a) Our school recognises that children who are abused or who witness violence may find it difficult to develop a sense of self worth and to view the world in a positive way. This school may be the only stable, secure and predictable element in the lives of children at risk. Whilst at school, their behaviour may still be challenging and defiant and there may even be moves to consider suspension or exclusion from school.
We recognise that, statistically, children with behavioural difficulties and disabilities are particularly vulnerable to abuse. School staff who work, in any capacity, with children with profound and multiple disabilities, sensory impairment and/or emotional and behaviour problems will need to be particularly sensitive to signs of abuse. Teachers and other adults in school are well placed to observe any physical, emotional or behavioural signs which indicate that a child may be suffering significant harm. The relationships between staff, pupils, parents and the public which foster respect, confidence and trust can lead to disclosures of abuse, and/or school staff being alerted to concerns.
8.3 Normally, personal information should only be disclosed to third parties (including other agencies) with the consent of the subject of that information (Data Protection Act 1998, European Convention on Human Rights, Article 8). Wherever possible, consent should be obtained before sharing personal information with third parties. In some circumstances, consent may not be possible or desirable but the safety and welfare of a child dictate that the information should be shared. The law permits the disclosure of confidential information necessary to safeguard a child or children. Disclosure should be justifiable in each case, according to the particular facts of the case, and legal advice should be sought if in doubt.
statute to take reasonable care of persons coming on to its premises or under the control or supervision of its staff. The adoption and implementation of a Child, Young Person & Vulnerable Adult Protectionpolicy facilitates the management of the risk associated with this duty. It also aims to inform staff and volunteers how to safeguard children, young people, and vulnerable adults whilst at the same time protecting themselves and the charity.
The participant should not reveal to the others in the group that they are deliberately playing this role. It should be kept a secret. During the feedback session, the facilitators of each group can be asked if they had any problems with any particular people in their group. At this point, it can be revealed that some of the participants had a secret identity! The aim of this is to give participants practice in dealing with difficult / particular personality types when holding discussions around childprotection in their organisation.
It may also include neglect of, or unresponsiveness to, a child's basic emotional needs. Children who are neglected often also suffer from other types of abuse. It is important that practitioners remain alert and do not miss opportunities to take timely action. However, while you may be concerned about a child, neglect is not always straightforward to identify. Neglect may occur if a parent becomes physically or mentally unable to care for a child. A parent may also have a dependency on alcohol and/or drugs, which could impair their ability to keep a child safe or result in them prioritising buying drugs, or alcohol, over food, clothing or warmth for the child.
Where students attend other City and Islington sites or provision, including centres and facilities owned, leased or used by sub-contracted partners for the purpose of engaging with City & Islington college students, it is the responsibility of the Cross College sites’ or sub-contracted partners’ Centre based safeguarding champion or childprotection and vulnerable adults officer to manage any concerns about those students appropriately, ensuring that there is good, effective and timely communication, liaison and information sharing with the College Safeguarding, ChildProtection and Vulnerable Adults Manager. Supporting Students
Policy changes and reforms in childprotection systems across various jurisdictions have taken interesting turns, and some reversals, over the past two decades. For example, in the UK, significant investment was made by the Labour government from 1997 to 2007 in the implementation of a programme called Every Child Matters, which placed considerable emphasis on early intervention as a preventive strategy. Efforts were made to streamline systems by the use of procedures, tools and frameworks. Performance and effectiveness was measured by the use of key indicators and other key elements of new public service management underpinning the reforms were implemented by the use of technology (Broadhurst et al., 2010, Garrett; 2003). These reforms were subject to challenge by certain observers. For example, in respect of early intervention, Pithouse (2008) has argued that assertions about the early years as the most critical phase of children’s lives can lead to ambivalence about the need to engage with children at older ages. This view has been augmented by the findings of Rees and colleagues (2011) who highlighted how the particular types of neglect experienced by adolescents receive an indifferent response from services who are focused primarily on younger children. Others were severely critical of the managerialism underpinning the reforms, arguing that ‘positive’ service outcomes were not always compatible with what was best for children and families (Devaney, 2004).
All school staff will receive appropriate safeguarding children training (which is updated regularly), so that they are knowledgeable and aware of their role in the early recognition of the indicators of abuse or neglect and of the appropriate procedures to follow. It is good practice for the Designated Senior Person to deliver an annual update.
In this paper we have described the process undertaken to develop a SchoolPolicy and Curriculum Audit Tool that can be used to assess the strength and comprehensiveness of child sexual abuse prevention in school system policies and curricula, and to prompt change via the pro- vision of feedback. Our audit focused on schoolpolicy and curriculum and was heavily weighted towards curriculum. Now that the Royal Commission has concluded its inquiry, it is patently clear that school- system policies must be substantially strengthened to incorporate a much broader range of strategies for creating child safe organisations (Commonwealth of Australia, 2017b, pp.22–27) beginning with embedding accountability mechanisms into organizational leadership, governance and culture via stronger regulation, monitoring and over- sight (Commonwealth of Australia, 2017a; Mathews, 2017). For example, codes of conduct, providing guidelines for school staff on ex- pected behavioral standards and responsibilities towards children, were identiﬁed by the Royal Commission as vital for child safety. If we were developing the audit tool now, we would expand Criterion 1 to incor- porate these strategies. Congruent with the Royal Commission's ﬁ ndings, in addition to victim prevention strategies, we would also add indicators for offender prevention. Our research advances evaluation in the ﬁeld of school-based prevention by offering school systems a methodology for developing a ﬂexible tool that can be used by independent evaluators and/or school systems themselves to assess and monitor progress to- wards child safety goals.
13. Responsibilities are often spread across government agencies, with services delivered by local authorities, non-State providers, and community groups, making coordination between sectors and levels, including routine referral systems, a necessary component of effective childprotection systems. Strengthening such systems requires attention to policy reform, institutional capacity development, planning, budgeting, monitoring and information systems. UNICEF is particularly well placed to influence the normative framework pertaining to children, through law reform, policy development and standard-setting initiatives. This upstream approach to childprotection draws on the country-level and global experiences and knowledge of UNICEF and others; is consistent with ongoing UNICEF work; and is expected to strengthen the effectiveness and efficiency of UNICEF support in close collaboration with other United Nations agencies. Building on the understanding of government accountability for protecting children under the Convention on the Rights of the Child and other international instruments, the approach aims to assist governments in meeting these responsibilities.
The school acknowledges that opportunities for DSL training is very unlikely to take place during this period; the DDSCP safeguarding face to face training events have been cancelled up until the end of May (this will be subject of review). However the option of online training will be explored, there are some e-learning opportunities and podcasts on the DDSCP website training pages.
There is an expectation that vulnerable children will attend school, so long as they are not shielding or clinically extremely vulnerable. Parents of vulnerable pupils will be encouraged by our leaders to send their children to school. In circumstances where a parent of a vulnerable child still does not want to bring their child to school, the Headteacher and school leaders will continue to explore the reasons for this directly with parents. Where parents are concerned about the risk of the child contracting COVID-19, these will be discussed with them following the advice set out by Public Health England.
The degree of damage depends upon several factors, including the intensity, duration, and frequency of the abuse. In addition, the relationship of the perpetrator to the child matters. If the abuser is a known and trusted authority figure in the child’s life, the degree of impact increases dramatically. Consequences of child sexual abuse can plague victims into adulthood. Outcome studies of adult survivors of child sexual abuse suggest the following effects: sexual dysfunction, eating disorders, substance abuse, promiscuity, disassociation from emotions, and possible perpetration of sexual abuse on others. When Church leaders, pastors, and respected congregational workers perpetrate the abuse, lifelong religious confusion and deep feelings of enmity toward God and the Church can occur.
If you are currently working with children, on either a paid or voluntary basis, your current employer will be asked about disciplinary offences, including disciplinary offences relating to children or young persons (whether the disciplinary sanction is current or time expired), and whether you have been the subject of any childprotection allegations or concerns and if so the outcome of any enquiry or disciplinary procedure. If you are not currently working with children but have done so in the past, that previous employer will be asked about those issues. Where neither your current nor previous employment has involved working with children, your current employer will still be asked about your suitability to work with children, although it may where appropriate answer not applicable if your duties have not brought you into contact with children or young persons.
This chapter continues the trajectory of reports through the various phases stipulated in Tusla guidance, following the standard business processes, which aim to provide consistency of services as well as a level of transparency and accountability of childprotection work. As previously outlined, the intake social worker (ISW) is required, as part of the preliminary enquiry (PE) stage, to check any relevant records held by Tusla about the child and family concerned, as well as make enquiries of relevant professionals and agencies (HSE, 2009). ‘Checking’ means gathering further information about the reported child and reason for referral, establishing whether the child is already known and if relevant, the nature of any previous involvement. Detail on the prevalence and nature of re-referral to Oaktown childprotection and welfare services during Q1 2015 will be provided in a subsequent chapter. The focus of this chapter is on the process of ‘checking’, the persons or agencies requested to provide information and the impact of carrying out checks on the outcome in a case. It also addresses the question of whether more extensive checking at the preliminary enquiry stage might reduce the number of cases retained in the system and referred onwards, and demonstrates the way that standard business processes and data protection regulations shape practice in ways that sometimes defy intuition or common sense. It also illustrates the thin line treaded by social workers in balancing the perceived safety and welfare needs of children against the protection of families from the trauma of investigation by childprotection services, a task that was noted three decades ago by Corby (1987) that still influences social work judgement today.
That decision is up to the individual school board through the policies it adopts. Your school district should, of course, shop wisely as practices and op- erations differ from vendor to vendor. In general, though, you may wish to con- sider that a tour company offers the op- portunity for greater liability protection, because of the expertise that comes with professional management. A tour com- pany will likely think of and understand details around IST that your school staff might miss. Many tour companies will have established safety protocols and crisis/risk management procedures. As a general rule tour operators may practice a higher standard of care in the industry, precisely because they are experienced in this arena. They may carry liability insurance that can help your school district spread potential risk. The exact terms of insurance should be reviewed, with professional assistance if necessary, prior to selecting a tour company to ensure the company’s insurance meets your needs and expectations.
Governing bodies and proprietors should ensure there is an effective childprotectionpolicy in place together with a staff behaviour policy (sometimes called the code of conduct) which should amongst other things include- staff/pupil relationships and communications including the use of social media. Both should be provided to all staff – including temporary staff and volunteers – on induction. The childprotectionpolicy should describe procedures which are in accordance with government guidance and refer to the Bolton Safeguarding Children Board (BSCB) ‘Framework for Action’ (October 2014) put in place by the BSCB, they should be updated annually and be available publicly either via the school’s or college’s website or by other means.
The Children’s Charter was developed by Save the Children in consultation with children who have experienced harm and been in need of help and protection. The Charter comprises 13 statements derived from the consultation process with children and young people: