Telford & Wrekin Safeguarding Children Board (TWSCB)

Safeguarding Children in Telford & Wrekin Section 11 Self Assessment Toolkit, Roles & Responsibilities

Designated Safeguarding Leads - Education

September 2018-19

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Contents:

Part One - Introduction and Guidance Page What is s.11 2 Purpose of self-assessment Ofsted Inspection Keeping Children Safe in Education

2018 TWSCB Education Representatives

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4 How to complete the toolkit 5 Developing action plans 5

Part 2 – The Self-Assessment Toolkit / Action Plans 5-26Part 3 - Guidance Notes and Examples of Evidence 26-29Part 4 – DSL Key Statistical No Named Information 30Part 5 – Looking After Yourself-It’s a question of style! 31Part 6 - Training Planner 32

Part One - Introduction and Guidance

Information provided in the self assessment will be used by TWSCB to provide assurance that partners providing education locally have safe and effective systems in place for safeguarding children. As a DSL all your roles and responsibilities are outlined in your Child Protection & Safeguarding in Schools Policies.

What is s.11?

s.11 Children Act (2004) places duties on a range of organisations and individuals to ensure that their functions – and any services that they contract out to others – are discharged having regard to the need to safeguard and promote the welfare of children.

s.11 does not give organisations any new or additional functions, nor does it override their existing functions. Rather it seeks to ensure that, when organisations go about their day to day business, they do so in a way that takes into account the need to safeguard and promote the welfare of children. In practice this means that organisations need to have in place safe systems and safe processes, for example by ensuring the safe recruitment of staff, by providing appropriate training and by having up to date policies which staff know how to access.

Compliance with s.11 is a statutory requirement for the Local Authority and a range of other organisations

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Purpose of self-assessment

Working Together to Safeguard Children (2018) requires LSCBs to gather data to assess whether partners are fulfilling their statutory obligations, this includes compliance with s.11. In Telford & Wrekin, compliance with s.11 is monitored every year using a self-assessment toolkit. Following completion of the toolkit, organisations should produce an action plan outlining those areas (if any) where additional work is needed to ensure full compliance with the requirements of s.11. Progress with implementing action plans will be monitored by TWSCB at yearly intervals with random samples of audits and progress reported to the Executive Boards.

The TWSCB s.11 self-assessment toolkit for Educational settings has been reviewed and re issued in September 2018. A clear function being:

Ensuring the scope of the self-assessment is clearly focused and concentrates on those areas of work which are deemed essential for safeguarding children.

Introducing a sample yearly audit of education s.11’s within the summer term.

Ofsted inspection

Safeguarding procedures and policies will be checked as an integral part of Ofsted inspections and schools / settings are likely to be asked about the outcomes of annual s.11 audits and the key actions to be taken to address weaknesses across the breadth of safeguarding activity. We therefore recommend that a Governors /Designated Safeguarding Leads carry out an annual s.11 audit and use the outcomes to inform school development planning activities. Please refer to the Part 3 guidance of this document to assist the audit process and read “Possible questions for providers”.

Keeping Children Safe in Education 2018

Purpose and Scope On the 3rd September 2018 and effective from that date, the DfE published its updated statutory guidance to schools and colleges ‘Keeping Children Safe in Education.’ The statutory guidance sets out the implications for LSCBs, local authorities, schools (excluding maintained nursery schools) and colleges. This version of the s.11 takes into account the latest updated guidance 2018.

Replaces Safeguarding Children in Education 2016

and must be read in conjunction with Working Together to Safeguard Children 2018.

Part 1 should be read by the whole of the school and college workforce. (**Although best practice would be for all staff to be given/access to a copy of KCSIE for all staff to read)The guidance stipulates clearly that this document should be read in conjunction with Working Together to Safeguard Children 2018. Noticeably there are some key statutory duties set out in Working Together 2018 which are not referenced in the new guidance, therefore educational settings, must also be mindful of:

Accountability for commissioning arrangements/services Supervision arrangements for the Designated Safeguarding Lead and appropriate

supervision of school staff. Arrangements for ensuring staff competency Creating an environment where staff feel secure to share concerns

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Review processes of staff practice

The guidance has removed all references to the Local Authority’s statutory duty under section 175 to ensure the functions conferred on them in their capacity as a local education authority are exercised with a view to safeguarding and promoting the welfare of children.

Section 11 of the Children Act 2004 placed a duty on key persons and bodies to make arrangements to ensure that in discharging their functions, they have regard to the need to safeguard and promote the welfare of children.

Whilst section 11 does not apply to individual schools, rather to the Local Authority, Section 10 of the Children Act 2004, (page 11 paragraph 28) sets out that the Local Authority should make arrangement to promote co-operation between itself and its relevant partners and other organisations who are engaged in activities relating to children.

The local authority have some responsibilities in relation to schools, however the detailed strategic, support and operational responsibilities which were in the previous guidance are no longer specified.

References are however made to Section 14b of the Children Act 2004 which confers a number of responsibilities on the LSCB. LSCBs and Local Authorities will therefore need to examine their arrangements with regard to the above legislation and associated statutory guidance.

The guidance has five parts: Part 1 Safeguarding information for all staff Part 2 The management of safeguarding Part 3 Safer recruitment Part 4 Allegations of abuse made against teachers and other staff Part 5 Child on child sexual violence and sexual harassment

The Local Telford & Wrekin Safeguarding Children Board (TWSCB)

The TWSCB has a number of representatives who represent Education at full board level. They are currently;

Educational settings in 2018-19 are represented on the full TWSCB by; Education LA-Heather Loveridge Representing School Governors-Christine Ballinger Representing Special Schools-Haughton School-Gill Knox Representing Acadamies-Madeley Academy-Duncan Marshall Representing Primary Schools-Holmer Lake Primary-Sian Deane Representing Secondary Schools-Ercall Wood School-Chay Davies Representing Further Education-TCAT-Chris Wain Early Years-Christine Harding

How to complete the toolkit

The toolkit contains nine key areas of work covering; Leadership Policies & Procedures Safe Recruitment and Selection of Staff and Volunteers Training and Development Effective Practice Contracting with third parties

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Sharing and Storing Information Learning from reviews Curriculum activity

The toolkit should be used to highlight areas of strength as well as areas for development.

Within each of these nine areas we have included a short description of why this work is important to safeguard children, and listed the type of activity we would expect to see. The list is not exhaustive and you may wish to place more evidence of your particular practice. It is intended to assist when providing evidence of how the requirements of s.11 are put into practice locally. The questions underneath the rationale are self prompts for you to consider before adding to the evidence column and if you cannot evidence them, then they need to be transferred into actions required section for planning. By the very nature of safeguarding these may move from one section to another.

The toolkit uses the traffic light system to provide an assessment of compliance with meeting the standards required by s.11:Red- Standard not met (action required to address this detailed on action plan)Amber – Standard partially met (action required to address this detailed on action plan)Green- Performing well / no concernsExamples of suggested evidence which could be used to complete the toolkit can be found in Part three of this document (page 26-28)

Developing action plans

If any areas for further development are identified when completing the toolkit, these should be added to the action plan section. Details of the action that needs to be taken, who will be responsible for this and expected timescales should be included. Updates on progress with monitoring action plans will be requested at yearly intervals and reported back to TWSCB. We have combined the s. 11 audits into Designated Safeguarding Lead and a separate Designated Governor Workbooks this is an ideal way to challenge appropriately either by undertaking the yearly s. 11 audit separately or within a joint approach. It is for schools to decide on how they choose to do this.

Part Two – The Self-Assessment Toolkit

Your details:

Name:Role/job title:Educational Setting:Named Safeguarding Governor:Return to: lscb@telford.gov.uk including in the email subject line “s11

Schools”Return by: 1st April 2019

1. Senior Managers take leadership responsibility for Safeguarding Children. Safeguarding is embedded

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within organisations

Rationale- organisations should have in place arrangements which reflect the importance of safeguarding and promoting the welfare of children

There is a governing body level lead for safeguarding, who works closely with the Designated Safeguarding Lead (DSL). The DSL takes overall responsibility for the organisation’s safeguarding arrangements and reports directly to the governing body lead. The duties of that role are known within the school as identified in Annex B of KCSIE 2018

There is a clear accountability framework which enables all staff to understand their role in safeguarding children and vulnerable adults (e.g. detailed in job descriptions, highlighted through training, suitable inductions and DSL/Governor s11 Workbooks)

Staff are aware that there is an educational setting representative at TWSCB Meetings and sub groups as relevant and that their views can be shared at these meetings through the representative.

Where our school uses alternative provision and work experience placements we continue to be responsible for the safeguarding of that pupil as identified in Part 3 of KCSIE 2018. Therefore, the school will obtain written confirmation from the setting that appropriate safeguarding checks have been carried out on individuals working at the establishment, i.e. those checks that the school would otherwise perform in respect of its own staff.

There are termly network meetings for the DSL to attend for disseminating safeguarding updates (national and local) back in your organisation. It is strongly recommended that the DSL or Senior Management Team colleague attend these as this is a requirement for you continuing professional development (CPD) that you need to evidence.

Safeguarding updates are on all agendas for staff and governor meetings. The Autumn Term Agenda agrees and sets out the approach and timescales to updating the School Child Protection & Safeguarding Policies and s11 Audits for DSL’s and Nominated Governors.

Governor with responsibility for safeguarding has a clear overview of training needs and roles and responsibilities and has acquainted themselves with the s11 Designated DSL/Governor Workbooks, where the role is clearly defined

The DSL will have due regard to safeguarding incidents and/or behaviours that can be associated with factors outside the school or college and/or can

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occur between children outside the school or college. All staff, but especially the designated safeguarding lead (or deputy) should be considering the context within which such incidents and/or behaviours occur. This is known as contextual safeguarding, which simply means assessments of children should consider whether wider environmental factors are present in a child’s life that are a threat to their safety and/or welfare. Children’s social care assessments should consider such factors so our school will provide as much information as possible as part of the referral process. This will allow any assessment to consider all the available evidence and the full context of any abuse. Additional information regarding contextual safeguarding is available here and the DSL will have knowledge around it;

https://contextualsafeguarding.org.uk/about/what- is-contextual-safeguarding

The DSL will ensure that they have received training and are confident in dealing with online safety issues. It is the responsibility of the DSL to assess their own confidence and skill set and to ensure that they have the skills to support and report if need be. It is recognised that online safety is an ever changing process and any information that is cascaded down should also be shared on a whole school basis if it is of generic content, such as new and existing social media applications that may be harmful to a child’s welfare.

The DSL ensures all new staff receives knowledge and be in no doubt on induction of how to access the TWSCB Policies & Procedures, the School Child Protection & Safeguarding in Schools Policy (which includes signposting for online safety for pupils and staff) and accessing of whole school training. The same principle applies to current staff where refresher training may be considered by the Designated Safeguarding Lead. This may be done in a format such as regular briefings, e mails, newsletters or thematic workshop approaches.

Therefore, all school staff will be given a copy of this Schools Child Protection & Safeguarding Policies (which explicitly refers to processes in school where there may be concerns for a child’s welfare and how to respond), Schools Behaviour Policy, Part 1 of KCSIE 2018, a copy of the flowchart from KCSIE 2018 page 13 “Actions where there are concerns about a child” and Annex A & B of KCSIE 2018.

Any child identified with extra vulnerability in their lives are prone to more peer group isolation than other children. They will be made aware of the school

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Pastoral/Counsellor’s work and offered access to that or any other appropriate service if needed and offering that extra support if required. Especially vulnerable are the areas of Special Educational Need (SEN), Care Leavers, Children with a Disability, Children in Care and those experiencing any form of abuse.

The Designated Safeguarding Lead and along with any Designated Teachers will also have any details of the local authority Personal Advisors so that they can assist within the setting and onto transition. The DSL will liaise with the appropriate person when the child leaves the host setting sharing full information of the Child’s Journey.

Children in Care (CIC) and those previously looked after have access to a DSL in our school/college, where they can seek support, where in certain circumstances the needs are specific or different. This may be the same DSL for all school/college child protection issues but in some cases it is not. Our school/college recognises the Children in Care Policy and which we will adhere to it. This school recognises that this group of children are especially vulnerable and holistic agency working is essential.

The DSL will make themselves aware of the named persons of the commencement of sections 4 to 6 of the Children and Social Work Act 2017, designated teachers and virtual heads having been assigned to have responsibility for promoting the educational achievement of children who have left care through adoption, special guardianship or child arrangement orders or who were adopted from state care outside England and Wales (see link below)

https://www.gov.uk/government/publications/ designated-teacher-for-looked-after-children

The DSL will make themselves aware of the process and named person of Virtual School Heads which they manage pupil premium plus for looked after children which they receive this funding based on the latest published number of children looked after by the local authority. In maintained schools and academies, the designated teacher should work with the virtual school head to discuss how funding can be best used to support the progress of looked after children in the school and meet the needs identified in the child’s personal education plan. The designated teacher should also work with the virtual school head to promote the educational achievement of previously looked after children. (See link below).

https://www.gov.uk/government/publications/ promoting-the-education-of-looked-after-children

In and where reasonably possible we shall endeavour

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to hold more than one emergency contact number for each pupil. This goes beyond the legal minimum and is good practice to give the school or college additional options to make contact with a responsible adult when a child is missing education and poses a potential welfare/safeguarding concern.

Evidence Rating

Safeguarding Children

Actions Required

2. Organisations have Policies and Procedures in place to support effective working

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Rationale – Good policies help staff do their job more effectively by setting out their individual responsibilities in relation to safeguarding children. Procedures clarify the steps to be taken in specific circumstances e.g. if a service user makes an allegation. Policies should be regularly reviewed, promoted among the workforce and easily accessible by staff.

There is an up to date (2018-2019) Child Protection & Safeguarding Children Policy which is signed off by the Governing Body and minuted as such.

The policies are easily accessed by all staff and parents, and provide clear, straightforward guidance on how to recognise and respond to possible abuse or neglect. The policies are on the school website and a paper copy has to be supplied on request for parents free of charge.

The Designated Safeguarding Lead and Senior Management Team are aware of its responsibilities for safeguarding within the remit of Ofsted “The common inspection framework: education, skills and early years” https://www.gov.uk/government/publications/common-inspection-framework-education-skills-and-early-years-from-september-2015

There is an organisational whistle-blowing/Speak Up policy which encourages staff to report poor practice, which is displayed in a prominent place, accessible to all staff.

There are clear written procedures for dealing with situations where allegations of abuse are made against someone working in your setting.

There is a clear overarching code of conduct where clear standards are disseminated to all staff, Governors and volunteers

All staff are aware of policies and the acceptable use of Social Media Policy and Corporate Information Systems Policy (CISP)

Incidents and allegations of abuse are recorded, monitored and available on request. Allegations concerning individuals who work

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with children are referred to the Local Authority Designated Officer (LADO) as appropriate.

In line with this staff are aware of the West Midlands Procedures which Telford & Wrekin sit within Section 1.14 “Allegation Against Staff and Volunteers” and Part 4 of Keeping Children Safe in Education 2018

Staff are made aware of the NSPCC Whistleblowing Helpline where general guidance can be sought where staff feel that they cannot report a concern and need support to do so

https://www.nspcc.org.uk/what-you-can-do/report-abuse/ dedicated-helplines/whistleblowing-advice-line/

On occasions Ofsted may forward complaints that may raise a safeguarding concern about our school via Family Connect. In such instances we will work with all agencies within Family Connect to clearly respond to Ofsted on a case by case basis. We wish to make it clear that there is a separate standalone formal school complaints procedure which can also be used to raise concerns of any nature, please see the schools website for familiarisation of that route. We would hope that the need to elevate those concerns is a rare occurrence but for transparency we wish to make it clear that that route is available for parents. Parents can also speak to the Head/Governing Body if clarification is needed.

All child protection records are clearly marked as such and are kept securely locked on the premises or and within CPOMS use, the nominated key fob holders are responsible, accountable, documented and are identifiable within our school for total security at the setting. Also procedures are in place when a member of staff leaves the setting or is on long sickness for that fob to be returned. Withdrawal of child protection records from the school by staff will be noted and signed for, as will files released to Professionals, such as the Group Solicitor, Safeguarding/Child Protection Officers, LADO, NSPCC or Police Teams. We will follow the Workbook Guidelines guidance on release and return.

In respect of files being released when requested by the Police under Section 29 of the Data Protection Act 2018 a form entitled “Request to external organisation for the disclosure of personal data to the police-Under Schedule 2 Part 1 Paragraph 2 of the Data Protection Act 2018 and GDPR Article 6(1))d)” should accompany that release and a copy will be retained for our records. Also we will consider the 7 Golden Rules for Information Sharing. This school will also seek advice and adopt HM Government Information Sharing Advice July 2018.

https://www.gov.uk/government/publications/safeguarding- practitioners-information-sharing-advice

If in any doubt we will seek advice from our chosen Data Protection Officer.

Where reasonably possible we shall endeavour to hold more than one emergency contact number for each pupil. This goes beyond the legal minimum and is good practice to give the school or college additional options to make contact with a responsible adult when a child is missing education and poses a potential

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welfare/safeguarding concern. Behaviour Policy updated annually Anti Bullying Policy updated annually This school has adopted the Suicide Intervention Policy for

schools ratified by the Telford & Wrekin Suicide Action Sub Group (Optional)

Robust policies are in place meeting the needs of pupils who are receiving prescribed medications

These policies are regularly reviewed at timely intervals

3. Training and Development Rating

Rationale- Employers are responsible for ensuring that their staff are competent to carry out their responsibilities for safeguarding children. All those who work with children and, families must receive training on their responsibilities in relation to safeguarding children.

Safeguarding training is mandatory on induction for all staff who will have contact with children. This

Evidence Rating

Safeguarding Children

Actions Required

1. Safe Recruitment and selection of Staff and Volunteers

Rating

Rationale – organisations must have in place recruitment and selection procedures which help to identify people who want to – and are suitable – to work with children and families

Safe recruitment practices ensure the proper selection of staff who will have regular contact with children. These practices include:

a) policies on where disclosure barring checks are necessary b) face to face interviews

c) verification of identity and qualifications d) references are obtained (at least 2) e) previous employment history is checked f) any anomalies or discrepancies are taken up g) at least one member of any interviewing panel has been on Safer Recruitment Training as certificated by the Lucy Faithfull Foundation Consortium h) any interview panel clearly documents whom has been on the training as stipulated aboveBest practice following advice from HMI December 2014 is that all personnel files should include the following :

Their original application form A copy of the advert which was placed making

reference to the enhanced DBS check All interview questions to prove that safer recruitment

processes were adhered to and that the process was fair. This allows scrutiny of any gaps in the interview process

The references which were supplied. References need to address the person specification, with clear guidance for referees

A copy of the job description Prohibition from teaching checks are carried out NQT induction certificate (if completed at the school) Documentation of evidence when progressing to upper

pay ranges Documentation that was used to prove right to work in

the UK, DBS evidence and any evidence from people who have lived abroad

Evidence that staff have completed the disqualification by association declaration

If an individual (paid worker or volunteer) is removed from work which involves children (or would have been removed if the person had not left first) then a referral is made to the Disclosure and Barring Service.

Compliance with Single Central Record which is updated regularly and monitored by a named Governor

Appointments to staff positions and other roles within the school community are made following the safer recruitment guidance within Part 3 KCSIE September 2018 and all appropriate vetting checks have been completed

This school will be governed by our Human Resources Team that are commissioned by this school for advice and support and will seek clarity where any doubt exits. However the schools Designated Safeguarding Lead (Deputy) will make

Evidence Rating

Safeguarding Children

Actions Required

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induction should cover familiarisation with child protection and safeguarding responsibilities and how to recognise and respond to possible abuse or neglect. Everyone in the school community should be made aware of the school’s Child Protection & Safeguarding Policies

Staff within this school will also be made aware of the process for making referrals to children’s social care and statutory assessments under the Children Act 1989, especially section 17 (children in need) and section 47 (a child suffering, or likely to suffer, significant harm) that may follow a referral (as identified on page 10 of KCSIE 2018), along with the role they might be expected to play in such assessments. Also staff will be made aware of the flowchart from KCSIE 2018 page 13 “Actions where there are concerns about a child.”

Staff will be made aware that child on child sexual violence and sexual harassment may occur within our school. Therefore staff within the school, where necessary, may be asked to participate in multi-agency meetings and in cases of sexually harmful behaviour (including social media and youth produced sexual imagery known as “sexting”), and be asked to undertake a risk and vulnerability management plan. This school will use the TWSCB Risk & Vulnerability Management Plan-Sexually Harmful Behaviour to assist them if this is deemed necessary and appropriate, so clear support is in place. This will be recorded and kept under review within school and with other partner agencies. Furthermore, school recognise that children are capable of this abuse to their peers and it will not be tolerated, and whilst participating in the above processes, the school will not pass off the abuse as “banter”, “just having a laugh” or “part of growing up”. Any intervention will consider the victim, alleged perpetrator, all other children and if appropriate adult students and staff. Also we will engage with parents to manage and agree this process for all those involved

Staff within this school will be made aware and informed that they may be required to support other agencies and professionals in an early help assessment, in some cases acting as the lead professional. Any such cases should be kept under constant review and consideration given to a referral to children’s social care assessment for statutory services if the child’s situation does not appear to be improving or is getting worse.

Training and a budget is in place for the DSL to ensure that they have a thorough understanding of their role

Training records are maintained and are monitored as part of the Health and Safety Audit

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Training is arranged to address topical safeguarding matters

Continual Professional Development and on-going support is available for all staff working with children.

There is a named Designated Safeguarding Lead (DSL), which all staff are aware of. All staff know to contact the DSL, without delay if they have any concerns regarding the safety of pupils

In the event of the DSL being unavailable there is a clear structure of who to approach with any concerns a person may have and is on site at all times

All staff and Governors have received and read and understood at least section 1 of “Keeping Children Safe in Education” 2018 and signed that they have done so (Mandatory)

Best practice is to arrange for all staff and Governors to have read and understood all Five Parts of KCSIE 2018 and signed that they have done so. (OPTIONAL)

Recording of training development in Designated Safeguarding Lead/s11 Governor Workbooks or stipulate any other method of recording this.

The listing/documenting of any training undertaken as suggested in Child Protection & Safeguarding in Schools Policy

Training records are documented for all staff/Governors with names of courses attended and dates taken, this includes details of all inductions to new staff and volunteers-all records are signed for

Online safety is a major concern for all professionals’ not only Social Media forums but issues around sexual produced imagery known as “sexting”. For information and support in these areas the following websites below are available for all staff and parents to view. The sites are for all age groups, parents and carers. which will form the basis and assist with e safety education, support and policy in our school;

http://swgfl.org.uk / www.thinkuknow.co.uk & www.virtualglobaltaskforce.com www.parentsprotect.co.uk www.lucyfaithfull.org.uk www.stopitnow.org.uk http://parentinfo.org/ https://www.gov.uk/government/groups/uk-council-for-child-internet-safety-ukccis Online safety is a growing and complicated area for all

agencies. This school recognises that staff need to be aware that children with Special Education Needs and Disabilities (SEND) are particularly vulnerable and the unique risks associated with online safety because of their SEND recognition. That is not to say that the principle doesn’t apply to any other children in our care. However in light the heightened vigilance needed in school for all, the links above will be made aware to staff in the quest for them to be confident to keep children safe online whilst they are at school. By

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doing this we wish staff to recognise the additional risks from online bullying, grooming and radicalisation and giving staff the capability to support all children.

Ensure the expertise/recognition of staff through training to addresses how children can keep themselves safe and seek support from all forms of bullying including cyberbullying, sexual exploitation, child on child sexual violence and sexual harassment, radicalisation, FGM, Honour Based Violence, suicide intervention. Drug and substance misuse, gang activity, county lines domestic violence, child trafficking, Modern Slavery and Forced Marriage.

All our staff will be made aware of all these safeguarding issues that children may face whilst in our care and what steps they need to take if they are aware of them.

Will make staff aware of private fostering. These arrangements occur when someone other than a parent or close relative cares for a child for a period of 28 days or more, with the agreement of the child’s parents. It applies to children under the age of 16, or under the age of 18 if the child is disabled, this extends to children who are within homestay arrangements. Children who are looked after by the local authority or who are placed in a residential school, Children’s home or hospital are not considered to be privately fostered. Most privately fostered children remain safe and well, but safeguarding concerns have been raised in some cases where so called “sofa surfing” has been evident. It is important that our school is alert to possible safeguarding issues, including the possibility that a child has been trafficked into the country.

We will make staff aware that by law, a parent, private foster carer or other persons involved in making a private fostering arrangement must notify Children’s Social Care as soon as possible. When the school becomes aware of a private fostering arrangement for a student that has not been notified to Children’s Social Care, the school will encourage parents and private foster carers to notify Children’s Social Care and will share information to Children’s Social Care as appropriate.

On a need to know basis we will share with staff with Family Members in Prison and within the Court system-This school will be aware that some children

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will have family members in prison and within the court system and also may be subject to the court system themselves when parents are in the process of separating. We recognise that they may need extra support during this traumatic time in their lives. We will provide whatever support is needed and in respect of the child’s wishes, work with the family to support them. We will only do this with consent of the parents and wider family and any agency asking for us as a school community to support. Where necessary we may seek specialist help and direct those needing it to the website; https://www.nicco.org.uk/. In relation to children in the court system we recognise that assistance is hyperlinked and available within Annex A of KCSIE 2018 to support staff.

This school accepts and understands that thoughts of suicide are common and the leading cause of death in young people. As such suicide intervention is our business too. This school wants to work with our pupils and work in partnership to support anyone in our school community that may have thoughts of suicide. This school will follow our School Suicide Intervention Policy to assist wherever we can in making those in our care as safe as is possible. We will also make staff aware of the following useful link in raising awareness of the subject and of the paragraph below;

http://zerosuicidealliance.com/

This school recognises that suicide bereavement has been described as “grief with the volume turned up” the effects on families, communities and society as a whole are devastating and tragic. This school will support in any way we can and the link below will be signposted as appropriate;

http://www.petesdragons.org.uk/ Bereavement_Support_2369.aspx

We will make staff aware of the potential of criminal exploitation of children which is a geographically widespread form of harm that is a typical feature of county lines criminal activity; drug networks or gangs groom and exploit children and young people to carry drugs and money from urban areas to suburban and rural areas, market and seaside towns. Missing episodes are key to identifying potential involvement in county lines.

In respect of the above we will ensure staff and students must;

feel safe at our setting all the time

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understand very clearly what safe situations are; and be highly aware of how to keep themselves and others

safe monitor thoroughly missing episodes aware that any child of any age and gender may be

vulnerable to grooming activity by others of any age and gender

aware a child of any age may be susceptible aware that it is exploitation even if consensual aware that it may be typified by a form of power

imbalance Governor with responsibility for safeguard has a clear

overview of training needs and roles and responsibilities and has acquainted them selves with the s11 Governor Workbook, where the role is clearly defined. This is the “challenge” approach to ensure child protection and safeguarding is measured, accountable and understood by the Governing Body. The s11 is carried out jointly or separately on a year to year basis confirming/documenting evidence and any actions needed to be to be taken

We will make all staff aware and the whole school community on the information below as to what is “reasonable force” in schools and for avoidance of doubt for parents (via our Child Protection & Safeguarding in Schools Policies on our website) that there are circumstances when it is appropriate for staff in school to use “reasonable force” to safeguard children and young people. The term “reasonable force” covers the broad range of actions used by staff that involve a degree of physical contact to control or restrain children. This can range from guiding a child to safety by the arm, to more extreme circumstances such as breaking up a fight or where a young person needs to be retrained to prevent violence or injury.

When using reasonable force in response to risks presented by incidents involving children with SEN or disabilities or with medical conditions, this school will consider the risks carefully recognising the additional vulnerability of these groups. This school will consider our duties under the Equality Act 2010 where we make reasonable adjustments, non-discrimination and the Public Sector Equality Duty. This school will by planning positive and proactive behaviour support where necessary by drawing up individual behaviour plans for more vulnerable children and agreeing them with parents and carers. By doing this this school will as far as is possible reduce and minimise the occurrence of challenging behaviour and the need to use reasonable force.

“Reasonable” in these circumstances means “using no more force than is needed”. The use of force may involve either passive physical contact, such as standing between pupils or blocking a pupil’s path, or

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active physical contact such as leading a pupil by the arm out of the classroom. The Department for Education believes that the adoption of a “no contact” policy at a school can leave staff unable to fully support and protect those in their care. The decision on whether or not to use reasonable force to control or restrain a child is down to the professional judgement of the staff concerned and should always depend on individual circumstances (see link below)

https://www.gov.uk/government/publications/use- of-reasonable-force-in-schools

The lead Governor for Safeguarding has attended relevant training in order to fulfil the function of the role

The school takes seriously its duties to assist parents and help them with on line safeguarding resources. As such we will make them aware of the web page Parent Info, which is a comprehensive, free resource for schools and parents covering a range of safeguarding topics and information about apps and when they are updated etc.  The content is updated by CEOP (Child Exploitation & Online Protection Centre) and can be found at http://parentinfo.org/

4. Effective Practice – how services respond to and engage with children, vulnerable adults and their families

Rating

Rationale - ‘Safeguarding is everyone’s business’ and staff from across different organisations need to work together to ensure children and, young people are protected from abuse and neglect. Starting with the identification of need, school staff need to be confident in how to respond to safeguarding issues and how to work with other professionals to provide appropriate and timely responses

Identification of need - staff members can recognise the abuse or neglect of children and make referrals as appropriate to the DSL in the first instance. All referrals are hand written and signed by those who make them. Schools who use CPOMS have an option of an electronic referral process which is acceptable but this will not prevent verification from a verbal perspective.

The DSL makes a referral to Family Connect and a

Evidence Rating

Safeguarding Children

Actions Required

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request for service sought, based on the written information and any other evidence collected on the child, following the referral process

There are processes for recording incidents, concerns and referrals in relation to children. This includes recording the action that results.

The DSL is aware and makes others aware of the Sexual Harmful Behaviour Safety Plan that can be used to manage/assess children that may need a plan in place (This can found on the hyperlink in the School Policies Section)

The school staff are aware that The Department for Education believes that the adoption of a “no contact” policy at a school can leave staff unable to fully support and protect those in their care. The decision on whether or not to use reasonable force to control or restrain a child is down to the professional judgement of the staff concerned and should always depend on individual circumstances (see link below)

For avoidance of doubt reasonable force will only be used where de-escalation processes have failed.

https://www.gov.uk/government/publications/use- of-reasonable-force-in-schools

Staff understand the importance of intervening early to prevent problems escalating.

The DSL participates in multi-agency meetings and assessments to safeguard children.

The wishes and feelings of children are taken into account when services are designed and delivered

Where possible, working with other professionals, children are fully involved in plans to safeguard their welfare, and individual case decisions are informed by the wishes, feelings and experiences of children.

The PREVENT Duty is seen by this school as its wider safeguarding obligations. Our Designated Safeguarding Lead and any other senior leaders will familiarise themselves with the Revised PREVENT Duty Guidance for England and Wales, especially paragraphs 57-76 which are specifically concerned with schools (and also covers childcare). The four general themes being; Risk assessment, working in partnership, staff training and IT policies.

Children and families are given the opportunity to feedback on interventions provided by workers, at Core Groups, Case Conferences, CAF and TAC meetings and this feedback is used to enhance service provision

Information on how to complain is readily available for children and families on the school website and that the complaints procedure is concise and clear

5. Contracting with third parties Rating

Evidence Rating

Safeguarding Children

Actions Required 18

Rationale – it is commonplace for schools to enter into contracts with other providers to deliver work on their behalf. Under the requirements of s.11, any services or functions provided in this was by other organisations must also be discharged with regard to the need to safeguard and promote the welfare of children.

Safeguarding is integrated into all contractual processes with clear expectations and reporting requirements to prevent abuse and neglect, this may include areas such as after school coaching clubs where the settings expectations and procedures are clearly explained to providers. Also those by the commission party are explained clearly to the school in a safeguarding 2 way process.

Providers are provided with the Schools Safeguarding & Child Protection Policy and know their responsibilities within the setting and who to report to

This must include the schools whistle blowing /Speak Up policy which all staff are aware of, that will assist them in escalating concerns and reporting poor practice to the Designated Safeguarding Lead within the setting

Suitable arrangements are in place which manages visitors whilst in the setting. This includes clearly asking for identification, signing in procedures, chaperoning of visitors and suitable identification of them

Schools must obtain written notification from any agency, or third-party organisation they use that the organisation has carried out the checks (in respect of the enhanced DBS certificate, written notification that confirms the certificate has been obtained by either the employment business or another business), on an individual who will be working at the school that the school would otherwise perform

6. Sharing and storing information Rating

Rationale – Where there are concerns about safeguarding children, relevant information should be shared with Family Connect Team without

Evidence Rating

Safeguarding ChildrenActions Required

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delay. There are arrangements which set out clearly the processes for

sharing information with other professionals where this is necessary to protect children from harm.

Details of these arrangements for sharing information are covered on induction with all staff. Staff are aware of the 7 Golden Rules of Information Sharing

Training and guidance on information security is shared with all staff; staff are compliant with record keeping policies including the security of personal information.

Procedures are in place as identified within the schools child protection and safeguarding in schools policies to transfer school records around child protection and safeguarding (please document in evidence). **If you are using CPOMS then please state this as the method which is carried out electronically to the next school if they use CPOMS

Where CPOMS is in use, the nominated key fob holders are responsible, accountable, documented and are identifiable within our school for total security at the setting

Also procedures are in place when a member of staff leaves the setting or is on long sickness for that fob to be returned

The DSL acquaints themselves with Information Governance Service and the services that they offer and can assist with-this can be found on policies section of TWSCB Schools Policies section of the website

Upon releasing records the school will request ID Badges for release.

In respect of files being released when requested by the Police under Section 29 of the Data Protection Act 2018 a form entitled “Request to external organisation for the disclosure of personal data to the police-Under Schedule 2 Part 1 Paragraph 2 of the Data Protection Act 2018 and GDPR Article 6(1))d)” should accompany that release and a copy will be retained for our records. Also we will consider the 7 Golden Rules for Information Sharing. This school will also seek advice and adopt HM Government Information Sharing Advice July 2018.

https://www.gov.uk/government/publications/safeguarding- practitioners-information-sharing-advice

If in any doubt we will seek advice from our chosen Data Protection Officer.

Records are stored securely and safely and there are clear processes in place to ensure that records are retained as required.

Your records retention policy takes account of the need to access information which may be required to undertake Case Reviews and Serious Case Reviews

The DSL is aware of the TWSCB “Workbook Guidelines for Child Protection Records, Transfer, Retention & Archiving” (September 1st 2018)

On occasions Ofsted may forward complaints that may raise a safeguarding concern about the school via Family Connect. In such instances we will work with all agencies within Family Connect and share information in a two way process to clearly respond to Ofsted on a case by case basis.

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We will make it clear to parents that there is a separate standalone formal school complaints procedure which can also be used to raise concerns of any nature. We will make the website clear for parents and for familiarisation of that route. We would hope that the need to elevate those concerns is a rare occurrence but for transparency we wish to make it clear that that route is available for parents. Parents can also speak to the Head/Governing Body if clarification is needed.

In both instances we will record and retain those trails for audit purposes.

7. Learning from Reviews Rating

Rationale – Professionals and organisations need to reflect on the quality of their services to children and learn from their own practice and that of others. Good practice should be shared so there is a growing understanding of what works well. Conversely when things go wrong there needs to be a rigorous, objective analysis of what happened and why, so that important lessons can be learnt and services improved to reduce the future risk of harm.

There are clear expectations for taking part in reviews of cases if requested by the TWSCB and other agencies; including gathering evidence, completing action plans and embedding any learning. Guidance on the process for this would be sought from the TWSCB

The setting has reviewed the Telford & Wrekin Safeguarding Children Board website and makes staff aware of its existence and purpose-especially the school policies section which is the one stop shop for relevant documents

Learning from any reviews, inspections and other serious incidents is disseminated among staff. These could be of local, regional or national significance

Where this school considers arrangements for safe changing of children for PE and in respect of recommendations from Serious Case Reviews, this school will consider the NSPCC document “Best Practice for PE Changing Rooms”. This consideration will come under our duty and remit of Health & Safety and in the context of children’s welfare. Any individual school policy stance will take this best practice guidance into account. The guidance includes: what we as a school need to consider when organising changing facilities for children; staff supervision; changing areas for children with additional needs; drama or theatre productions and using off-site changing rooms. NSPCC factsheet  (OPTIONAL)

Evidence of regular attendance at termly DSL updates

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is essential where this process usually captures any relevant cases that can be disseminated to staff from the DSL

8. The curriculum Rating

Rationale – The school offers a curriculum which prepares children for life in modern Britain. The curriculum gives pupils the opportunity to develop life skills for keeping themselves safe and to allow them to fully participate in society.The taught and hidden curriculum

addresses how children can keep themselves safe and seek support from all forms of bullying including cyberbullying, sexual exploitation, radicalisation, FGM, Honour Based Violence, trafficking, peer on peer abuse, modern slavery drug/substance misuse, gang activity, domestic violence and Forced Marriage.

supports pupils in how to identify different types of abuse, how and who to report it to

prepares pupils to be resilient to being pressurised into behaviours which puts their safety at risk

helps to identify vulnerable pupils, who may be persuaded to become involved in unsafe behaviour by helping them to find an interest/club to belong to

allows pupils time to learn how to reflect on what they are taught, told and believe in

supports pupils to be mindful of others and air any concerns they have about their own or others’ welfare

gives pupils the opportunity to question what they are taught and debate a range of issues

where sex education is taught consideration is given to the target audience of the pupils that will receive this. In respect of the balance being proportionate and recognition of the different learning levels in the class. Thought will also be given to those that may have exposed to abusive and potential abusive situations either as victims or perpetrators.

empowers pupils by teaching them their rights and responsibilities

promotes the spiritual, moral, cultural and social development of pupils at the school and of society.

prepares pupils at the school for the opportunities, responsibilities and experiences of later life

promotes British values, including democracy, the rule

Evidence Rating

Safeguarding ChildrenActions Required

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of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

enables pupils to have the ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values

gives pupils a sense of enjoyment and fascination in learning about themselves, others and the world around them

allows the use of imagination and creativity in their learning

teaches pupils to have a willingness to reflect on their experiences

gives pupils the ability to recognise the difference between right and wrong readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England

develops an understanding of the consequences of their behaviour and actions and that of others

Gives pupils an interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues

enables pupils to use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds

encourages pupils to have a willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively

teaches acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain

develops an understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others

develops an understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain

provides knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain

encourages a willingness to participate in and respond positively to artistic, sporting and cultural opportunities

fosters an interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which

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they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities

gives opportunities for pupils to work with safeguarding professionals such as NSPCC and specialist theatre groups etc.

provides a forum for pupils to play an active role within the school to keep themselves and other pupils safe

Advice and support is offered to parents as part of the curriculum offer; such as E-Safety(Digital Literacy) workshops, updating of the anti-bullying policy, guidance on when relationships and sex education, homophobia etc. is taught

Opportunities to teach safeguarding, including online safety are available

The school will make staff aware of online safety and the recently published by UKCCIS “Education for a connected world” page 92 “Education” KCSIE 2018 covering early years through to 18

The school will make staff aware and use, where thought necessary, support and guidance on developing the schools PSHE curriculum-

www.pshe-association.org.uk page 92 “Education” The school will also consider using, make staff aware

of lesson plans and resources for Key Stage 2 Pupils about the internet safety curriculum produced by Parent Zone and Google page 92 “ Education”

Part Three – Guidance Notes and Examples of Evidence

Below are some examples, which may be useful when thinking about how to evidence the ways in which your organisation complies with the requirements of s.11. They are intended as a guide only and are not an exhaustive list.

The s.11 toolkit is a supportive process allowing each agency to identify the standards that they meet and those where further actions are needed. If, when completing the toolkit, you identify areas where your organisation is not complying fully with the requirements of s.11, describe how this will be addressed in the action plan section.

Possible questions for providers

What is your relationship with the LSCB? What are they doing about Child Sexual Exploitation (CSE)? What are they doing about bullying? What are they doing about E safety? What are they doing about Extremism and Radicalisation?

Evidence Rating

Safeguarding Children

Actions Required

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What are they doing about Female Genital Mutilation (FGM)? And how has this affected you? Have you accessed suitable training from the LSCB and what impact do you thinks

it’s had? How do you access the LSCB child protection and safeguarding policies and

procedures? Have you had any contact with the LADO? If so, what and with what outcome?

Examples of evidence that can be used to demonstrate compliance with the requirements of s.11

1. Senior managers take leadership responsibility for Safeguarding Children and Vulnerable adults. Safeguarding is embedded within organisations. Evidence:

Name / details of the board level lead for safeguarding children Description of processes used to disseminate safeguarding updates (newsletter,

email, intranet, refresher training events etc) Describe process by which employees are enabled to understand their role in

safeguarding children (e.g. in job description, in safeguarding children policy, use of Designated Safeguarding Lead Workbooks (Senior Management and Governors) or via line management supervision, by individual responsibility in attending bespoke training and covering knowledge, skill base gaps)

Detail organisation’s attendance, if any, at TWSCB, sub groups and contribution to TWSCB priorities

Information on any internal meetings which have safeguarding issues included on the agenda for discussion.

2) Organisations have policies in place to support effective workingEvidence:

Safeguarding children policies are in place. Details on the date of the last review. Details on how staff are able to access these policies

Details of whistle-blowing /Speak Up policies Information on procedures used to respond to allegations against staff

3) Recruitment of Staff and VolunteersEvidence:

Details of safer recruitment policy / practices Details of Disclosure and Barring Policy and any referrals made.

4) Training and Development Evidence:

Outline of the induction process and training for new starters; information on the content of induction training and that it meets all the requirements.

Information on how staff training is recorded Details of training available for staff, including multi agency training; details of

training pathways. There is guidance regarding individual or group supervision; evidence that senior

managers monitor supervision. Use of Designated Safeguarding Lead Workbooks

5) Effective Practice – how workers engage children and their familiesEvidence:

How the organisation monitors incidents, concerns and referrals

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Policies used to support inter agency working; where these are located and steps taken ensure staff are aware of and working to these policies

Staff working with children and families attend meetings / panels in relation to individual children (for example contact with Family Connect, Core Groups, Child Protection Conferences, Strategy Meetings, Team Around the Child/Family meetings, MAPPA meetings etc)

Ways in which service users are involved in providing feedback and can contribute to the development of plans

How complaints are monitored Work that has taken place to ensure services are responsive to local demographic

changes.

6) Contracting with other organisationsEvidence:

Details of processes in place to ensure that any services which are commissioned are also s.11 compliant

7) Sharing and storing information Details of the guidance used in the organisation How guidance and training, on information sharing, is made available to staff (both

on induction and for existing staff). . 8) Learning from Reviews

Details of reviews, if any, which the organisation has participated in How learning is shared throughout the organisation

Example

1. Senior Managers take leadership responsibility for Safeguarding Children. Safeguarding is embedded within organisations

Rationale- organisations should have in place arrangements which reflect the importance of safeguarding and promoting the welfare of children

There is a Governing Body level lead for safeguarding. The lead takes overall responsibility for the organisation’s safeguarding arrangements.

There is a clear accountability framework which enables all staff to understand their role in safeguarding children (e.g. through training and support / supervision from managers)

The organisation is represented at TWSCB and sub groups where appropriate.

There are identified processes for disseminating safeguarding updates (national and local) back in your organisation.

Safeguarding issues are routinely discussed at relevant internal meetings.

Evidence RatingSafeguarding Children

Chief Executive is safeguarding lead and sits on SSCB ☐ ☐ ☒

Individual responsibilities for safeguarding are detailed in the

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Safeguarding Policy and job descriptions.

Safeguarding updates are made available on the intranet and in staff newsletters. Also information is sent via email to managers for them to disseminate among team members

Actions Required

Formalise the arrangements for discussing safeguarding issues at internal meetings. We will do this by identifying meetings where safeguarding should become a standing agenda item.

Part 4- DSL Key Statistical No Named Information

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Number of Children Who Are;Subject to a Child Protection Plan =Children in Care =Subject to a TAC =Number of CAF’s completed =Number of children on a modified timetable=Number of children currently excluded=Number of children home educated=Current school attendance %=

Other Indicators of DSL Workload;Number of Strategy Meetings attended =Number of Resolution Meetings attended =Number of Conference Meetings attended =Number of TAC Meetings attended =Number of Professionals/Core Group Meetings Attended =Number of MAPPA Meetings Attended =Number of information contacts relayed from MARAC=Contacts to and from the Family Connect Advisors for Advice/Information Sharing =Contacts to HR/LADO for advice =Number of Ofsted referrals made in relation to safeguarding=

Reported Incidents of abuse (including Bullying)Number of reported Incidents=

CategorySexual=Physical=Homophobic=Racist=Emotional=Neglect=E Safety (including sexting) =Operational Encompass Notifications=Date as at......................................

Part 5-A Question of Style

Designated Safeguarding Lead-supporting yourself!! It’s a question of style!

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When all said and done it is important that you recognise that it is just as important to take time out to look after your own welfare also; Take time out to contact close DSL colleagues in your setting and share any thoughts

and reflect on a given situation Seek advice elsewhere with fellow Designated Safeguarding Leads in other Schools,

more often than not the situations have almost certainly arisen elsewhere-you are not the only one!

Take time out to attend training and day conferences networking and sharing thoughts and experiences

Seek advice from the Family Connect Advisors and other professionals-do not try and do everything alone-it is not a sign of weakness but strength to ask others

Hold your nerve! Sometimes things are not as bad as we think! Do not go home at the weekend carrying the burden of child protection it is a corporate

shared task

Part 6-Training Planner-**A list of appropriate courses can be obtained from Sue Dyson in the School Improvement Team 380886http://www.twccommercial.co.uk/commercialservices/downloads/download/16/school_improvement_service

This page can be used to note, date and plan any Safeguarding requirements you will be required to arrange for your school over the next

3 years2018 -19

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