Policies & Procedures

Safeguarding & Child Protection Policy

Contents

1 General Policy Statement 

2 Designated Staff with Responsibility for Safeguarding Young People

3 Disclosure of Abuse and Procedure for Reporting Concerns (General statement)

4 Reporting and Dealing with Allegations of Abuse against Members of Staff

4.1 Duties as an employer and an employee 

4.2 Introduction 

4.3 Receiving an Allegation from a Young Person 

4.3.1 Initial Assessment by the Principal (or designated person)  

4.3.2 Enquiries and Investigations 

4.4 Suspension of Staff 

4.5 The Disciplinary investigation

4.6 Allegations without foundation 

4.7 Records 

4.8 Monitoring effectiveness

5 Recruitment and Selection Procedures

 

Appendices 

Appendix A – Statutory Guidance 

Appendix B - Useful web-links & documents 

Key points

 

All schools/Centres should protect children and promote their welfare by:

• providing a safe environment for children to learn in;

• creating a culture which recognises and understands the importance of safeguarding - including listening to and discussing with children;

• identifying children who are suffering or likely to suffer significant harm, both at school/Centre and at home, and referring immediately any concerns to the local authority children’s social care services;

• preventing unsuitable people from working with children;  

• Working in partnership to prevent adults and young people who are vulnerable from being drawn into violent extremism and terrorism   

• having systems and processes that ensure children are kept safe and allow for poor and unsafe practice to be challenged;

• identifying instances in which there are grounds for concern about a child’s welfare, and initiating or taking appropriate action to keep them safe; and

• contributing to effective partnership working between all those involved with providing safeguarding services for children.

 

 

  1. General Policy Statement

 

1.1 CTSW/1st Leap has a statutory and moral duty to ensure that the Centre functions with a view to safeguarding and promoting the welfare of children, young people and vulnerable adults receiving education and training at the Centre. 

This policy has been written incorporating legislation “Keeping Children safe in education” and “Working together to safeguard children”         

and in line with the Prevent agenda on counter terrorism. The prevent agenda is seen as part of the Centre safeguarding strategy and therefore is embedded in this policy.

 

1.2 This policy has been written utilising the local Safeguarding Children Board policies and procedures, and the local protocol for preventing violent Extremism and Terrorism in the context of ensuring recognition of Child Protection, Safeguarding and the protection of vulnerable adults.

 

1.3 Throughout these policies and procedures, reference is made to “children and young people” (Section 175 of the Education Act, 2002).  This term is used to mean “those under the age of 18”.  The safeguarding of children and young persons under 18 in the UK is normally referred to as ‘Child Protection’ and will be used in this policy document.  The Centre recognise that some adults (over 18) are also vulnerable to abuse; accordingly, the procedures will be applied to allegations of abuse and the protection of vulnerable adults (POVA). From a definitional viewpoint, this document treats “child protection” as inclusive of the protection of vulnerable adults. 

 

1.4 Child Protection & Safeguarding-what is the difference?

Definitions:

 

1.4.1   Child protection looks at recognising abuse and neglect and acting on it, whereas safeguarding looks at keeping children, young people and vulnerable adults safe from a much wider range of potential harm, and delivers preventative action, not just reaction.

 

1.4.2 Child: up to their 18th birthday (UN convention of the Rights of the Child) 

 

1.4.3 Vulnerable adult: a person who has attained the age of 18, and: 

 

• Is receiving any form of health care

• Is receiving a service or participating in an activity which is specifically targeted at people with age-related needs, disabilities or prescribed physical or mental health conditions or expectant or nursing mothers living in residential care 

• Age-related needs includes needs associated with frailty, illness, disability or mental capacity

• For more details see Section 59 of Safeguarding Vulnerable Groups Act 2006.

   

1.5 The Centre is committed to ensuring that the Centre:

• takes reasonable care to adhere wherever practically possible to the relevant UK child protection legislation and the guidance provided by Government Departments and relevant funding bodies (www.teachernet.gov.uk) 

• provides a safe environment for children, young people and vulnerable adults to learn in;

• identifies children, young people and vulnerable adults who are suffering, or likely to suffer, significant harm; and

• takes appropriate action to see that such children, young people and vulnerable adults are kept safe, both at home, on line and at the Centre.

 

1.6 In pursuit of these aims, the Centre will approve and annually review policies and procedures with the aim of:

• protecting children, young persons and vulnerable adults from maltreatment;

• preventing impairment of children’s and young person's health or development;

• ensuring that children and young persons are growing up in circumstances consistent with the provision of safe and effective care; and 

• Undertaking that role so as to enable those children and young persons to have optimum life chances and to enter adulthood successfully.

 

1.7 In developing the policies and procedures, the Centre will consult with and take account of guidance issued by the Department for Education and other relevant bodies and groups. 

 

1.8 The Centre will refer concerns of a child or vulnerable adult that might be at risk of significant harm to relevant schools Safeguarding officer, as appropriate.

 

1.9 What Centre staff should know

 

All staff members should be aware of systems within the Centre which support safeguarding, and these will be explained to them as part of staff induction. This includes: The Centre’s Safeguarding and child protection policy; the Centre’s staff behaviour policy (code of conduct); and the named designated safeguarding leads.  All Centre staff members should be aware of the signs of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection. All staff will receive mandatory training on safeguarding/child protection and Prevent, which is regularly updated (at least every 3 years.) 

 

1.9.1 The Centre has nominated Marcus Jones responsibility for child protection issues and PREVENT (including protection of vulnerable adults). 

 

1.9.2 The Principal and all staff working with children and vulnerable adults will receive appropriate training to familiarise them with child protection issues and responsibilities and the Centre procedures and policies, with refresher training at least every 3 years.  

 

1.9.3 There is a designated senior member of the Centre Management Team with special responsibility for safeguarding young people. (See Section 2.)

 

  1. Scope:

 

1.10.1 As well as its commitment to protecting the health, safety and welfare of all volunteers, staff and students, CTSW/1st Leap now has a number of partnerships which include a much wider range of young students for which child protection legislation and guidance applies, including:

• students from local secondary and special schools who are under the minimum school leaving age (MSLA), between the ages of 14 and 17.

• work experience placements for students under 18 organised by the Centre 

• short foreign exchange students, taster programmes  

• students under 18 attending the Centre as part of ‘employed status’ apprenticeships

• The Centre will carefully monitor the achievement of looked after children and those eligible for school meals to ensure that any achievement gaps are closed.

  

1.11 It should be noted that that apprenticeships are not subject to the Department for Education guidance on child protection once they have an ‘employed status’ contract.  However, CTSW/1st Leap considers that the child protection principles contained in the DFE guidance for those under 18 on school roles should be observed whenever practically possible.

2    Designated Staff with Responsibility for Safeguarding Young People

 

2.1 Senior Staff Member with Lead Responsibility

2.1.1 The designated senior member of staff with lead responsibility for safeguarding and prevent is Marcus Jones.

 

2.1.2 This person is a senior member of the Centre Management Team. He has a key duty to take lead responsibility for raising awareness within the staff of issues relating to the welfare of children, young people, and vulnerable adults, the promotion of a safe environment for those people learning within the Centre.  

 

2.1.3 He has received appropriate training in child protection issues, Prevent and will receive refresher training at least every 3 years. He will keep up to date with developments in safeguarding issues.

 

2.1.4 The designated senior member of staff is responsible for:

• overseeing the referral of cases of suspected abuse or allegations to the relevant investigating agencies;

• providing advice and support to other staff on issues relating to child protection;

• maintaining a proper record of any child protection referral, complaint or concern (even where that concern does not lead to a referral);

• ensuring that parents of children and young people within the Centre are aware of the Centre Safeguarding and child protection policy;

• liaising with secondary and special schools that send pupils to the Centre to ensure that appropriate arrangements are made for the pupils;

• liaising with employers and training organisations that receive children or young people from the Centre on short- or long-term placements to ensure that appropriate safeguards are put in place;

• ensuring that staff receive basic training in child protection issues and are aware of the Centre child protection procedures.

• Karen Jones and Robert Haynes are also a Trainer for Safeguarding/Prevent

 

 

2.2 Designated Staff Member for safeguarding young people

 

2.2.1 Child Protection 

The designated member of staff with responsibility for safeguarding and Prevent is Marcus Jones

This person has received training in child protection issues and PREVENT and will receive refresher training at least every 3 years.

They will keep up to date with developments in safeguarding issues. 

 

2.2.2 The Child Protection Lead:

• receives referrals of cases of suspected abuse or allegations and reports to the relevant investigating agencies

• reports to the senior member of staff with lead responsibility;

• provides advice and support to other staff on issues relating to child protection;

• deals with individual cases, including attending case conferences and review meetings as appropriate; 

• maintains a proper record of any child protection referral, and safe guarding issue or concern (even where that concern does not lead to a referral);

 

All Staff have a responsibility for Safeguarding and Child Protection.   All staff have a responsibility to actively make the learning environment safe and secure for all.  All staff must attend the appropriate mandatory training offered by the Centre and attend re training every 3 years to ensure their knowledge is current.  Staff must be familiar with all related policies and procedures as outlined in the Safeguarding Child Protection Policy. Staff must follow the safer recruitment practices embedded in the code of conduct.

 

 

 

3     Disclosure of Abuse and Procedure for Reporting Concerns (General statement) 

 

3.1 All Centre staff have a responsibility to provide a safe environment in which children can learn.  All Centre staff have a responsibility to identify children who may be in need of extra help or who are suffering, or are likely to suffer, significant harm. All staff then have a responsibility to take appropriate action, working with other services as needed.  In addition to working with the designated safeguarding lead staff members should be aware that they may be asked to support social workers to take decisions about individual children. 

 

3.2 All Centre staff members should be aware of the signs of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection.

 

3.3 All staff members have a duty to disclose any personal issues that relate to current or previous child protection matters.

 

3.4 Staff members working with children are advised to maintain an attitude of ‘it could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, staff members should always act in the interests of the child. 

 

 

3.5 Safeguarding issues can revolve around one or more of the following: 

 

• Neglect 

• Physical Abuse 

• Sexual Abuse 

• Emotional Abuse 

 

And specific safeguarding matters:

 

• Bullying or harassment (including cyberbullying) 

• Child missing from education or home or care • Forced Marriage 

• Gang and youth violence

• Radicalisation 

• Female genital mutilation

• Domestic abuse

• Child sexual exploitation

• Sexting

• Faith abuse

• Drugs

• Teenage relationship abuse

• private fostering

• mental health

• trafficking

• Fabricated or induced illness

• Preventing radicalisation

• gender-based violence/violence against women and girls (VAWG)

 

3.5.1 The Centre recognises the positive contribution it can make towards protecting its students from radicalisation to violent extremism. The Centre will continue to empower its students to create communities that are resilient to extremism and protecting the wellbeing of particular students who may be vulnerable to being drawn into violent extremism or crime. All staff and learners will undergo appropriate training and the Centre will also continue to promote the development of spaces for free debate where shared values can be reinforced. 

 

3.5.2 The Centre has in place appropriate safeguarding responses to children who go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect including sexual abuse or exploitation and to help prevent the risks of their going missing in future.

 

3.6 Reporting procedure

 

3.6.1 If a child or young person tells a member of staff about possible abuse, the member of staff should inform the student that there may be consequences as a result of her/his disclosure, and that this information may be passed on to the Child Protection Lead (Marcus Jones).  

 

3.6.2 `The member of staff should:

• Listen to the student.  Do not directly question the student or ask leading questions. 

Do not stop a student who is freely recalling significant events – just listen

• Make a written note of the account taking care to record the time and setting as well as what was actually said. 

Record the student’s own words wherever possible.  Be objective and precise

• Explain to the student what is going to happen next. You must inform the student that you may need to pass the information on to the Child Protection Lead, and that you are not able to keep child protection matters to yourself. Remind the student that you will only pass the information on to the Child Protection Lead/designated trained staff. Ensure that the student is supported and kept informed. You must always act in the best interest of the child.

• Notify the Child Protection Lead without delay.  It is advisable to stay with the student until the referral has been completed

 

3.6.3 Procedures for reporting and recording must be followed and confidentiality adhered to at all times.  Lines of communication with regard to child protection issues must be limited to those directly involved on a ‘need to know’ basis. If you believe it is an emergency call the designated leads.

 

3.6.4 Staff should not investigate concerns or allegations themselves but should report them immediately to the Child Protection Coordinator or Designated Senior Manager. If, at any point, there is a risk of immediate serious harm to a child a referral should be made to children’s social care immediately. Anybody can make a referral. If the child’s situation does not appear to be improving the staff member with concerns should press for re-consideration. Concerns should always lead to help for the child at some point

 

3.6.5 Safer recruitment - General Key Messages

 

3.6.6 The Centre fully adheres to new guidance Working together to safeguard children (2015)  Centres should prevent people who pose a risk of harm from working with children by adhering to statutory responsibilities to check staff who work with children, taking proportionate decisions on whether to ask for any checks beyond what is required; and ensuring volunteers/work experience are appropriately supervised. The school and CTSW/1st Leap have written recruitment and selection policies and procedures in place. 

 

3.6.7 In CTSW/1st Leap, all HR staff are trained. If a member of HR is not on the panel, then the Manager must have undergone safer recruitment training.

 

3.6.8 The Centre have procedures in place to make a referral to the Disclosure and Barring Service (DBS) if a person in regulated activity has been dismissed or removed due to safeguarding concerns or would have been had they not resigned. This is a legal duty and failure to refer when the criteria are met is a criminal offence. All staff are aware that where they have been investigated as part of a local safeguarding board in relation to their own children this must be disclosed as soon as possible to the Safeguarding Lead or Safeguarding Senior Manager.

 

 

4    Allegations of abuse made against teachers and other staff 

 

4.1 Duties as an employer and an employee 

 

4.1.1 The Centre has a duty of care to their employees. The Centre will ensure they provide effective support for anyone facing an allegation and provide the employee with a named contact if they are suspended.

 

4.1.2 The procedures apply to all staff, whether teaching, administrative, management or support, as well as to volunteers/work experience.  They should be used in respect of all cases in which it is alleged that a teacher or member of staff has:

 

1)  behaved in a way that has harmed a young person, or may have harmed a young person;

2)  possibly committed a criminal offence against or related to a young person; or

3)  behaved towards a child or children in a way that indicates he or she would pose a risk of harm if they work regularly or closely with children. 

 

4.1.3 Every effort will be made to maintain confidentiality and guard against unwanted publicity while an allegation is being investigated or considered.

 

NB. 4,2 1-3 applies to situations that occur both at work or outside of work.

 

4.2 Introduction

 

4.2.1 It is essential that any allegation of abuse made against a teacher or other member of staff or volunteer at the Centre is dealt with very quickly, in a fair and consistent way that provides effective protection for the child and at the same time supports the person who is the subject of the allegation.

 

4.2.2 The framework for managing cases of allegation of abuse against people who work with young people is set out in Keeping children safe in education July 2015 which provides an overview.  Part four of this guidance document provides detailed procedures on how allegations should be handled.

 

4.2.3 CTSW/1st Leap procedure follows these procedures as stated below:

 

4.3 Receiving an Allegation of abuse

 

4.3.1 The allegation should be reported immediately to the Principal, unless the Principal is the person against whom the allegation is made, in which case the report should be made to the Senior Staff Member with Lead Responsibility.  The Principal (or designated person if the allegation is against the Principal) should:

 

• Obtain written details of the allegation from the person who received it and ensure that they are signed and dated.  The written details should be countersigned and dated by the Principal (or designated person).

• Record information about times, dates, locations and names of potential witnesses.

 

4.3.2 In the first instance, the principal (Case Manager) with support from Designated Senior Manager, will immediately discuss the allegation with the LADO. 

 

4.3.3 The purpose of an initial discussion is for the LADO and the case manager to consider the nature, content and context of the allegation and agree a course of action. The LADO may ask the case manager to provide or obtain relevant additional information, such as previous history, whether the child or their family have made similar allegations previously and the individual’s current contact with children. There may be situations when the case manager will want to involve the police immediately, for example if the person is deemed to be an immediate risk to children or there is evidence of a possible criminal offence. Where there is no such evidence, the case manager should discuss the allegations with the LADO in order to help determine whether police involvement is necessary. 

 

4.3.4 The initial sharing of information and evaluation may lead to a decision that no further action is to be taken in regard to the individual facing the allegation or concern; in which case this decision and a justification for it should be recorded by both the case manager and the LADO, and agreement reached on what information should be put in writing to the individual concerned and by whom. The case manager should then consider with the LADO what action should follow both in respect of the individual and those who made the initial allegation. 

 

 

4.3.5 Individuals will; 

• be informed of concerns or allegations as soon as possible and given an explanation of the likely course of action, unless there is an objection by the children’s social care services or the police. 

• The individual will be advised to contact their trade union representative, if they have one, or a colleague for support

 

 

4.3.6 The case manager shall keep a written record of the action taken in connection with the allegation.  The case manager will appoint a named representative to keep the person who is the subject of the allegation informed of the progress of the case and consider what other support is appropriate for the individual.

 

4.3.7 If appropriate, a Senior Post Holder of the Centre may suspend the employee, in accordance with Section 4.8, whilst an investigation is carried out.  Wherever possible the Investigating Officer or the Principal will meet with the employee to discuss the need for, and nature of, the investigation before the investigation takes place.  An investigation will be carried out as efficiently and quickly as possible to cause minimal disruption to the Centre. When employees are suspended, the Centre will keep them informed of both the progress of their case and current work-related issues. 

 

4.3.9    Parents or carers of a child or children involved will be told about the allegation as soon as possible if they do not already know of it. However, where a strategy discussion is required, or police or children’s social care services need to be involved, the case manager will not do so until those agencies have been consulted and have agreed what information can be disclosed to the parents or carers 

 

Parents or carers will be kept informed about the progress of the case and told the outcome where there is not a criminal prosecution, including the outcome of any disciplinary process. 

 

Parents and carers should also be made aware of the prohibition on reporting or publishing allegations about teachers in section 141F of the Education Act 2002 (see below). If parents or carers wish to apply to the court to have reporting restrictions removed, they should be told to seek legal advice. 

In cases where a child may have suffered significant harm, or there may be a criminal prosecution, children’s social care services, or the police as appropriate, should consider what support the child or children involved may need. 

 

If an allegation is made, the Centre will make every effort to maintain confidentiality and guard against unwanted publicity while an allegation is being investigated or considered. The Education Act 2011 introduced reporting restrictions preventing the publication of any material that may lead to the identification of a teacher who has been accused by, or on behalf of, a pupil from the same school or Centre (where that identification would identify the teacher as the subject of the allegation). The reporting restrictions apply until the point that the accused person is charged with an offence 

 

It is in everyone’s interest to resolve cases as quickly as possible consistent with a fair and thorough investigation. 

 

4.4 Suspension of Staff

 

4.4.1 When the Senior Post Holder is of the view that an employee may have been guilty of gross misconduct, or that because of some other good and urgent cause, the continuing attendance of the employee at the Centre cannot be permitted, the Senior Post Holder may suspend the employee from duty pending an investigation and the holding of a formal disciplinary hearing.

 

4.4.2 Such a suspension should only be imposed after careful consideration and it should be made clear to the employee that it is not considered a disciplinary act.

 

4.4.3 If the Senior Post Holder decides to suspend an employee from duty, he/she shall confirm the suspension in writing, with reasons, immediately.

 

4.4.4   An employee who is suspended from duty shall, throughout the period of suspension, continue to be entitled to his/her full pay.

 

4.5 The Disciplinary Investigation

 

4.5.1 The disciplinary investigation should be conducted in accordance with the existing staff disciplinary procedures.

 

4.5.2 The member of staff should be informed of:

 

4.5.2.1 the disciplinary charge against him/her.

4.5.2.2 his/her entitlement to be accompanied or represented by a trade union representative or friend.

 

4.5.3 The Centre reserves the right to remove an employee’s access to Centre IT equipment, devices and buildings on commencement of disciplinary proceedings. In extreme circumstances the Centre reserves the right to search an employee’s belongings or work area/location if necessary.

 

4.5.4 Where the member of staff has been suspended and no disciplinary action is to be taken, the suspension should be lifted immediately, and arrangements made for the member of staff to return to work.  It may be appropriate to offer counselling. The child, children or young person making the allegation and/or their parents should be informed of the outcome of the investigation and proceedings.  This should occur prior to the return to Centre of the member of staff (if suspended).  

 

4.5.5 The Principal (or designated person) should give consideration to what information should be made available to the general population of the Centre.

 

4.5.6 If on conclusion of the case the Centre ceases to use the person’s services, or the person ceases to provide his or her services, the Centre should consult the local authority designated officer about whether a referral to Department for Education / Disclosure and Barring Service is required.  If a referral is appropriate the report should be made within one month.  

 

4.6 Allegations without foundation

 

4.6.1 Obviously false allegations may be indicative of problems of abuse elsewhere.  A record should be kept, and consideration given regarding referral to the relevant school in order that other agencies may act upon the information.

 

The following definitions will be used when determining the outcome of allegation investigations: 

• Substantiated: there is sufficient evidence to prove the allegation; 

• Malicious: there is sufficient evidence to disprove the allegation and there has been a deliberate act to deceive; 

• False: there is sufficient evidence to disprove the allegation; 

• Unsubstantiated: there is insufficient evidence to either to prove or disprove the allegation. The term, therefore, does not imply guilt or innocence. 

 

4.6.2 In consultation with the designated senior member of staff the Principal shall:

 

4.6.2.1 inform the member of staff against whom the allegation is made orally and in writing that no further disciplinary or child protection action will be taken. Consideration should be given to offering counselling/support;

 

4.6.2.2 inform the parents/carers of the alleged victim that the allegation has been made and of the outcome;

 

4.6.2.3 where the allegation was made by a young person other than the alleged victim, consideration to be given to informing the parents/carers of that young person;

 

4.6.2.4 prepare a report outlining the allegation and giving reasons for the conclusion that it had no foundation and confirming that the above action had been taken.

 

4.7 Records

 

4.7.1 It is important that a clear and comprehensive summary of any allegations made, details of how the allegation was followed up and resolved, and a note of any action taken, and decisions reached, is kept on a person’s confidential personnel file, and a copy provided to the person concerned. 

The purpose of the record is to enable accurate information to be given in response to any future request for a reference if the person has moved on. 

It will provide clarification in cases where a future DBS disclosure reveals information from the police about an allegation that did not result in a criminal conviction. 

And it will help to prevent unnecessary re-investigation if, as sometimes happens, an allegation re-surfaces after a period of time. 

The record should be retained at least until the person has reached normal retirement age or for a period of 10 years from the date of the allegation if that is longer.

 

4.7.2 If a member of staff is dismissed or resigns before the disciplinary process is completed, he/she should be informed about the Centre’s statutory duty to inform Disclosure and Barring Service.

 

4.8 Monitoring Effectiveness

 

4.8.1 Where an allegation has been made against a member of staff, the senior staff member with lead responsibility, should, at the conclusion of the investigation and any disciplinary procedures, consider whether there are any matters arising from it that could lead to the improvement of the Centre’s procedures and/or policies.

Consideration should also be given to the training needs of staff.

 

4.8.2 The procedures need to be applied with common sense and judgement.  It is important to ensure that even allegations that appear less serious are seen to be followed up and taken seriously, and that they are examined objectively by someone independent of the Centre.  The local authority designated officer should be informed of all allegations that come to the Centre’s attention and appear to meet the criteria.

 

5 Recruitment and Selection Procedures

 

5.1 The Centre has recruitment and selection procedures which are reviewed by the senior management who ensures that they take account of the following:

 

• They apply to staff, volunteers, work experience, placements and regular contractors who may work with children, young people or vulnerable adults. 

• The post or role is clearly defined in the job description.

• The key selection criteria for the post or role should be identified from the person specification.

• Vacancies are advertised widely in order to ensure a diversity of applicants.

• Documentary evidence is required of academic/vocational qualifications.

• Professional references are obtained for new starters.

• Previous employment history is verified.

• DBS and Children’s barred list checks are carried out (maintain sensitive and confidential use of the applicant’s disclosure)  

• A variety of selection techniques is used (eg qualifications, previous experience, interview, reference checks, teaching session, skills tests and aptitude tests).

• The application form includes an explanation that the post is exempt from the Rehabilitation of Offenders act and therefore all convictions cautions and bind overs including those regarded as “spent” must be declared. Providing false information or failing to declare convictions, bind overs and cautions is an offence and could result in summary dismissal if the applicant was selected for the post.

• Specific safeguarding and child protection questions are asked at interview.

• Clear Safeguarding and Child Protection statements of commitment are included on all recruitment advertisements and job descriptions.

 

 

Appendix A - Statutory guidance

 

Working together to safeguard children

Statutory guidance Updated: 2015

 

About this guidance: This guidance sets out how organisations and individuals should work together to safeguard and promote the welfare of children and how practitioners should conduct the assessment of children.

 

This guidance replaces Working Together to Safeguard Children (2010);

The Framework for the Assessment of Children in Need and their Families (2000); and statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (2007).

 

The guidance is effective from 15 April 2013.

 

Key points: The guidance clarifies the core legal requirements, making it much clearer what individuals and organisations should do to keep children safe and promote their welfare.

 

It is intended to provide a national framework within which agencies and professionals at local level – individually and jointly – draw up and agree on their own ways of working together to safeguard and promote the welfare of children.

 

Keeping children safe in education-Statutory guidance for schools and Centres-July 2015

 

About this guidance: This is statutory guidance from the Department for Education issued under Section 175 of the Education Act 2002, the Education (Independent School Standards) Regulations 2014 and the Education (Non-Maintained Special Schools) (England) Regulations 2011. Schools and Centres must have regard to it when carrying out their duties to safeguard and promote the welfare of children.

 

Key points: This legislation sets out our duties in relation to Child protection, significant safeguarding matters, safer recruitment and looked after children. It is the key piece of legislation that forms CTSW/1st Leap Policies and procedures. Prevent Duty Guidance-for England and Wales 12th March-updated 16th July 2015

 

About this guidance: The Prevent strategy, published by the Government in 2011, is part of the overall counter-terrorism strategy, CONTEST.

The aim of the Prevent strategy is to reduce the threat to the UK from terrorism by stopping people becoming terrorists or supporting terrorism.

In the Act this has simply been expressed as the need to “prevent people from being drawn into terrorism”.

The 2011 Prevent strategy has three specific strategic objectives: respond to the ideological challenge of terrorism and the threat we face from those who promote it; prevent people from being drawn into terrorism and ensure that they are given appropriate advice and support; and; work with sectors and institutions where there are risks of radicalisation that we need to address.-Education is one of those sectors.

 

Key points: The guidance sets out our duty under the act and our responsibilities to work in partnership with other key agencies to prevent people from being drawn into terrorism.

 

Further important guidance:

 

Appendix B - Useful web-links and documents

 

 

Useful web-sites Teachernet     www.teachernet.gov.uk/childprotection Independent Safeguarding Authority   www.isa-gov.org.uk

 

Useful documents

 

The following documents can be ordered and/or downloaded at www.teachernet.gov.uk/publications

 

• Safeguarding Vulnerable Groups Act 2006  Safeguarding Children and safer recruitment in education, DfES 2007 (http://www2.cnwl.ac.uk/UserFiles/File/Safeguarding%20Children%20and%20Safer%20Recruitment%20Pract ices%20in%20Education.pdf) • Work-related Learning and the Law, DfES 2006 

• The Work-related Learning Guide, DCFS 2008 

 

Useful local child protection contacts 

 

Child Protection –

Police Child Protection Team – 08452 777444

Multi-Agency Safeguarding Hub (MASH) - 03451551071

The Multi-Agency Safeguarding Hub is a new service developed in conjunction with Devon & Cornwall Constabulary and other key partners and provides a new approach to intelligence and decision making with regards to adult and children safeguarding.  

MASH will provide the highest level of knowledge and analysis of all known intelligence and information across the safeguarding children and adult’s partnerships in Torbay to ensure all safeguarding activity and intervention is timely, proportionate and effective.

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