM may not know what's going to happen. But she might talk about: being taken 'home' to visit family  a special occasion to 'become a woman'  an older female relative visiting the UK.She may ask a member of staff for help if she suspects FGM is going to happen or she may run away from home or miss training.Section 5B of the Female Genital Mutilation Act 2003 places a statutory duty upon teachers1, along with social workers and healthcare professionals to report to the police where they discover (either through a disclosure or visual evidence) that FGM appears to have been carried out on a girl under 18. It will be rare for teachers to see visual evidence, and they should not be examining students, but the same definition of what is meant by ‘to discover than an act of FGM appears to have been carried out’ is used for all professionals to whom this mandatory reporting duty applies.The mandatory reporting duty commences in October 2015. Cases must be reported to the police where they discover that an act of FGM appears to have been carried out. All concerns/cases should be discussed with the Designated Safeguarding/Prevent Officer and involve children’s social care as appropriate.Further information can be found on the intranet within the Best Practice section / Safeguarding / Female Genital Mutilation.5.7 Forced Marriage A forced marriage is a marriage without the full consent of both parties and where pressure or threats are a factor. This is very different to an arranged marriage, which both people will have agreed to. Emotional pressure from their family might stop them from saying anything to anyone else. The lack of control over their own decisions can lead them to depression and self-harm.Signs and indicators of concern: Absence from Juniper  Low Motivation  Lack of Punctuality  Self Harm  Depression  Isolation  Attempted Suicide  Eating Disorders  Brother/Sisters forced to marry or reported missing  Family disputes  Runaways  Domestic violence  Substance misuse While many of these signs and indicators could be linked to their issues, it is important to consider all potential reasons and keep an open mind.1 “teacher” means in relation to England, a person within section 141A(1) of the Education Act 2002 (persons employed or engaged to carry out teaching work at schools and other institutions in England); Version 1.8 10.15 MR Protected 13. If there are concerns that a child/young person, male or female, is in danger of a forced marriage, we should contact the Forced Marriage Unit or call 020 7008 0230 where experienced case workers will be able to offer support and guidance. If they are closed, contact the Foreign Office Response Centre or call 020 7008 1500. If someone is in immediate danger then call the Police on 999.Further information can be found on the intranet within the Best Practice section / Safeguarding / Forced Marriage.5.8 Gangs and Youth Violence Children and young people involved with, or on the edges of, gangs may be victims of violence. They may be pressured into doing things for the gang, such as stealing or carrying drugs or weapons. Both boys and girls join gangs. Girls who join or are linked to gangs are additionally at risk of sexual exploitation, and in some cases may be pressured into having sex with several gang members. Girls' involvement in gangs is often harder to spot and much of the abuse they experience goes on behind closed doors.Why young people join gangsYoung people join gangs for many reasons, including: a sense of belonging  status  excitement  protection  fear  power  peer pressure  money  family problemsWhat to look out for: signs a young person has joined a gangThere aren't any definite signs that show a young person has joined a gang - and it's unlikely that they'll tell you; but things we can look out for include:- going missing from home or Juniper  getting into trouble  having new clothes or other items that you think they can't afford  getting involved with crimes including robbery, violence, drug dealing and sexual exploitation  having unexplained injuries  losing interest in their existing hobbies  becoming secretive None of these signs mean for certain that a child has joined a gang. Leaving a gang or attempting to leave a gang can be a really scary prospect. A young person may be worried or frightened about their own safety or what will happen to their family or friends if they leave. Many young people also feel part of a family when they're in a gang and can be worried about losing this.Whether they're thinking about joining a gang, or are already heavily involved, children and young people need help and support.Version 1.8 10.15 MR Protected 14. Further information can be found on the intranet within the Best Practice section / Safeguarding / Gangs and Youth Violence.5.9 Mental Health Mental health problems affect about one in ten children and young people. They include depression, anxiety and conduct disorder, and are often a direct response to what is happening in their lives. The emotional well-being of young people is just as important as their physical health. Good mental health allows children and young people to develop the resilience to cope with whatever life throws at them and grow into well-rounded, healthy adults. Things that can help keep children and young people mentally well include:  being in good physical health, eating a balanced diet and getting regular exercise  having time and the freedom to play, indoors and outdoors  being part of a family that gets along well most of the time  going to a school/training provider that looks after the well-being of all its pupils  taking part in local activities for young people. Other factors are also important, including:  feeling loved, trusted, understood, valued and safe  being interested in life and having opportunities to enjoy themselves  being hopeful and optimistic  being able to learn and having opportunities to succeed  accepting who they are and recognising what they are good at  having a sense of belonging in their family, school and community  feeling they have some control over their own life  having the strength to cope when something is wrong (resilience) and the ability to solve problems. Most children grow up mentally healthy, but surveys suggest that more children and young people have problems with their mental health today than 30 years ago. That’s probably because of changes in the way we live now and how that affects the experience of growing up. Dealing with change Mostly things that happen to children don’t lead to mental health problems on their own, but traumatic events can trigger problems for children and young people who are already vulnerable. Teenagers often experience emotional turmoil as their minds and bodies develop. An important part of growing up is working out and accepting who you are. Some young people find it hard to make this transition to adulthood and may experiment with alcohol, drugs or other substances that can affect mental health. Risk factors There are certain ‘risk factors’ that make some children and young people more likely to experience problems than other children, but they don’t necessarily mean difficulties are bound to come up or are even probable. Version 1.8 10.15 MR Protected 15. Some of these factors include:  having a long-term physical illness  having a parent who has had mental health problems, problems with alcohol or has been in trouble with the law  experiencing the death of someone close to them  having parents who separate or divorce  having been severely bullied or physically or sexually abused  living in poverty or being homeless  experiencing discrimination, perhaps because of their race, sexuality or religion  acting as a carer for a relative, taking on adult responsibilities  having long-standing educational difficulties.Types of mental health problemsThese are some of the mental health problems that can affect children and young people. Depression affects more children and young people today than in the last few decades, but it is still more common in adults. Teenagers are more likely to experience depression than young children. Self-harm is a very common problem among young people. Some people find it helps them manage intense emotional pain if they harm themselves, through cutting or burning, for example. They may not wish to take their own life. Children and young people with generalised anxiety disorder (GAD) become extremely worried. Very young children or children starting or moving school may have separation anxiety. Post-traumatic stress disorder can follow physical or sexual abuse, witnessing something extremely frightening of traumatising, being the victim of violence or severe bullying or surviving a disaster. Children who are consistently overactive ('hyperactive'), behave impulsively and have difficulty paying attention may have Attention Deficit Hyperactivity Disorder (ADHD) Many more boys than girls are affected, but the cause of ADHD isn’t fully understood. Eating disorders usually start in the teenage years and are more common in girls than boys. The number of young people who develop an eating disorder is small, but eating disorders such as anorexia nervosa and bulimia nervosa can have serious consequences for their physical health and development. Further information can be found on the intranet within the Best Practice section / Safeguarding / Mental Health.5.10 Radicalisation, Prevent and ChannelThe government defines radicalisation as ‘the process by which a person comes to support terrorism and forms of extremism leading to terrorism.’ Young and vulnerable students are susceptible towards radicalisation by malicious individuals who attempt to lead the young/vulnerable students astray and to commit violent extremism. Extremism is vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs and the calls for death of members of our armed forces, whether in this Version 1.8 10.15 MR Protected 16. country or overseas. During the process of radicalisation it is possible to intervene to prevent vulnerable people being radicalised.Radicalisation can happen in many different ways and settings. Specific background factors may contribute to vulnerability which are often combined with specific influences such as family, friends or online, and with specific needs for which an extremist or terrorist group may appear to provide the answer. The internet and the use of social media in particular has become a major factor in the radicalisation of young people.The government has defined terrorism, in section 1 of the Terrorism Act 2000, as ‘the use or threat of action…designed to influence the Government or to intimidate the public or a section of the public… for the purpose of advancing a political, religious or ideological cause’. The governments Counter Terrorism Strategy defines extremism as ‘the process by which a person comes to support terrorism and forms of extremism leading to terrorism’. PreventFrom 1 July 2015 specified authorities, including all schools are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015 (‘the CTSA 2015’), in the exercise of their functions to have ‘due regard to the need to prevent people from being drawn into terrorism’. This duty is known as the Prevent duty. The duty came in to force for sixth form colleges and FE colleges/providers in the early autumn. The statutory Prevent guidance summarises the requirements in terms of four general themes:- The risk of students being drawn in to terrorism, including support for extremist ideas that are part of terrorist ideology should be assessed. This means being able to generate both an general understanding of the risks affecting young people in the area and a specific understanding of how to identify individual students who may be at risk of radicalisation and what to do to support them. Clear procedures should be in place for protecting young people at risk of radicalisation.  The Prevent duty builds on existing local partnership arrangements; safeguarding arrangements should take into account the policies and procedures of Local Safeguarding Children Boards (LSCBs).  Prevent guidance refers to the importance of Prevent awareness training to equip staff to identify students at risk of being drawn in to terrorism and to challenge extremist ideas.  We must ensure that students are safe from terrorist and extremist material when accessing the internet, ensuring that suitable filtering is in place. It is also important that students are taught about online safety.ChannelChannel is a programme with focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn in to terrorism. It provides a mechanism for educational institutes to make referrals is they are concerned that an individual might be vulnerable to radicalisation. An individuals engagement with the programme is entirely voluntary at all stages.In line with our policy and procedure, the Designated/Deputy Safeguarding/Prevent Officer will make the referral to Channel.Version 1.8 10.15 MR Protected 17. Following a referral the panel will assess the extent to which identified individuals are vulnerable to being drawn in to terrorism, and, where considered appropriate and necessary consent is obtained, arrange for support to be provided to those individuals. Section 38 of the CTSA 2015 requires partners of Channel panels to co-operate with the panel in the carrying out of its functions and with the police in providing information about the referred individual. Annex 2 contains details of the Prevent Team Police contacts for each centre and the Department for Business, Innovation and Skills regional Prevent Leads if there are any concerns about a student being susceptible to radicalisation.Further information can be found on the intranet within the Best Practice section / Safeguarding / Radicalisation.5.11 Sexting 'Sexting' is an increasingly common activity among children and young people, where they share inappropriate or explicit images online or through mobile phones. It can also refer to written messages.It is important to understand the risks so that you can talk to students about how to stay safe and what to do if they ever feel scared or uncomfortable.'Sexting' is the exchange of self-generated sexually explicit images, through mobile picture messages or webcams over the internet. Young people may also call it: Cybersex  Sending a nudie, picture or selfie'Sexting' is often seen as flirting by children and young people who feel that it's a part of normal life and has been found to be commonplace amongst children and young people.Most young people do not see 'sexting' as a problem and are reluctant to talk to adults about it because they are afraid of being judged or having their phones taken away.5.12 Teenage Relationship Abuse Teenagers experience as much relationship abuse as adults. Several independent studies have shown that 40% of teenagers are in abusive dating relationships. Domestic violence is still a ‘hidden’ issue in our society; and it is even more so for teenagers. This is exacerbated by the fact that adolescents can be more accepting of, and dismissive about, this form of behaviour than adults.Some of the signs below could indicate that a young person is experiencing relationship abuse. This list is not exhaustive and young people respond differently. These signs could also be due to other causes, but it is useful to be aware of common responses.  Physical signs of injury / illness  Truancy, failing grades  Withdrawal, passivity, being compliant  Changes in mood and personality  Isolation from family and friends  Frequent texts and calls from boyfriend / girlfriend  Inappropriate sexual behaviour / language / attitudes  Depression Version 1.8 10.15 MR Protected 18.  Pregnancy  Use of drugs / alcohol (where there was no prior use)  Self-harm  Eating disorders or problems sleeping  Symptoms of post-traumatic stress  Bullying / being bulliedFurther information can be found on the intranet within the Best Practice section / Safeguarding / Teenage Relationship Abuse.5.13 TraffickingSigns that a young person has been trafficked may not be obvious – but you might notice unusual behaviour or events. These include a child/young person who: spends a lot of time doing household chores  rarely leaves their house, has no freedom of movement and no time for playing  lives apart from the family and in substandard accommodation  isn't sure which country they're in  is unable or reluctant to give details of accommodation or personal details  doesn't appear to be registered with a school or a GP practice  has no documents or has falsified documents  has no access to their parents or guardians  is seen in inappropriate places such as brothels or factories  is permanently deprived of a large part of their earnings, required to earn a minimum amount of money every day or pay off an exorbitant debt  has injuries from workplace accidents  gives a prepared story which is very similar to stories given by other children.Signs an adult is involved in child traffickingThere are also signs that an adult is involved in child trafficking, such as: making multiple visa applications for different children/young people  acting as a guarantor for multiple visa applications for children/young people  travelling with different children who they are not related to or responsible for  insisting on remaining with the child/young person at all times  abandoning a child/young person or claiming not to know a child/young person they were previously with5.14 Child Missing from EducationA young person going missing from education is a potential indicator or abuse or neglect. When a student goes missing from education, particularly on repeat occasions this should be dealt with in line with safeguarding procedures and processes, to identify the risk of abuse and neglect, including sexual exploitation, and to prevent the risks of them going missing in the future.Version 1.8 10.15 MR Protected 19. 6.0 Signs and Indicators of possible abuse and radicalisationWhen considering whether there is enough information and evidence to suggest a young or vulnerable student has been abused, there are a number of possible indicators. However, there may also be a reasonable explanation so it is important to remain vigilant, but not be over zealous nor jump to conclusions. There may also be no signs or indicators or abuse, however, this does not necessarily mean that a report of abuse is false.6.1 Signs suggesting physical abuse may include:- . Unexplained injuries not consistent with the explanation given for them, or frequent visits to the GP or hospital . Person appears frightened or behaves differently when in the presence of particular people . Person exhibiting self harm . Unexplained bruising, fractures, burns, pinch, bite or grip marks . Person exhibits a change in usual behaviour6.2 Signs suggesting sexual abuse may include:- . Pregnancy as a result of an act of abuse . An allegation made by an individual . Individuals with an excessive preoccupation with sexual matters and detailed knowledge of adult sexual behaviour . Person is very withdrawn or unusually subdued . Eating disorders . Bruising on inner thighs, upper arms or chest . Person experiences pain, itching or bleeding in genital / anal area6.3 Signs suggesting emotional abuse may include:- . Person has low self esteem, is fearful, anxious, depressed or withdrawn . Obsessive or ritualistic behaviour . Person may suffer from insomnia or sleep excessively . Sudden over-eating and weight gain . Loss of appetite and weight loss . Reluctant to make eye contact . Changes or regressions in mood or behaviour6.4 Signs suggesting neglect may include:- . Sudden or continuous weight loss . Poor physical appearance or condition / body odour, dirty clothes . Low mood . Decaying teeth, overgrown toe nails . A person may lack necessary aids like walking frames, hearing aids, glasses . Insufficient or inappropriate clothing6.5 Signs of financial abuse may include:- . Lack of money, even on days when for example benefits or bursary payments received . Considerable debt and lack of money for basic living requirements . Always asking to borrow money . Some expressing sudden / inappropriate interest in a person and their money . Sudden or unexplained withdrawals from a bank account . Bank books, credit cards, bank cards are ‘lost’6.6 Signs of discriminatory abuse may include:- Version 1.8 10.15 MR Protected 20. . Withdrawn and anxious . Self loathing / self harm . Defensive behaviour . Loss of self confidence – becoming self critical . Reluctance to socialise outside of own / known culture / caste . Anger and aggression . Feelings of heightened vulnerability . Self neglect in appearance and diet6.7 Signs of radicalisation may include:- . Use of the internet to access extremist material or propaganda. Expressing of extremist views. The condoning of acts of terrorism and violent extremism . Change in a person’s ideology or political views . Inappropriate references to terrorism, extremism and violent extremism 7.0 Safer RecruitmentJuniper will take all possible steps to prevent unsuitable persons working with young or vulnerable students and in doing so will follow the good practice contained within the legislative document Safeguarding Children and Safer Recruitment in Education (2007) and the Safer Practice, Safer Learning document produced by NIACE.7.1 When interviewing potential staff we will ensure:-. There is an open recruitment process . There is a rigorous interview with specific questions relating to Safeguarding . Applicants identity and claims to academic or vocational qualifications will be verified . References will be taken up by direct contact with referees; for their last 3 years of employment . Evidence of the date of birth and address of the applicant will be obtained . Where appropriate, an Enhanced Disclosure and Barring Service Check will be conductedWhere a position requires an enhanced DBS Check, this will be made clear on the job advert and application form/job specification. Where a DBS check is required, staff will not be allowed to work unaccompanied until this has been received.All applicants will complete an application form enabling them to have the same opportunity to provide information about themselves and assist in identifying any gaps in their employment history.During interviews, the panel will explore:-. The applicants attitude to demeanour towards young or vulnerable students . The applicants ability to support our commitment to safeguarding and promoting the welfare of young or vulnerable students . Any gaps in the applicants employment history . Any concerns or discrepancies arising from the information obtainedVersion 1.8 10.15 MR Protected 21. A Single Central Record (SCR) will be held for all staff employed by Juniper and this will be updated on an on-going basis.7.2 Post AppointmentAll staff will take part in an induction/competency programme which will vary dependent on the nature of the role. The purpose of this will be to:- Provide awareness and explanations of relevant policies, procedures and legislative documents  Provide support for the role in which they have been engaged  Provide opportunities for a new member of staff to ask questions or discuss concerns relating to their role or responsibilities  Enable individual line managers and colleagues to recognise any concerns about the persons ability or suitability from the outset and address them if deemed appropriate  Ensure that individuals are aware of reporting concerns and who the Designated / Deputy Safeguarding Officers are  Ensure that individuals are aware of other relevant policies and procedures for example, Single Equality Scheme, Health and Safety Policy, Staff Handbook, Code of Conduct.7.3 Staff TrainingAll staff have received formal Safeguarding Training as accredited by the former Learning and Skills Improvement Service (LSIS) or The Education and Training Foundation. Designated and Deputy Safeguarding/Prevent Officers have completed the Safeguarding and Safer Recruitment modules and online assessment. Designated Safeguarding/Prevent Officers have attended Prevent (WRAP) training delivered by the BIS Regional Prevent Leads. All other current staff have completed the Safeguarding modules and online assessment and will have completed the Prevent modules and online assessment relevant to their job role by Monday 30th November 2015. All staff are kept up to date with Juniper’s Safeguarding Policy and procedures.All new staff attend internal Safeguarding and Prevent Training during their induction and undertake The Education and Training Foundations Safeguarding and Prevent modules and online assessments as part of their competency plan. All staff will receive refresher Safeguarding Training as a minimum every 3 years in line with guidance laid down in the Working Together to Safeguard Children (2015) document and with reference to Keeping Children Safe in Education 2015. Designated/Deputy Safeguarding/Prevent Officers will attend training every 2 years to ensure currency in their knowledge and skills of safeguarding. This training will ensure Juniper continues to have in place a competent, vigilant management framework and a systematic approach to Safeguarding.Safeguarding is embedded as part of our Risk Assessment process as detailed within our Health and Safety policy and procedures, which all new staff receive training on during their competency plan period. All staff receive updates on legislative changes and changes to Policy and procedures.Version 1.8 10.15 MR Protected 22. 8.0 Procedure to undertake following a young or vulnerable student confiding about or suspecting a case of abuse, neglect or radicalisationWhere a young or vulnerable student seeks out a member of staff to confide in and share information about abuse, neglect or radicalisation, or talks spontaneously individually or in groups, our staff will:- Listen carefully to them and not directly question him/her  Give them time and attention  Allow the person to give a spontaneous account; do not stop a person who is freely recalling significant events  Make an accurate record of the information given taking care to record the timing, setting and people present, the persons presentation as well as what was said. Do not discard this as it may be needed at a later date as evidence.  Use the persons own words where possible  Explain that they cannot promise not to speak to others about the information that has been sharedReassure the person that:-  You are glad that they have told you  That they have not done anything wrong  Inform them of what you are going to do next  Explain that help will be sought to keep them safeThe person should be asked NOT to repeat their account to anyone.The Designated/Deputy Safeguarding/Prevent Officer must be informed immediately, who will investigate the concern and take appropriate action. All records of the investigation will be kept strictly confidential and stored in a secure place.External agencies and resources on Child Protection can and will be used. A list of external safeguarding support agency key contacts can be found in Annex 2.8.1 Procedures for dealing with allegations against staffThis applies should anyone have concerns regarding inappropriate behaviour by a member of staff where they have:- Behaved inappropriately in a way that has harmed or may have harmed a student  Possibly committed a criminal offence against or related to a student  Behaved towards a student in a way that indicates he/she is unsuitable to work with themThe Head of Quality who is the company Lead Designated Safeguarding/Prevent Officer should be informed of the matter immediately. The Head of Quality and Director will decide whether a formal investigation needs to be carried out, and disciplinary action will follow Version 1.8 10.15 MR Protected 23. where necessary. Where Lead Designated Safeguarding/Prevent Officer is involved in the allegation, the most senior member of staff should be informed.If an investigation needs to take place it will:- Determine if the police need to be involved immediately to protect the person further  Record all details received and secure them safely  Ensure the alleged member of staff is fully conversant of the allegation, is supported where relevant and free from victimisation  Determine whether suspension is appropriate whilst undertaking the investigationAll allegations will be acted upon, however due to the variance of the risk levels, all allegations will be treated individually and the appropriate actions assigned on a case by case basis.8.2 Anonymous AllegationsConcerns raised anonymously tend to be far less effective, and depending on the level of information the matter may not be investigated. The decision taken to investigate the matter will depend upon:- The seriousness of the matter  Whether the concern is believable  Whether an investigation can be carried out on the information provided8.3 Staff Code of ConductThe Code of Conduct should guide all actions taken by staff and anyone else working on behalf of Juniper. All staff within Juniper has a crucial role to play in shaping the lives of our students. Staff have a unique opportunity to interact with students in ways that are both affirming and inspiring. The Staff Code of Conduct has been produced to help staff working in all settings to establish safe and responsive environments which safeguard students and reduce the risk of being unjustly accused of improper or unprofessional conduct.Please refer to the Staff Handbook for the full Staff Code of Conduct. This should be used in conjunction with the following policies:- Single Equality Scheme  Disciplinary Policy  Whistleblowing Policy  Harassment Policy  Data Management Policy  Information Security and related policies  Anti-bribery Policy  Gifts / Corporate hospitality PolicyVersion 1.8 10.15 MR Protected 24. Annex 1 The 5 R’sIf Safeguarding is to impact on all aspects of our organisation it must be the informed responsibility of all. All staff, senior manager, subcontractors, volunteers and work placement employers have a responsibility to make the learning environment safe and secure for all. To do this you should consider and act on the 5R’s Recognise  Respond  Report  Record  ReferRecogniseThe ability to recognise behaviour that may indicate abuse is of fundamental importance. Whether the abuse may occur on our premises or in the home or in any other setting in which the student may find themselves, all those playing a role in meeting the students’ needs should be aware and informed so that possible abuse can be recognised, investigated and acted on seamlessly and effectively.Signs and indicators of abuse in young or vulnerable students may include disclosure. This isn’t always easy to recognise as such, as it may be that the student is struggling to find the words, is using language the abuser uses for particular actions and body parts, or the disclosure is wrapped in analogy or euphemism which is difficult to identify. A student may choose anyone in the organisation to disclose to. Or it could be that any person within the organisation may spot concerning signs or behaviour in the student. Other people in a position to identify concerns include work placement supervisors, other students and those offering additional services, such as Connexions and external support agencies. All of these should be trained to understand signs of possible abuse and know how, where and to whom to report concerns. It is important that we have a culture where concerns can be raised and discussed, without worrying that they may get it wrong or that others will overreact.RespondAppropriate response is vital. No disclosure about possible abuse or neglect should ever be ignored. In order to determine the most appropriate response, find out if you are dealing with an allegation from a student against a member of staff or a fellow student, or another person outside of our organisation. Is this disclosure from an individual alleging abuse to themselves or to another person? Is it the reporting of a concern or suspicion? What, precisely, is alleged to have happened? Clearly understood detail is vital when reporting your concerns to a Designated/Deputy Safeguarding/Prevent Officer.Do not lead or probe with questions. Remain calm and demonstrate interest and concern. Use empathetic listening skills and do not let the student know if you are feeling panicked, shocked or outraged at what you are hearing as this may shut them down. You need to ask open questions, not leading or suggestive ones and gather enough information to know that it is a disclosure of abuse that needs to be passed on, and how immediate the Version 1.8 10.15 MR Protected 25. danger or harm is to the individual. It is not your role to get a detailed account, as the individual may have to recount their story numerous more times.Inform the person disclosing to you that concerns they have raised must be recorded and passed on so that possible abuse can be dealt with, and that this will be done on a limited ‘need to know’ basis, with as few others as possible knowing the identity of the complainant and all in the chain of reporting will respect confidentiality.Reassure the student that they have done the right thing in reporting their concerns and that you will do everything you can to help. Do not make unrealistic promises. Ensure that testimony is passed on to the Designated/Deputy Safeguarding/Prevent Officer so that they can record on the Safeguarding Report Form, and that the complainant and subject of the complaint are treated in line with this policy. ReportReport your concerns to the Designated/Deputy Safeguarding/Prevent Officer within your Centre in the first instance. A full list can be found on the staff intranet; My HR, Safeguarding-Prevent Officers. If they are unavailable for any reason, or are the subject of allegations, the Lead Designated Safeguarding/Prevent Officer (Head of Quality) should be contacted or their Deputy, the Head of Performance. All Designated/Deputy Safeguarding/Prevent Officers have received training and support to ensure they carry out this role effectively. During both staff and student inductions the Designated/Deputy Safeguarding/Prevent Officers will be identified and posters displayed in centre to inform students. Once you have reported concerns about abuse to the Designated Safeguarding/Prevent Officer, the responsibility for action lies with them. You are within your rights to check that appropriate action has been taken, but it may not be necessary for the DSO to share details of this with you for the confidentiality of the individual concerned.RecordYou should record precisely what has been alleged, using key phrases and words the individual has used. You are not expected to remember every detail of the conversation, and therefore it is not recommended that notes or any other recording is made during the conversation, but immediately afterwards. Doing so during the conversation, can cause the student to feel the formality this might bring, when they just need someone to listen at this first stage. You should also record your factual observations about the physical and emotional state of the individual sharing their concerns with you. This record should be passed on to the Designated/Deputy Safeguarding/Prevent Officer who will store it securely. This information will only be accessible to those who have responsibility for safeguarding matters.ReferThis is not the responsibility of all staff members. It is the responsibility of the Designated / Deputy Safeguarding/Prevent Officer to investigate complaints, allegations or suspicions of abuse or neglect and make a decision on whether to make a referral, if appropriate. Only Designated/Deputy Safeguarding/Prevent Officers should make referrals outside of the organisation, to prevent numerous referrals being made for the same incident; it allows consistency in the process. Actions of this sort carried out by someone other that the Version 1.8 10.15 MR Protected 26. DSPO could be construed as unjustified interference which could jeopardise an investigation and any possible subsequent court case. Only the Director, the Company Lead Designated Safeguarding/Prevent Officer and their Deputy are authorised to refer staff cases to the Disclosure and Barring Service. Annex 2 External Key ContactsOrganisation Contact Details Juniper Central Support Service Michelle Roberts 01902 864194 / 07535 453419 BURTON First Response Service Staffordshire Safeguarding Children 0800 1313 126 (Mon-Fri 8.30am – 5.00pm) Board Wedgewood Building, Tipping Street, Out of Hours – Emergency Duty Service Stafford, ST16 2DH 0845 604 2886Prevent Team PC Gurny Manak Call 101 and ext: 8239 or ext: 4792 [email protected]CHESTERFIELD Call Derbyshire Derbyshire Safeguarding Children Board 08456 058 058 PO Box 5505 Matlock, Derbyshire Out of Hours – Call Derbyshire DE4 3WW 01773 728222Prevent Team Inspector John Booker 0300 122 8694 EMSOU-SB- [email protected]DERBY First Contact Team Derbyshire Safeguarding Children Board 01332 641172 (Mon-Fri 9.00am – 5.00pm) PO Box 5505 Matlock Out of Hours – Careline Derbyshire 01332 786968 DE4 3WWPrevent Team Inspector John Booker 0300 122 8694 EMSOU-SB- [email protected]DUDLEY Dudley, Sedgley and Coseley area Dudley Safeguarding Children Board 01384 813200 Dudley Area Office Halesowen and Stourbridge area 25 St James’s Road 01384 815902 Dudley DY1 3JD Out of Hours – Emergency Duty Team 0300 555 8574Version 1.8 10.15 MR Protected 27. Prevent Team PC 4146 Eamonn Hall Prevent Officer for Dudley LPU Mobile: 07920 860948 [email protected] HANLEY Safeguarding Team Stoke-on-Trent Safeguarding Children 01782 235100 Board Out of Hours - Emergency Duty Team 01782 234234 Prevent Team Inspector John Booker 0300 122 8694 EMSOU-SB- [email protected] LEICESTER Children & Young Peoples Service Leicestershire Safeguarding Children 0116 252 7004 Board 1 Grey Friars Out of Hours – Children & Young Peoples Leicester Service LE1 5PH 0116 255 1606Prevent Team Sgt 4325 Esther Scott Prevent Team 0116 222 2222 ext 6727 voicemail no. 4325 Mobile: 07795 676695 [email protected] STOCKPORT Safeguarding Children Unit Stockport Safeguarding Children Board 0161 474 5657 c/o Safeguarding Children Unit [email protected] Sanderling Building Bird Hall Lane Cheadle Heath, Stockport SK3 0RFPrevent Team Kim Parkinson 07900 709270 [email protected] TELFORD Telford & Wrekin – Family Connect Telford & Wrekin Safeguarding Children 01952 385385 Board Out of Hours – Emergency Duty Team Safeguarding Advisory Service 01952 676500 30 West Road Wellington, TF1 2BB Shropshire – Initial Contact Team 0345 678 9021 Out of Hours – Emergency Duty Team 0345 678 9040Prevent Team Sgt Philip Colley, DC Gemma Greenow or DC Gary Shepard 01386 591835 [email protected] WALSALL Initial Response TeamVersion 1.8 10.15 MR Protected 28. Walsall Safeguarding Children Board 01922 658170 The Quest, 2nd Floor 139-143 Lichfield Street, Out of Hours – Emergency Response Team Walsall, WS1 1SE 0845 111 2836Prevent Team West Midlands Police on 0345 113 5000 extension 7881 6990 for Gavin Nixon Mobile – 07824 820 391 WATERFRONT Children Services District Office Dudley Safeguarding Children Board Brierley Hill Area Brierley Hill Area Office 01384 813000 Cottage Street Halesowen and Stourbridge area Brierley Hill 01384 815902 DY5 1RE Dudley, Sedgley and Coseley area 01384 813200 Out of Hours – Emergency Duty Team 0300 555 8574 West Midlands Police on 0345 113 5000 Prevent Team extension 7871 6874 for Stephanie Morgan Mobile – 07920 860 948 WEDNESBURY Access Services (Childrens Social Care) Sandwell Safeguarding Children Board 0845 351 0131 Council House Freeth Street This number is to be used both within and Oldbury, B69 3DE outside of office hoursPrevent Team West Midlands Police on 0345 113 5000 extension 7881 6990 for Gavin Nixon Mobile – 07824 820 391 WOLVERHAMPTON Duty and Assessment Team Wolverhampton Safeguarding Children 01902 555392 Board Children & Young People’s Service Out of Hours – Duty and Assessment Team Civic Centre, St Peter’s Square 01902 552999 Wolverhampton, WV1 0HRPrevent Team West Midlands Police on 0345 113 5000 extension 7871 6871 for Sarah Ruby-AstinBIS Regional Prevent Co-ordinatorsWEST Midlands Hifsa Iqbal BIS Regional HE/FE Prevent Lead Tel: 0121 303 3642 Mobile: 07872 941129 [email protected] EAST Midlands Sam Slack BIS Regional HE/Prevent Lead Tel: 01332 643054 Mobile: 07812 301215 [email protected] Version 1.8 10.15 MR Protected 29. Annex 3 Completing the Safeguarding Report Form Safeguarding Report Form To be completed by Designated / Deputy Safeguarding-Prevent Officer Centre: DSPO: Student ULN Number: Disability: Yes No Male Female Age: Ethnic Origin: Date of incident/suspicion: Type of Incident:Observation Disclosure 3rd Party Intervention Prevent Time of incident/suspicion: Signs/SymptomsType of Abuse/Suspected Abuse: Radicalisation Physical Sexual Emotional Financial Neglect Discrimination /ExtremismDescribe the Incident/suspicion:If disclosure, please attach the notes taken by the person receiving the disclosure when submitting form. Action taken so far:Please attach any additional notes taken when submitting form. Who have you referred this information to: Name of Agency contacted: Date contacted: Time contacted:Name of person referral made to:Contact number of person referral made to:Details of advice received:Version 1.8 10.15 MR Protected 30. Signature of DSPO: Date:Please forward the original copy of this report and any additional notes to the Head of Quality within 72 hours of the incident/suspicion. Guidance on completion of the Safeguarding Report FormOnly trained Designated/Deputy Safeguarding/Prevent Officers should complete the Safeguarding Report Form and make an entry on to the current Safeguarding Report spreadsheet. The Designated/Deputy Safeguarding/Prevent Officer completing the form has “ownership” for its content and is responsible for informing the Head of Quality that a report is being forwarded to them. These forms are designed to record any incidents of suspected abuse. If the incident involves either young people (age 18 and under) or vulnerable adults, further action may need to be taken and information referred to either the Local Safeguarding Children Board or Social Services, it is the responsibility of the Designated/Deputy Safeguarding/Prevent Officer to make this decision.All Safeguarding Report Forms and additional notes must detail the Centre and student ULN number to enable tracking and auditing of a case. Staff must also detail on the students contact log that a form has been forwarded to the Head of Quality (however, do not state the reasons on the contact log).In the Type of Incident tick boxes, the Designated/Deputy Safeguarding/Prevent Officer completing the form should state whether this is an account from an observation, disclosure from the student, third party or if there has been a direct intervention. They should also indicate if the incident is Prevent related.The Type of Abuse box relates to the six categories of abuse as specified in the Safeguarding Policy document, sections 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 and 6.7. Persons who have not been trained would be unable to complete this section. The Designated/Deputy Safeguarding/Prevent Officer completing the form may not necessarily be the person who has witnessed the incident. If this is the case, record the observer’s or reportee’s name in the “Describe the incident” box.In the Describe the Incident box, state who has seen or said what, when, where etc. Be as detailed as possible. Use additional sheets if necessary but ensure they are securely attached to the form and clearly detail the student ULN number and centre name at the top of the additional sheets.In this section also record any details of the perpetrator if known, description etc.Try to get any names and addresses of any witnesses.The Action Taken may be as simple as forwarding the form to the Head of Quality. Whatever the action is, an entry must be made in this section. If you have made direct contact with the Police or Social Services or any other support agency, record the name of who you spoke to and any reference number issued to you. The person completing the form must sign and date it. This document contains sensitive data and must be kept secure at all times.If direct contact is made to social services, members of staff should only identify themselves if they feel safe to do so. Juniper recognises that in some cases it is Version 1.8 10.15 MR Protected 31. not always safe and therefore for the protection of all employees, any member of staff making a referral can, if they wish, remain anonymous at this stage and refer on behalf of JUNIPER.Guidance on recording a safeguarding incident on DictaphoneOnly trained Designated/Deputy Safeguarding/Prevent Officers should record a Safeguarding Report on the safeguarding Dictaphone and make an entry on to the current Safeguarding Report spreadsheet. The Designated/Deputy Safeguarding/Prevent Officer completing the recording has “ownership” for its content and is responsible for informing the Head of Quality that a recording has been made/saved. These recordings are designed to record any incidents of suspected abuse. If the incident involves either young people (age 18 and under) or vulnerable adults, further action may need to be taken and information referred to either the Local Safeguarding Children Board or Social Services, it is the responsibility of the Designated/Deputy Safeguarding/Prevent Officer to make this decision.All Safeguarding Report Dictaphone recordings must detail the Centre and student ULN number to enable tracking and auditing of a case. Staff must also detail on the students contact log that a recording has been forwarded to the Head of Quality (however, do not state the reasons on the contact log).All additional notes taken by the person the student instigating the safeguarding concern must detail the Centre and student ULN number to enable tracking and auditing of a case. These need to be forwarded to the Head of Quality for secure storage.Dictaphone recordings should include the following key information:- Centre Name  Name of Designated Safeguarding/Prevent Officer  Student ULN Number (do not refer to the student by their name use initials throughout)  Date and time of incident/suspicion  Type of incident (observation/signs & symptoms; disclosure; 3rd party; intervention; Prevent) and the name of person who reported the incident to the DSPO.  Type of abuse/suspected abuse (physical; sexual; emotional; financial; neglect; discrimination; radicalisation)  A verbal description of the incident/suspicion  A verbal description of action(s) taken so farWhere a referral has been made to a support agency, please record:- The name of the agency contacted  Date and time contact made  Name of the person the referral was made to  Details of any advice receivedThis recording contains sensitive data and must be kept secure at all times. It should be uploaded to the safeguarding folder on the server J:\Safeguarding within the centres folder following the recording and the original recording deleted from the Dictaphone. Version 1.8 10.15 MR Protected 32. Where recordings span a period of time e.g overnight, the Dictaphone must be stored in the centre safe.Version 1.8 10.15 MR Protected 33.

Mansfield District Council

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