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Whole School Policy for Safeguarding and Child Protection
**KCSIE 2023 but adapting to changes which may be implemented to the current information only KCSIE document September 2024**
The purpose of this safeguarding policy is to ensure every child/ young person who is a student at Roselyn House School is safe and protected from harm. The Department for Education (DfE) ‘Keeping Children Safe in Education’ (September 2023), states safeguarding and promoting the welfare of children is defined for the purposes of this guidance as :
- Protecting children and young people at our school from maltreatment;
- Preventing impairment of our children’s and young people’s mental and physical health or development;
- Ensuring that children and young people at our school grow up in circumstances consistent with the provision of safe and effective care; and
- Taking action to enable children/ young people at our school to have the best outcomes.
This policy will give clear direction to all stakeholders about expectations and our legal responsibility to safeguard and promote the welfare of all children/ young people at our school.
Roselyn House School fully recognises the contribution it can make to protect children/ young people from harm and to support and promote the welfare of all children/ young people who are registered students at our school. This policy applies to all stakeholders; students, staff, parents/ carers, Directors of KS Education Limited, volunteers and visitors.
No single professional can have a full picture of a child’s needs and circumstances. If children and families have the right help at the right time, everyone who comes into contact with them has a role to play in identifying concerns, sharing information and taking prompt action.
The Children Act 1989 and 2004, states a child is anyone who has not yet reached their 18th birthday. The commitment to safeguarding and promoting the welfare of children however will extend to all children who are known to our school along with our students.
It is essential that everybody working in a school or college understands their safeguarding responsibilities. Everyone who comes into contact with children and families has a role to play ensuring children and young people are safe from abuse, neglect exploitation and harm. Our school is committed to safeguarding children and aims to create a culture of vigilance. All staff should make sure that any decisions made are in the best interests of the child.
Our students’ welfare is our paramount concern. KS Education Limited will ensure that our school will safeguard and promote the welfare of students and work together with agencies to ensure that our school has adequate arrangements to identify, assess and support those children who are suffering or where significant harm is suggested.
Our school is a community and all those directly connected, staff members, governors, parents, families and students, have an essential role to play in making it safe and secure for all.
This procedure document provides the basis for good practice within the school for Safeguarding work. It should be read in conjunction with further Policies outlined in this Policy, plus the safeguarding appendix document. These are in keeping with relevant national procedures and reflect what we consider to be safe and professional practice in this context.
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KEY AREA |
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Definitions |
The terms “children” and “child” refer to anyone under the age of 18.
The purpose of this safeguarding policy is to ensure every student at Roselyn House School is safe and protected from harm. The Department for Education (DfE) ‘Keeping Children Safe in Education’ (September 2023), states safeguarding and promoting the welfare of children is defined for the purposes of this guidance as:
Children can abuse other children. This is generally referred to as child-on-child abuse and can take many forms. This can include (but is not limited to) bullying (including cyberbullying, prejudice-based and discriminatory bullying); sexual violence and sexual harassment; physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm; upskirting; initiating/hazing type violence and rituals; abuse in intimate personal relationships between children; consensual or non-consensual sharing of nudes or semi-nude images or videos, or causing someone to engage in sexual activity without consent.
For the purposes of this policy, “sexual violence” refers to the following offences as defined under the Sexual Offences Act 2003:
For the purposes of this policy, “sexual harassment” refers to unwanted conduct of a sexual nature that occurs online or offline, inside or outside of school. Sexual harassment is likely to violate a student’s dignity, make them feel intimidated, degraded or humiliated, and create a hostile, offensive, or sexualised environment. If left unchallenged, sexual harassment can create an atmosphere that normalises inappropriate behaviour and may lead to sexual violence. Sexual harassment can include, but is not limited to:
Upskirting refers to the act, as identified the Voyeurism (Offences) Act 2019, of taking a picture or video under another person’s clothing, without their knowledge or consent, with the intention of viewing that person’s genitals or buttocks, with or without clothing, to obtain sexual gratification, or cause the victim humiliation, distress or alarm. Upskirting is a criminal offence. Anyone, including students and staff, of any gender can be a victim of upskirting.
Consensual and non-consensual sharing of nude and semi-nude images and/or videos, colloquially known as “sexting” and "youth produced imagery", is defined as the sharing between students of sexually explicit content, including indecent imagery. Indecent imagery is defined as an image which meets one or more of the following criteria:
Consent is defined as having the freedom and capacity to choose to engage in sexual activity. Consent may be given to one sort of sexual activity but not another and can be withdrawn at any time during sexual activity and each time activity occurs. A person only consents to a sexual activity if they agree by choice to that activity and has the freedom and capacity to make that choice. Children under the age of 13 can never consent to any sexual activity. The age of consent is 16.
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Statutory Guidance |
Relevant Non-statutory guidance
This policy operates in conjunction with the following school policies:
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Ethos |
Roselyn House School recognises that high self-esteem, confidence, peer support and clear lines of communication with trusted adults helps all children, especially those at risk of, or suffering abuse. We therefore ensure that:
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Roles & Responsibilities
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The school’s Designated Safeguarding Lead (DSL) with overall designated responsibility for safeguarding is Jack Birkenhead. We have a deputy designated safeguarding lead, Tracy Higgins. Rachel Smith and Sharon Damerall are Strategic Safeguarding Leads and Backups. This ensures there is appropriate cover for this role at all times.
The Designated Safeguarding Lead and Deputy are on our school’s leadership team and their role of Designated Safeguarding Lead (and the deputy) will be explicit in their job description. These people have the appropriate authority and are given the time, funding, training, resources and support to provide advice and support to other staff on child welfare and Safeguarding matters, to take part in strategy discussions and inter-agency meetings – and/or to support other staff to do so – and to contribute to the assessment of children. The designated safeguarding lead (and deputy) are most likely to have a complete safeguarding picture and be the most appropriate person to advise on the response to safeguarding concerns.(KCSIE September 2023.).
The Headteacher and Proprietor, Sharon Damerall, is a Strategic Safeguarding Lead responsible for safeguarding to champion good practice and preparing this and other safeguarding related policies. She will ensure that the policies and procedures adopted by the school are fully implemented and sufficient resources and time are allocated to enable staff members to discharge their safeguarding responsibilities. In addition, she Monitors Online Safety and IT Monitoring and Filtering as part of the SLT designated team.
The School Business Manager, Rachel Smith, is a Strategic Safeguarding Lead with specific responsibility for Staff Training and Induction in Safeguarding and Child Protection, Disclosure and Barring, Record Keeping/ Holding Information and Sharing and GDPR.
Both The Headteacher and Business Manager provide Supervision/ Support and overall advice and monitoring for the DSL and Deputy as they have performed these roles.
They also are Backups when required and have completed Advanced DSL Training and Safer Recruitment.
All staff and other adults are clear about procedures where they are concerned about the safety of a child, including if children go missing from school.
Our Attendance Officer Karen Brunskill is also trained as a DSL.
All DSLs are collectively responsible for ensuring that safeguarding arrangements are fully embedded within the school’s ethos and reflected in the school’s day-to-day practice.
The case manager for dealing with allegations of abuse made against school staff members is the Headteacher.
The case manager for dealing with allegations against the Headteacher is the LCC LADO, Tim Booth.
All staff members, proprietors, volunteers and external providers know how to recognise signs and symptoms of abuse, how to respond to students who disclose abuse and what to do if they are concerned about a young person. They are aware that behaviours and physical signs linked to behaviours that put children in danger. All staff should know what to do if a young person tells them they are being abused or neglected. Staff should know how to manage the requirement to maintain an appropriate level of confidentiality. This means only involving those who need to be involved, such as the designated safeguarding lead (or a deputy) and children’s social care. Staff should never promise a child that they will not tell anyone about a report of abuse, as this may ultimately not be in the best interests of the child. Safeguarding issues can manifest themselves via child on child abuse. This may include, but not limited to: bullying (including cyber bullying), gender based violence/sexual harassment, sexual violence and assaults, harmful sexual behaviour and sexting. Staff should recognise that children are capable of abusing their peers.
Staff must challenge any form of derogatory and sexualised language or behaviour. Staff should be vigilant to sexualised/aggressive touching/grabbing DfE guidance situates sexual violence, sexual harassment and harmful sexual behaviour in the context of developing a whole-school safeguarding culture, where sexual misconduct is seen as unacceptable, and not 'banter' or an inevitable part of growing up. Advice about tackling and reporting sexual harassment in schools and colleges from Sept 2021 is here:
We have a specific Sexual Violence and Sexual Harassment Policy.
It should be recognised that these issues are likely to occur, and so schools should have procedures in place to deal with them. Groups at particular risk include girls, students who identify as Lesbian, Gay, Bisexual, Transgender+ (LGBT+), or are perceived by peers to be LGBT+, and students with SEND. Students are protected from ‘upskirting’, bullying, homophobic, biphobic and transphobic behaviour, racism, sexism, and other forms of discrimination
Any discriminatory behaviours are challenged, and students are supported to understand how to treat others with respect. We also have a statutory duty to report and record any of the above incidents.
The appropriate safeguarding lead person should be familiar with the full guidance from the UK Council for Internet Safety (UKCIS), Sharing nudes and semi-nudes: advice for education settings working with children and young people
It is important that schools record incidents across the whole spectrum of sexual violence, sexual harassment, and harmful sexualised behaviours so that they can understand the scale of the problem in their own schools and make appropriate plans to reduce it. For more guidance go to:
Keeping children safe in education 2023 (publishing.service.gov.uk)
It covers what sexual violence and harassment is, schools’ and colleges’ legal responsibilities, a whole school or college approach to safeguarding and child protection and how to respond to reports of sexual violence and sexual harassment
All such incidents should be immediately reported to the Designated Safeguarding Lead (DSL) or equivalent and managed in line with Roselyn House School policies.
A bespoke helpline for children and young people who’ve experienced abuse at school, and for worried adults and professionals that need support and guidance. If you are concerned about something, you can contact the NSPCC helpline Report Abuse in Education on 0800 136 663 or email help@nspcc.org.uk.
We have a specific Online Safety Policy.
There is a policy for remote learning that demonstrates an understanding of how to follow safeguarding procedures when planning remote education strategies and teaching remotely.
There is also information at:
Roselyn House School are committed to providing the relevant personnel with clear and explicit roles and responsibilities to ensure accountability when safeguarding children. We therefore ensure that:
All adults, including volunteers, working in or on behalf of the school have a responsibility to :
Teachers, including the Headteacher, have a responsibility to:
Teachers’ Standards guidance (publishing.service.gov.uk)
Teaching Assistants, have a responsibility to:
Professional standards for teaching assistants (skillsforschools.org.uk)
The Directors of KS Education Limited have a responsibility to:
The DSL role:
The Proprietors/ Directors have ensured an appropriate senior member of staff, from the school leadership team, has been appointed to the role of designated safeguarding lead, Jack Birkenhead. The designated safeguarding lead takes lead responsibility for safeguarding and child protection (including online safety and understanding the filtering and monitoring systems and processes in place. This is further supported by the Headteacher). This is explicit in the role holder’s job description.
The designated safeguarding lead should have the appropriate status and authority within the school to carry out the duties of the post. The role of the designated safeguarding lead carries a significant level of responsibility, and they should be given the additional time, funding, training, resources and support they need to carry out the role effectively. Their additional responsibilities include providing advice and support to other staff on child welfare, safeguarding and child protection matters, taking part in strategy discussions and inter-agency meetings, and/or supporting other staff to do so, and contributing to the assessment of children.
Deputy designated safeguarding leads
Our deputy DSL, Tracy Higgins is trained to the same standard as the designated safeguarding lead and the role is explicit in her job description. Whilst the activities of the designated safeguarding lead can be delegated to appropriately trained deputies, the ultimate lead responsibility for child protection, as set out above, remains with the designated safeguarding lead, this lead responsibility should not be delegated.
Availability
During term time the designated safeguarding lead (or a deputy) should always be available (during school hours) for staff in the school to discuss any safeguarding concerns. Whilst generally speaking the designated safeguarding lead (or deputy) would be expected to be available in person, this could also include via telephone or email in exceptional circumstances. The Headteacher/ Business Manager and the designated safeguarding lead will arrange adequate and appropriate cover arrangements for any out of hours/out of term activities.
Manage referrals
The designated safeguarding lead is expected to refer cases:
Working with others
The designated safeguarding lead is expected to:
Information sharing and managing the child protection file
The designated safeguarding lead is responsible for ensuring that child protection files are kept up to date. Information should be kept confidential and stored securely. It is good practice to keep concerns and referrals in a separate child protection file for each child. Records should include:
They should ensure the file is only accessed by those who need to see it and where the file or content within it is shared, this happens in line with information sharing advice. This will be monitored and overseen by Rachel Smith, Business Manager.
Where children leave the school (including in year transfers) the designated safeguarding lead should ensure their child protection file is transferred to the new school or college as soon as possible, and within 5 days for an in-year transfer or within the first 5 days of the start of a new term. This should be transferred separately from the main student file, ensuring secure transit, and confirmation of receipt should be obtained.
Receiving schools and colleges should ensure key staff such as designated safeguarding leads and special educational needs co-ordinators (SENCO’s) or the named person with oversight for SEND in colleges, are aware as required.
Lack of information about their circumstances can impact on the child’s safety, welfare, and educational outcomes. In addition to the child protection file, the designated safeguarding lead should also consider if it would be appropriate to share any additional information with the new school or college in advance of a child leaving to help them put in place the right support to safeguard this child and to help the child thrive in the school or college. For example, information that would allow the new school or college to continue supporting children who have had a social worker and been victims of abuse and have that support in place for when the child arrives.
Raising Awareness
The designated safeguarding lead should:
Training, knowledge, and skills
The designated safeguarding lead (and deputy) should undergo training to provide them with the knowledge and skills required to carry out the role. This training should be updated at least every two years. The designated safeguarding lead (and deputy) should undertake Prevent awareness training. Training should provide designated safeguarding leads with a good understanding of their own role, how to identify, understand and respond to specific needs that can increase the vulnerability of children, as well as specific harms that can put children at risk, and the processes, procedures and responsibilities of other agencies, particularly local authority children’s social care, so they:
In addition to the formal training set out above, their knowledge and skills should be refreshed (this might be via e-bulletins, meeting other designated safeguarding leads, or simply taking time to read and digest safeguarding developments) at regular intervals, as required, and at least annually, to allow them to understand and keep up with any developments relevant to their role. This will be supported by the two Strategic Safeguarding Leads.
Providing support to staff
Training should support the designated safeguarding lead in developing expertise, so they can support and advise staff and help them feel confident on welfare, safeguarding and child protection matters. This includes specifically to:
Understanding the views of children
It is important that all children feel heard and understood. Therefore, designated safeguarding leads (and deputy) should be supported in developing knowledge and skills to:
Holding and sharing information
The critical importance of recording, holding, using, and sharing information effectively is set out in Parts one, two and five of Lancashire School Safegurding DSL Handbook 2023-2024 and Record Keeping, CPOMS, including electronic systems, file retention guidance and UK GDPR for Lancashire School Settings 2023-2024, and therefore the designated safeguarding lead should be equipped to:
This will be monitored by Rachel Smith in her role as Strategic Safeguarding Lead.
The designated teacher has a responsibility for promoting the educational achievement of CLA and previously CLA (PLAC), and for children who have left care through adoption, special guardianship or child arrangement orders or who were adopted from state care outside England and Wales. In our setting, this is Jack Birkenhead and Tracy Higgins.
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Induction, Training & Updates |
Roselyn House School is committed to providing staff and volunteers with the skills and knowledge needed to safeguard children. We therefore ensure that:
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Child Protection
Multi-Agency Working
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Roselyn House School is committed to PREVENTING abuse, PROTECTING children from abuse and SUPPORTING those involved in cases of abuse. We therefore ensure that:
Supporting our Young People
We recognise that children who are abused or witness violence (Domestic Abuse) are likely to have low self-esteem and may find it difficult to develop a sense of self-worth. https://www.gov.uk/guidance/domestic-abuse-how-to-get-help
They may feel helpless, humiliated and some sense of blame. Our school may be the only stable, secure and predictable element in their lives.
We accept that the behaviour of a child in these circumstances may range from that which is perceived to be normal to aggressive or withdrawn. See Behaviour Policy
At Roselyn House School, we will support our students by:
https://www.gov.uk/government/consultations/domestic-abuse-act-statutory-guidance
https://www.csacentre.org.uk/resources/key-messages/harmful-sexual-behaviour/
https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools
The school contributes to multi-agency working as part of its statutory duty. The school is aware of and will follow the local safeguarding arrangements. Further details on www.safeguardingpartnership.org.uk
The school will be fully engaged, involved, and share information with local safeguarding arrangements. Once the school is named as a relevant agency by local safeguarding partners, it will follow its statutory duty to cooperate with the published arrangements in the same way as other relevant agencies.
The school will work with Children & Family Well – Being Team, CSC, the Police, Health services and other relevant partners and agencies for the benefit of families and children ensuring contribution to multi-agency plans to provide additional support.
Where a need for early help is identified, the school will allow access for CSC from the host LA and, where appropriate, a placing LA, for that LA to conduct (or consider whether to conduct) a section 17 or 47 assessment. Roselyn House School also recognises the particular importance of inter-agency working in identifying and preventing CSE and CCE.
Information sharing The school recognises the importance of proactive information sharing between professionals and local agencies in order to effectively meet students’ needs and identify any need for early help.
Considering the above, staff will be aware that whilst the UK GDPR and the Data Protection Act 2018 place a duty on schools to process personal information fairly and lawfully, they also allow for information to be stored and shared for safeguarding purposes – data protection regulations do not act as a barrier to sharing information where failure to do so would result in the student being placed at risk of harm.
Staff members will ensure that fear of sharing information does not stand in the way of their responsibility to promote the welfare and safety of students. If staff members are in doubt about sharing information, they will speak to the DSL or deputy DSL(s). |
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Child in Need |
Roselyn House School is committed to ensuring the appropriate level of support is offered to a "Child in Need" and their family. We therefore ensure that:
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Early Help |
Roselyn House School are committed to providing our families with the right help at the right time.
Any child may benefit from early help, but all school and sixth form staff should be particularly alert to the potential need for early help for a child who:
We therefore ensure that:
Dealing with a disclosure made by a young person- advice for all members of staff:
If a child discloses that they have been abused in some way, the member of staff or volunteer should follow this guidance:
In addition:
Further information about what to do if you are worried that a child is being abused is available here in advice for practitioners:
https://www.gov.uk/government/publications/what-to-do-if-youre-worried-a-child-is-being-abused--2
Discussing concerns with the family and the young person- advice for the Designated Safeguarding Leads (DSL)
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Specific Safeguarding
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Roselyn House School is committed to keeping our children safe from specific forms of abuse.
Abuse and neglect
Knowing what to look for is vital to the early identification of abuse and neglect. All staff should be aware of indicators of abuse and neglect, including exploitation, so that they are able to identify cases of children who may be in need of help or protection.
If staff are unsure, they should always speak to the designated safeguarding lead (or deputy).
Forms of abuse and neglect
Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm. Children may be abused by other children or adults, in a family or in an institutional or community setting by those known to them or, more rarely, by others. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. Children may be abused by one or multiple adults or other children.
All staff should be aware that child sexual and child criminal exploitation are forms of child abuse.
Physical abuse: a form of abuse that may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical abuse can also be caused when a Parent fabricates the symptoms of, or deliberately induces, illness in a child. Staff are aware of Female Genital Mutilation, a form of physical abuse,
Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child the opportunities to express their views, deliberately silencing them, ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children, such as interactions that are beyond their developmental capability, overprotection and limitation of exploration and learning, or preventing the child from participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying, including cyberbullying, causing the child to frequently feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.
Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving violence, whether or not the child is aware of what is happening. This may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. It may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse.
Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Sexual abuse can be perpetrated by people of any gender and age.
The sexual abuse of children by other children is a specific safeguarding issue (also known as child on child abuse) in education and all staff should be aware of it and their school or colleges policy and procedures for dealing with it. (Further details are found later in this policy and in the appendix).
Neglect: the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may involve a parent or carer failing to provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
Safeguarding issues
All staff should have an awareness of safeguarding issues that can put children/ young people at risk of harm. Behaviours linked to issues such as drug taking, alcohol misuse, deliberately missing education, serious violence (including that linked to county lines), radicalisation and consensual and non-consensual sharing of nude and semi-nude images and/or videos(also known as youth produced sexual imagery) put children in danger.
We will formulate risk management plans where required using the guidance from Lancashire County Council.
We will ensure that:
Intra-familial child sexual abuse refers to child sexual abuse (CSA) that occurs within a family environment. Perpetrators may or may not be related to the child. The key consideration is whether the abuser feels like family from the child’s point of view. Around two-thirds of all CSA reported to the police is perpetrated by a family member or someone close to the child. Where research has recorded the gender of perpetrators of intra-familial CSA, the vast majority have been found to be male, although abuse by women does occur. In around a quarter of cases, the perpetrator is under 18. CSA in the family is rarely an isolated occurrence and may go on for many years. Much abuse in the family remains undisclosed. Children may fear their abuser, not want their abuser to get into trouble, feel that the abuse was ‘their fault’, and feel responsible for what will happen to their family if they tell. Disabled children and some black, Asian and minority ethnic children face additional barriers. Abuse by a family member may be particularly traumatic because it involves high levels of betrayal, stigma and secrecy. CSA in the family is linked to a range of negative outcomes over the whole of the life course, including poorer physical and mental health, lower income, relationship difficulties and further violence and abuse. However, not all survivors experience long-term impacts. Much depends on the nature and duration of the abuse, the individual’s coping mechanisms, and the support they receive. Supportive responses from non-abusing carers are particularly important. Effective support is critical to enable disclosure, and during investigation and legal proceedings. Therapeutic support for young people can have a positive impact but the availability of services remains piecemeal. Both adult survivors and children/young people value services that listen to, believe and respect them; where professionals are trustworthy, authentic, optimistic and encouraging, show care and compassion, facilitate choice, control and safety, and provide advocacy. It is important to provide support to the whole family, and particularly to non-abusing parents, following abuse.
What is intra-familial CSA? The UK Government’s definition of CSA for England is: …forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. (Working Together to Safeguard Children 2018). There is no single agreed definition of intra-familial CSA. However, it is generally recognised that, in addition to abuse by a relative (such as a parent, sibling or uncle), it may include abuse by someone close to the child in other ways (such as a step-parent, a close family friend or a babysitter). This understanding is in accordance with Crown Prosecution Service guidelines on the Sexual Offences Act 2003, which state: These offences reflect the modern family unit and take account of situations where someone is living within the same household as a child and assuming a position of trust or authority over that child, as well as relationships defined by blood ties, adoption, fostering, marriage or living together as partners. In thinking about whether abuse is intra-familial, perhaps the most important question for professionals to consider is: ‘Did this perpetrator feel like family to the child?’ Key messages from research on intra-familial child sexual abuse and further information can be found on the Centre of expertise on child sexual abuse (CSA Centre) website at www.csacentre.org.uk Parental responsibility All mothers and most fathers have legal rights and responsibilities as a parent - known as ‘parental responsibility’. If you have parental responsibility, your most important roles are to:
You’re also responsible for:
Parents have to ensure that their child is supported financially, whether they have parental responsibility or not.
Same-sex parents Civil partners Same-sex partners will both have parental responsibility if they were civil partners at the time of the treatment, eg donor insemination or fertility treatment. Non-civil partners For same-sex partners who are not civil partners, the 2nd parent can get parental responsibility by either:
www.gov.uk/parental-rights-responsibilities
Looked after Children If a child is taken into care because of a care order, the council will share responsibility for making most of the important decisions about the child’s upbringing, including:
If a Parent agrees to their child becoming ‘looked after’ and there is no care order, they will continue to have parental responsibility for their child. In either case, the council is responsible for:
The child may be placed with either:
www.gov.uk/if-your-child-is-taken-into-care/care-proceedings
Family Rights Group helpline Telephone: 0808 801 0366 Dealing with separated parents Research and experience has shown that separated parents can work well together in the best interests of their children and can together play a role in their children's education. However, some parents become estranged, and do not work together or in the best interests of their children, especially during the initial stages of their separation. This is very often traumatic for any children concerned where personal family problems can have an impact on the child and on the schools the children attend. The following websites are for services that parents or carers may find helpful and schools are able to signpost to: CAFCASS provides information around the Separated Parents Programme. Gingerbread is a charity aimed at helping single parent families live secure, happy and fulfilling lives. It is important that schools are aware that parents may be recognised differently under education law, than under family law. Section 576 of the Education Act 1996 states that a ‘parent’, in relation to a child or young person, includes any person who is not a parent (from which can be inferred ‘biological parent’) but who has parental responsibility, or who has care of the child. For the purposes of education law, the department considers a ‘parent’ to include:
A person typically has care of a child or young person if they are the person with whom the child lives, either full or part time and who looks after the child, irrespective of what their biological or legal relationship is with the child. For example this may be a foster carer or family and friends carer who does not have parental responsibility but has been delegated the responsibility for taking day-to-day decisions about the child. In cases where a person is not the biological parent of a child, does not have ‘parental responsibility’ for that child and that child no longer lives with them, it’s unlikely that they will be recognised as a ‘parent’. Any disputes about whether a person is a child’s ‘parent’ within the meaning of section 576 Education Act 1996, are for the courts to decide. GOV.UK have produced a useful guidance page to help schools understand and deal with issues relating to parental responsibility. Private Fostering Most children spend time staying with friends and relatives at some time during their childhood, however, for some children these arrangements can be longer term. If a child under 16 years (or 18 if they are disabled) stays with an adult who is not a close relative (close relative is defined as sibling, aunt, uncle, grandparent and step parent) for 28 days or more, this is known as a private fostering arrangement and special rules apply. Private fostering is the term used to describe an arrangement made privately (that is without the involvement of the local authority) between a child's parents and a carer of their choice. A child is considered to be in private foster care if they are in the full time care of someone who is not directly related, nor is a legal guardian, for a total of 28 days or longer. The period of 28 days is expected to last cumulatively for over 28 days, for example the child is from another country and staying with a host family for 28 days or more, or the child is staying with a school friends family. There may be circumstances where the child resides with someone who is not a relative or legal guardian for longer than a 28 days period but returns to parents care at the weekend, this would constitute as a continuous period of care under private fostering arrangement. However, if a child is cared for by a non-relative or legal guardian but returns to the parents at weekends, then this is a private fostering arrangement. There are duties to know about and report if a school believes a student is living in a private fostering arrangement. The school has a duty to make a referral into Children's Services, so an assessment can be carried out, to ensure the person looking after that child or young person is promoting their welfare and safety. Child abduction and community safety incidents Child abduction is the unauthorised removal or retention of a minor from a parent or anyone with legal responsibility for the child. Child abduction can be committed by parents or other family members; by people known but not related to the victim (such as neighbours, friends and acquaintances); and by strangers. Other community safety incidents in the vicinity of a school can raise concerns amongst children and parents, for example, people loitering nearby or unknown adults engaging children in conversation. As children get older and are granted more independence (for example, as they start walking to school on their own) it is important they are given practical advice on how to keep themselves safe. Many schools provide outdoor-safety lessons run by teachers or by local police staff. It is important that lessons focus on building children’s confidence and abilities rather than simply warning them about all strangers. Further information is available at: www.actionagainstabduction.org and www.clevernevergoes.org. Children and the court system Children are sometimes required to give evidence in criminal courts, either for crimes committed against them or for crimes they have witnessed. There are two age appropriate guides to support children 5-11-year olds and 12-17 year olds. The guides explain each step of the process, support and special measures that are available. There are diagrams illustrating the courtroom structure and the use of video links is explained. Making child arrangements via the family courts following separation can be stressful and entrench conflict in families. This can be stressful for children. The Ministry of Justice has launched an online child arrangements information tool with clear and concise information on the dispute resolution service. This may be useful for some parents and carers. Students with family members in prison
Students with a family member in prison will be offered pastoral support as necessary. They will receive a copy of ‘Are you a young person with a family member in prison?’ from Action for Prisoners’ Families where appropriate and allowed the opportunity to discuss questions and concerns. Preventing extremism and radicalisation refers to the process by which a person comes to support terrorism and forms of extremism, there is no single way of identifying an individual who is likely to be susceptible to an extremist ideology.
Children are vulnerable to extremist ideology and radicalisation. Similar to protecting children from other forms of harms and abuse, protecting children from this risk should be a part of a schools’ or colleges’ safeguarding approach.
129 Section 5B(6) of the Female Genital Mutilation Act 2003 states teachers need not report a case to the police if they have reason to believe that another teacher has already reported the case.133 Extremism130 is the vocal or active opposition to our fundamental values, including democracy, the rule of law, individual liberty and the mutual respect and tolerance of different faiths and beliefs. This also includes calling for the death of members of the armed forces.
Extremism refers to the vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty, and the mutual respect and tolerance of different faiths and beliefs. Extremism also includes calling for the death of members of the armed forces.
Radicalisation refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.
Terrorism is an action that endangers or causes serious violence to a person/people; causes serious damage to property; or seriously interferes or disrupts an electronic system. The use or threat must be designed to influence the government or to intimidate the public and is made for the purpose of advancing a political, religious or ideological cause.
There is no single way of identifying whether a child is likely to be susceptible to an extremist ideology. Background factors combined with specific influences such as family and friends may contribute to a child’s vulnerability. Similarly, radicalisation can occur through many different methods (such as social media or the internet) and settings (such as within the home).
However, it is possible to protect vulnerable people from extremist ideology and intervene to prevent those at risk of radicalisation being radicalised. As with other safeguarding risks, staff should be alert to changes in children’s behaviour, which could indicate that they may be in need of help or protection. Staff should use their judgement in identifying children who might be at risk of radicalisation and act proportionately which may include the designated safeguarding lead (or deputy) making a Prevent referral. The school’s or college’s designated safeguarding lead (and any deputies) should be aware of local procedures for making a Prevent referral.
The Prevent Duty All schools and colleges are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015 (the CTSA 2015), in the exercise of their functions, to have “due …..As defined in the Government’s Counter Extremism Strategy
https://www.gov.uk/government/publications/counter-extremism-strategy.
As defined in the Revised Prevent Duty Guidance for England and Wales.
As defined in the Terrorism Act 2000 (TACT 2000) http://www.legislation.gov.uk/ukpga/2000/11/contents
The Prevent Duty should be seen as part of schools’ and colleges’ wider safeguarding obligations. Designated safeguarding leads and other senior leaders in schools should 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). Designated safeguarding leads and other senior leaders in colleges should familiar themselves with the Prevent duty guidance: for further education institutions in England and Wales. The guidance is set out in terms of four general themes: risk assessment, working in partnership, staff training, and IT policies.
Channel
Channel is a voluntary, confidential support programme which focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism. Prevent referrals may be passed to a multi-agency Channel panel, which will discuss the individual referred to determine whether they are vulnerable to being drawn into terrorism and consider the appropriate support required. A representative from the school or college may be asked to attend the Channel panel to help with this assessment. An individual’s engagement with the programme is entirely voluntary at all stages.
The designated safeguarding lead should consider if it would be appropriate to share any information with the new school or college in advance of a child leaving. For example, information that would allow the new school or college to continue supporting victims of abuse or those who are currently receiving support through the ‘Channel’ programme, and have that support in place for when the child arrives. guidance. Child Sexual Exploitation (CSE) involves exploitative situations, contexts and relationships where young people may receive something (e.g. food, accommodation, drugs, alcohol, gifts or simply affection) as a result of engaging in sexual activities. The perpetrator will not only groom the victim (possibly over a long period of time) but will always hold some kind of power which increases as the exploitative relationship develops. Sexual exploitation involves a degree of coercion, intimidation or enticement, including unwanted pressures from peers to have sex, sexual bullying including on line bullying (cyberbullying) and grooming. It is important to recognise that some young people who are being sexually exploited do not exhibit any external signs of this abuse.
Child Criminal Exploitation is defined as a form of abuse where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child into taking part in criminal activity, for any of the following reasons:
Specific forms of CCE can include:
The school will recognise that students involved in CCE are victims themselves, regardless of whether they have committed crimes, and even if the criminal activity appears consensual. The school will also recognise that students of any gender are at risk of CCE. School staff will be aware of the indicators that a student is the victim of CCE, including:
County Lines The 2018 Home Office Serious Crime Strategy states the NPCC definition of a County Line is a term used to describe gangs and organised criminal networks involved in exporting illegal drugs into one or more importing areas [within the UK], using dedicated mobile phone lines or other form of “deal line”. They are likely to exploit children and vulnerable adults to move (and store) the drugs and money and they will often use coercion, intimidation, violence (including sexual violence) and weapons.
A common feature in county lines drug supply is the exploitation of young and vulnerable people. The dealers will frequently target children and adults - often with mental health or addiction problems - to act as drug runners or move cash so they can stay under the radar of law enforcement.
In some cases, the dealers will take over a local property, normally belonging to a vulnerable person, and use it to operate their criminal activity from. This is known as cuckooing.
People exploited in this way will quite often be exposed to physical, mental and sexual abuse, and in some instances will be trafficked to areas a long way from home as part of the network's drug dealing business.
As we have seen in child sexual exploitation, children often don't see themselves as victims or realise they have been groomed to get involved in criminality. So it's important that we all play our part to understand county lines and speak out if we have concerns. Further advice is found at:
www.nationalcrimeagency.gov.uk/what-we-do/crime-threats/drug-trafficking/county-lines
Gangs Defining a gang is difficult. They tend to fall into three categories: peer groups, street gangs and organised crime groups. It can be common for groups of children and young people to gather together in public places to socialise, and although some peer group gatherings can lead to increased antisocial behaviour and low level youth offending, these activities should not be confused with the serious violence of a street gang.
There is a distinction between organised crime groups and street gangs based on the level of criminality, organisation, planning and control. However, there are significant links between different levels of gangs for example street gangs can be involved in drug dealing on behalf of organised criminal groups Young men and women may be at risk of sexual exploitation in these groups.
Children may be involved in more than one 'gang', with some cross-border movement, and may not stay in a 'gang' for significant periods of time. Children rarely use the term 'gang', instead they used terms such as 'family', 'breddrin', 'crews', 'cuz' (cousins), 'my boys' or simply 'the people I grew up with'.
Safeguarding should focus on both young people who are / vulnerable of making the transition to gang involvement as well as those already involved in gangs. Practitioners should be aware of particular risks to young people involved in gangs from violence and weapons; drugs and sexual exploitation.
The specific risks for males and females may be quite different. There is a higher risk of sexual abuse for females and they are more likely to have been coerced into involvement with a gang through peer pressure than their male counterparts.
There is evidence of a high incidence of rape of girls who are involved with gangs. Some senior gang members pass their girlfriends around to lower ranking members and sometimes to the whole group at the same time. Very few rapes by gang members are reported.
Gang members often groom girls at school using drugs and alcohol, which act as disinhibitors and also create dependency, and encourage / coerce them to recruit other girls through school / social networks.
‘So called’ Honour Based Abuse (HBA) is a collection of practices used to control behaviour within families in order to protect perceived cultural and religious beliefs and/or honour. Violence or abuse can occur when perpetrators perceive that a relative has shamed the family and/or community by breaking their honour code.
Forced marriage is defined as a marriage that is entered into without the full and free consent of one or both parties, and where violence, threats or any other form of coercion is used to cause a person to enter into the marriage. Threats can be physical, emotional, or psychological. A lack of full and free consent can be where a person does not consent or where they cannot consent, e.g. due to some forms of SEND. Forced marriage is a crime in the UK and a form of HBA. Staff who have any concerns regarding a student who may have undergone, is currently undergoing, or is at risk of forced marriage will speak to the DSL and local safeguarding procedures will be followed – this could include referral to CSC, the police or the Forced Marriage Unit. It will be made clear to staff members that they should not approach the student’s family or those with influence in the community, without the express consent of the student, as this will alert them to the concerns and may place the student in further danger.
Female Genital Mutilation (FGM) is defined as all procedures involving the partial or total removal of the external female genitalia or other injury to the female genital organs. FGM is illegal in the UK and a form of child abuse with long-lasting harmful consequences.
All staff will be alert to the possibility of a student being at risk of FGM, or already having suffered FGM. If staff are worried about someone who is at risk of FGM or who has been a victim of FGM, they are required to share this information with CSC and/or the police. The school’s procedures relating to managing cases of FGM and protecting students will reflect multi-agency working arrangements. As outlined in Section 5B of the Female Genital Mutilation Act 2003 (as inserted by section 74 of the Serious Crime Act 2015), teachers are legally required to report to the police any discovery, whether through disclosure by the victim or visual evidence, of FGM on a student under the age of 18. Teachers failing to report such cases may face disciplinary action. Teachers will not examine students, and so it is rare that they will see any visual evidence, but they must personally report to the police where an act of FGM appears to have been carried out. Unless the teacher has a good reason not to, they should also consider and discuss any such case with the DSL and involve CSC as appropriate. NB: This does not apply to any suspected or at-risk cases, nor if the individual is over the age of 18. In such cases, local safeguarding procedures will be followed.
All staff will be aware of the indicators that students may be at risk of FGM. While some individual indicators they may not indicate risk, the presence of two or more indicators could signal a risk to the student. It is important to note that the student may not yet be aware of the practice or that it may be conducted on them, so staff will be sensitive when broaching the subject. Indicators that a student may be at heightened risk of undergoing FGM include:
FGM is included in the definition of honour-based’ abuse (HBA) which involves crimes that have been committed to defend the honour of the family and/or community. All forms of HBA are forms of abuse and will be treated and escalated as such. Staff will be alert to the signs of HBA, including concerns that a child is at risk of HBA, or has already suffered from HBA, and will consult with the DSL who will activate local safeguarding procedures if concerns arise. Breast ironing (also called breast flattening) is when young girls' breasts are damaged over time to flatten them and delay their development/ stop them from growing. This can include the use of an elastic belt, or binder, pressed with a hot object, massaged, pounded or flattened. This is different from choosing to bind your breasts with regard to gender identity. Breast ironing usually starts with the first signs of puberty and is most often done by female relatives. In most cases, the abuser incorrectly thinks they're behaving in the best interests of the child. They believe flattening the breasts will make the child less 'womanly'. They hope this will protect the girl from harassment, rape, abduction and early forced marriage, and help them stay in education. Although there's no specific law within the UK around breast ironing, it's a form of child abuse. Staff should make theirselves aware of what the signs of this abuse are. There is help and advice found at www.childline.org.uk/info-advice/bullying-abuse-safety/abuse-safety/breast-flattening/ and Breast Flattening – National FGM Centre Modern Slavery/ Trafficking The Modern Slavery Act 2015 places a new statutory duty on public authorities, including schools, to notify the National Crime Agency (NCA) (section 52 of the Act) on observing signs or receiving intelligence relating to modern slavery. The public authority (including schools) bears this obligation where it has ‘reasonable grounds to believe that a person may be a victim of slavery or human trafficking’.
Cybercrime is criminal activity committed using computers and/or the internet. It is broadly categorised as either ‘cyber-enabled’ (crimes that can happen off-line but are enabled at scale and at speed on-line) or ‘cyber dependent’ (crimes that can be committed only by using a computer). Cyber-dependent crimes include;
Children with particular skill and interest in computing and technology may inadvertently or deliberately stray into cyber-dependent crime. If there are concerns about a child in this area, the designated safeguarding lead (or a deputy), should consider referring into the Cyber Choices programme. This is a nationwide police programme supported by the Home Office and led by the National Crime Agency, working with regional and local policing. It aims to intervene where young people are at risk of committing, or being drawn into, low level cyber-dependent offences and divert them to a more positive use of their skills and interests. Note that Cyber Choices does not currently cover ‘cyber-enabled’ crime such as fraud, purchasing of illegal drugs on-line and child sexual abuse and exploitation, nor other areas of concern such as on-line bullying or general on-line safety. Additional advice can be found at: Cyber Choices, ‘NPCC- When to call the Police’ and National Cyber Security Centre - NCSC.GOV.UK
Child on child Abuse including sexualised abuse
Child-on-Child abuse is defined as abuse between children under 18 years of age. Roselyn House School has a zero-tolerance approach to abuse, including child-on-child abuse.
We refer to the specific guidance in Keeping Children Safe in Education Part five: Child on Child Sexual Violence and Sexual Harassment and Lancashire Procedures. 5.31 Peer Abuse (proceduresonline.com)
All staff will be aware that child-on-child abuse can occur between students of any age and gender, both inside and outside of school, as well as online. All staff will be aware of the indicators of child-on-child abuse, how to identify it, and how to respond to reports. All staff will also recognise that even if no cases have been reported, this is not an indicator that child-on-child abuse is not occurring. All staff will speak to the DSL if they have any concerns about child-on-child abuse.
All staff will understand the importance of challenge inappropriate behaviour between peers and will not tolerate abuse as “banter” or “part of growing up”.
Child-on-child abuse can be manifested in many different ways, including:
All staff will be clear as to the school’s policy and procedures regarding child-on-child abuse and the role they have to play in preventing it and responding where they believe a child may be at risk from it.
All staff will be made aware of the heightened vulnerability of students with SEND, who evidence suggests are more likely to be abused than their peers. Staff will not assume that possible indicators of abuse relate to the student’s SEND and will always explore indicators further.
All staff will be made aware of the heightened vulnerability of LGBTQ+ students, who evidence suggests are also more likely to be targeted by their peers. In some cases, students who are perceived to be LGBTQ+, regardless of whether they are LGBTQ+, can be just as vulnerable to abuse as LGBTQ+ students. The school’s response to sexual violence and sexual harassment between students of the same sex will be equally as robust as it is for incidents between children of the opposite sex.
Students will be made aware of how to raise concerns or make a report and how any reports will be handled. This includes the process for reporting concerns about friends or peers. Students will also be reassured that they will be taken seriously, be supported, and kept safe. This process will be continually reviewed by the DSL / SLT.
The school’s procedures for managing allegations of child-on-child abuse are outlined in the School Behaviour Policy. Staff will follow these procedures, as well as the procedures outlined in the school’s Anti-Bullying Policy and Exclusion Policy, where relevant.
The DSL will consider:
Following a report of sexual violence, the designated safeguarding lead (or deputy) will make an immediate risk and needs assessment, considering:
• the victim • the alleged perpetrator • all other children (and if appropriate adult students and staff).
Risk assessments will be recorded and kept under review as a minimum termly.
Further detailed guidance on Child on Child Sexual Violence and Sexual harassment is found in Keeping Children Safe in Education 2022, Part 5.) (KCSIE currently 2022 but adapting to the changes which will be implemented in the KCSIE document September 2023)
Sexual violence and sexual harassment between children in schools and colleges
Context
Sexual violence and sexual harassment can occur between two children of any age and gender from primary to secondary stage and into colleges. It can also occur online. It can also occur through a group of children sexually assaulting or sexually harassing a single child or group of children.
Children who are victims of sexual violence and sexual harassment will likely find the experience stressful and distressing. This will, in all likelihood, adversely affect their educational attainment and will be exacerbated if the alleged perpetrator(s) attends the same school or college. Sexual violence and sexual harassment exist on a continuum and may overlap, they can occur online and face to face (both physically and verbally) and are never acceptable.
It is essential that all victims are reassured that they are being taken seriously and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report. Staff should be aware that some groups are potentially more at risk. Evidence shows girls, children with special educational needs and disabilities (SEND) and LGBT+ children are at greater risk.
Staff should be aware of the importance of:
What is sexual violence and sexual harassment?
Sexual violence
It is important that school and college staff are aware of sexual violence and the fact children can, and sometimes do, abuse their peers in this way and that it can happen both inside and outside of school/college. When referring to sexual violence we are referring to sexual violence offences under the Sexual Offences Act 2003 as described below:
Rape: A person (A) commits an offence of rape if: he intentionally penetrates the vagina, anus or mouth of another person (B) with his penis, B does not consent to the penetration and A does not reasonably believe that B consents.
Assault by Penetration: A person (A) commits an offence if: s/he intentionally penetrates the vagina or anus of another person (B) with a part of her/his body or anything else, the penetration is sexual, B does not consent to the penetration and A does not reasonably believe that B consents.
Sexual Assault: A person (A) commits an offence of sexual assault if: s/he intentionally touches another person (B), the touching is sexual, B does not consent to the touching and A does not reasonably believe that B consents. (Schools should be aware that sexual assault covers a very wide range of behaviour so a single act of kissing someone without consent, or touching someone’s bottom/breasts/genitalia without consent, can still constitute sexual assault.)
Causing someone to engage in sexual activity without consent: A person (A) commits an offence if: s/he intentionally causes another person (B) to engage in an activity, the activity is sexual, B does not consent to engaging in the activity, and A does not reasonably believe that B consents. (This could include forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party.)
What is consent?
Consent is about having the freedom and capacity to choose.
Consent to sexual activity may be given to one sort of sexual activity but not another, e.g.to vaginal but not anal sex or penetration with conditions, such as wearing a condom.
Consent can be withdrawn at any time during sexual activity and each time activity occurs. Someone consents to vaginal, anal or oral penetration only if s/he agrees by choice to that penetration and has the freedom and capacity to make that choice.
Sexual consent • a child under the age of 13 can never consent to any sexual activity;
It is important school and college staff (and especially designated safeguarding leads and their deputies) understand consent. This will be especially important if a child is reporting they have been raped or sexually assaulted in any way.
PSHE Teaching about consent from the PSHE association provides advice and lesson plans to teach consent at Key stage 3 and 4.
Sexual harassment
When referring to sexual harassment we mean ‘unwanted conduct of a sexual nature’ that can occur online and offline and both inside and outside of school/college. When we reference sexual harassment, we do so in the context of child on child sexual harassment. Sexual harassment is likely to: violate a child’s dignity, and/or make them feel intimidated, degraded or humiliated and/or create a hostile, offensive or sexualised environment.
Whilst not intended to be an exhaustive list, sexual harassment can include:
As set out in UKCIS Sharing nudes and semi-nudes: advice for education settings working with children and young people (which provides detailed advice for schools and colleges) taking and sharing nude photographs of U18s is a criminal offence;
It is important to differentiate between consensual sexual activity between children of a similar age and that which involves any power imbalance, coercion or exploitation. Due to their additional training, the designated safeguarding lead (or deputy) should be involved and generally speaking leading the school or college response. If in any doubt, they should seek expert advice.
Project deSHAME from Childnet provides useful research, advice and resources regarding online sexual harassment.
Consensual image sharing, especially between older children of the same age, may require a different response. It might not be abusive – but children still need to know it is illegal- whilst non-consensual is illegal and abusive.
Sharing of nude and semi- nude images (Sexting) is set out in UKCIS Sharing nudes and semi-nudes: advice for education settings working with children and young people is defined as the production and/or sharing of sexual photos and videos of and by young people who are under the age of 18. It includes nude or nearly nude images and/or sexual acts. It is also referred to as ‘youth produced sexual imagery’. Sharing of nude or semi- nude images does not include the sharing of sexual photos and videos of under-18 year olds with or by adults. This is a form of child sexual abuse and must be referred to the police.
Upskirting The Voyeurism (Offences) Act 2019, which is commonly known as the Upskirting Act, came into force on 12 April 2019. ‘Upskirting’ is where someone takes a picture under a persons clothing (not necessarily a skirt) without their permission and or knowledge, with the intention of viewing their genitals or buttocks (with or without underwear) to obtain sexual gratification, or cause the victim humiliation, distress or alarm. It is a criminal offence. Anyone of any sex, can be a victim.
The response to a report of sexual violence or sexual harassment
The initial response to a report from a child is incredibly important. How the school or college responds to a report can encourage or undermine the confidence of future victims of sexual violence and sexual harassment to report or come forward. Schools and colleges not recognising, acknowledging or understanding the scale of harassment and abuse and/or downplaying of some behaviours can actually lead to a culture of unacceptable behaviour. It is essential that all victims are reassured that they are being taken seriously and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report.
If staff have a concern about a child or a child makes a report to them, they should follow the referral process as set out from paragraph 55 in Part One of this guidance. As is always the case, if staff are in any doubt as to what to do they should speak to the designated safeguarding lead (or a deputy)
Domestic abuse is any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 and over who are, or have been, intimate partners or family members regardless of gender of sexuality. The abuse can encompass, but is not limited to:
Exposure to domestic abuse and/ or violence can have a serious, long lasting emotional and psychological impact on children. In some case, a child may blame themselves for the abuse or may have had to leave the family home as a result.
The DSLs will: -
(https://www.operationencompass.org/)
Operation Encompass
Operation Encompass operates in all police forces across England. It helps police and schools work together to provide emotional and practical help to children. The system ensures that when police are called to an incident of domestic abuse, where there are children in the household who have experienced the domestic incident, the police will inform the key adult (usually the designated safeguarding lead) in school before the child or children arrive at school the following day. This ensures that the school has up to date relevant information about the child’s circumstances and can enable immediate support to be put in place, according to the child’s needs.
Operation Encompass does not replace statutory safeguarding procedures. Where appropriate, the police and/or schools should make a referral to Children’s Social Care if they are concerned about a child’s welfare.
National Domestic Abuse Helpline
Refuge runs the National Domestic Abuse Helpline, which can be called free of charge and in confidence, 24 hours a day on 0808 2000 247. Its website provides guidance and support for potential victims, as well as those who are worried about friends and loved ones. It also has a form through which a safe time from the team for a call can be booked.
Additional advice on identifying children who are affected by domestic abuse and how they can be helped is available at: • NSPCC- UK domestic-abuse Signs Symptoms Effects • Refuge what is domestic violence/effects of domestic violence on children • Safelives: young people and domestic abuse. • Domestic abuse: specialist sources of support - GOV.UK (www.gov.uk) (includes information for adult victims, young people facing abuse in their own relationships and parents experiencing child to parent violence/abuse) • Home : Operation Encompass (includes information for schools on the impact of domestic abuse on children)
Homelessness Being homeless or being at risk of becoming homeless presents a real risk to a child’s welfare. The designated safeguarding lead (and any deputies) should be aware of contact details and referral routes into the Local Housing Authority so they can raise/progress concerns at the earliest opportunity. Indicators that a family may be at risk of homelessness include household debt, rent arrears, domestic abuse and anti-social behaviour, as well as the family being asked to leave a property. Whilst referrals and/or discussion with the Local Housing Authority should be progressed as appropriate, and in accordance with local procedures, this does not, and should not, replace a referral into children’s social care where a child has been harmed or is at risk of harm.
The Homelessness Reduction Act 2017 places a new legal duty on English councils so that everyone who is homeless or at risk of homelessness will have access to meaningful help including an assessment of their needs and circumstances, the development of a personalised housing plan, and work to help them retain their accommodation or find a new place to live. The following factsheets usefully summarise the new duties: Homeless Reduction Act Factsheets. The new duties shift focus to early intervention and encourage those at risk to seek support as soon as possible, before they are facing a homelessness crisis.
In most cases school and college staff will be considering homelessness in the context of children who live with their families, and intervention will be on that basis. However, it should also be recognised in some cases 16 and 17 year olds could be living independently from their parents or guardians, for example through their exclusion from the family home, and will require a different level of intervention and support. Children’s Social Care will be the lead agency for these children and the designated safeguarding lead (or a deputy) should ensure appropriate referrals are made based on the child’s circumstances. The Department and the Ministry of Housing, Communities and Local Government have published joint statutory guidance on the provision of accommodation for 16 and 17 year olds who may be homeless and/or require accommodation.
Children absent/ missing from education Staff will be aware a child being absent from school is a potential indicator of abuse or neglect and, as such, these students are particularly at risk of being victims of harm, sexual and criminal exploitation, forced marriage, female genital mutilation or radicalisation. Staff will monitor students that are absent from school, particularly on repeat occasions, and report them to the DSL following normal safeguarding procedures, and in accordance with the School Attendance Procedures. The school will inform the LA of any student who fails to attend regularly or has been absent without the school’s permission for a continuous period of 10 school days or more, in accordance with LA protocol. Where reasonably possible we hold more than one emergency contact number for their students and students.
Children attending an approved educational activity An approved educational activity is where a student is attending another school at which they are registered or taking part in off-site activity such as field trips, educational visits, work experience or unregistered alternative provision.
Students can only be recorded as attending an off-site activity if it is approved by the school, of an educational nature and supervised by someone authorised by the school. Ultimately, school are responsible for the safeguarding and welfare of students taking part in an off-site educational activity so it would be reasonable to expect that the school would only authorise someone who was answerable to the school to supervise an activity. Such activities include:
(See Educational Visits Policy)
Contextual safeguarding Safeguarding incidents and/or behaviours can be associated with factors outside the school or sixth form and/or can occur between children outside the school or sixth form. All staff, but especially the designated safeguarding lead (and deputies) 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 it is important that schools and colleges 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. The Covid-19 Pandemic has increased issues surrounding Mental Health and students and families are finding it difficult to follow Government guidance. Families are struggling that they are unable to access support from outside agencies. Families are struggling financially due to the cost of living crisis with specific increase in fuel and food. All staff will have read Part 1 of Keeping Children Safe in Education September 2022 (KCSIE currently 2022 but adapting to the changes which will be implemented in the KCSIE document September 2023 and be aware of specific forms of abuse and safeguarding issues and vulnerable groups of children. Other vulnerable categories and further detailed information contained in Annex 1 are:
For all specific safeguarding issues, DSLs will seek advice from LCC Schools Safeguarding Officer or MASH Education Officers and follow national and local guidance that can be accessed in the School's Safeguarding Portfolio:
(Please see Annex 2 for Adult Safeguarding.) |
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Online Safety
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Roselyn House School is committed to keeping students safe online. We therefore ensure that:
Web Filtering and monitoring of technology (See Online Safety Policy, Electronic Information and Communication Policy, Filtering and Monitoring Audit and Cyber Security Audit).
Roselyn House School utilises an internet filtering facility provided by Rawstream Ltd. The web filtering service provides the ICT Manager with a web interface with which they can control and monitor internet usage in both of our school sites. Rawstream’s GUI (Graphical User Interface) allows easy monitoring of web traffic and allows the blocking of unsuitable websites either by category or by direct URL (Uniform Resource Locator) blocking. The web interface is accessed at least once a week by the ICT Manager to ensure no unsuitable URL’s are being accessed or any access has been attempted and appropriate action taken to prevent any further breaches. The software allows for blocking categories such as Social Media, Adult content, Chat Rooms, Drug use, amongst many others. The software also provides blocking for Virtual Private Networks (VPN’s) which users can utilise to access otherwise blocked websites via a third party URL or a web browser add on extension. It also provides a search engine filter which ensures that any non age appropriate content is allowed on the schools networks .YouTube access is also filtered so it only shows age appropriate content. The webfilter is active on both the Wired Local Area Network and over the WiFi access points.
Roselyn House School follows and complies with the Filtering and Monitoring Standards which are audited annually:
Inappropriate use of equipment and systems Access is granted to the web, telephones and to other electronic systems, for legitimate work purposes only. Misuse or abuse of our telephone or e-mail system or inappropriate use of the internet in breach of this policy will be dealt with in accordance with the School’s Disciplinary Policy and Procedure. Changes to all staff understanding the web filtering and to recognise if it is working properly has come about due to work done by Judy and Andy Thomas who lost their child to suicide when they were able to access self- harm and suicide content videos at school. The school was unaware that the systems weren’t working properly. These are regularly checked by the IT Co-ordinator at Roselyn House School and supported by DSL’s who may check in the interim or deputise on authority from the Headteacher. |
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Mental Health |
All staff should be aware that mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation.
Only appropriately trained professionals should attempt to make a diagnosis of a mental health problem. Staff at Roselyn House School, however, are well placed to observe our young people day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one.
Where young people have suffered abuse and neglect, or other potentially traumatic adverse childhood experiences, this can have a lasting impact throughout childhood, adolescence and into adulthood. It is key that staff are aware of how these children’s experiences, can impact on their mental health, behaviour, and education. (See Behaviour Policy, SEND Policy and Curriculum Policy)
At Roselyn House School we work with CAMHS and have our own therapists onsite from Essere.
More information can be found in the mental health and behaviour in schools guidance.
Public Health England has produced a range of resources to support secondary school teachers to promote positive health, wellbeing and resilience among children. See Rise Above for links to all materials and lesson plans.
If staff have a mental health concern about a child that is also a safeguarding concern, immediate action should be taken, by recording on CPoms, and speaking to the designated safeguarding lead or a deputy.
We provide a wellbeing service for staff with drop ins from our Wellbeing and Mental Health Champions as we recognise the day to day affects working with students and specific Safeguarding and Child Protection issues can have. For our DSL’s, they meet weekly to discuss vulnerable student cases and this time is made available for supervision. Each DSL supports each other across the whole school.
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Record Keeping
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Roselyn House School is committed to recording all matters relating to the welfare of children in a relevant format. We therefore ensure that:
Information Sharing Schools should not provide students' education data where the serious harm test under the GDPR and Data Protection Act 2018 legislation is met. This means that schools should withhold education data under the GDPR where the serious harm test is satisfied. An example of which may be where a child is in a refuge. This exemption is specific to subject access requests - the change does not impact the need to share safeguarding information with other agencies, eg Children's Services.
Record Keeping
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Safer Recruitment
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Roselyn House School is committed to keeping students safe by ensuring that adults who work or volunteer in school are safe to do so. We therefore ensure that:
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Managing allegations against staff
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There are clear policies in line with those from the CSAP (Childrens Safeguarding Assurance Partnership) for dealing with allegations against people who work with children. Such policies make a clear distinction between an allegation, a concern about the quality of care or practice or a complaint. An allegation may relate to a person who works with children who has:
Further information is available in Safeguarding Portfolio with LADO information and flow chart for how allegations are managed.
A check of any prohibition can be carried out using the Teacher Services’ system that may be found here:
Prohibition orders are described in the National College for Teaching and Leadership’s (NCTL) publication Teacher misconduct: the prohibition of teachers. It can be found here:
Any allegations made against an outside organisation or individual using the school premises should be dealt with as any other safeguarding allegations and the policies and procedures followed by informing the LADO. All staff at Roselyn House School are aware of these procedures and aware of the following expectations and protocol:-
Whistle-blowing and complaints
Whistleblowing: guidance and code of practice for employers is located: Whistleblowing: Guidance for Employers and Code of Practice (publishing.service.gov.uk) - Email help@nspcc.org.uk
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Visitors
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Roselyn House School is committed to keeping students safe by ensuring that visitors to school do not pose a risk to children at our school. We therefore ensure that:
Contractors, Service, Alternative Providers, Activity Providers and Work Placement Providers
Site Security
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Cameras, Mobile Phones and Devices |
Roselyn House School is committed to keeping students safe by ensuring that electronic devices such as cameras, phones and tablets are used in an appropriate manner. School will therefore ensure that:
The use of personal electronic devices, including mobile phones and cameras, by staff and students is closely monitored by the school, in accordance with the Behaviour Policy.
Where photographs and videos will involve students who are CLA, adopted students, or students for whom there are security concerns, the headteacher will liaise with the DSL to determine the steps involved. The DSL will, in known cases of students who are CLA or who have been adopted, liaise with the students’ social workers, carers or adoptive parents to assess the needs and risks associated with the students.
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Toolkits |
https://learning.nspcc.org.uk/safeguarding-self-assessment-tool
https://learning.nspcc.org.uk/research-resources/2019/let-children-know-you-re-listening/
https://learning.nspcc.org.uk/research-resources/2019/harmful-sexual-behaviour-framework
https://www.farrer.co.uk/News/Briefings/PEER-ON-PEER-ABUSE-TOOLKIT/
https://www.childnet.com/resources/star-send-toolkit
https://www.childnet.com/resources/just-a-joke/
https://www.childnet.com/resources/step-up-speak-up
https://learning.nspcc.org.uk/research-resources/2019/harmful-sexual-behaviour-framework
Sharing nudes and semi nudes
Support for Parents/ Carers http://www.ceopeducation.co.uk/parents
http://www.ceopeducation.co.uk/parents/ask-the-awkward
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Additional advice and support |
Abuse:
https://www.gov.uk/government/publications/what-to-do-if-youre-worried-a-child-is-being-abused--2
https://www.gov.uk/domestic-violence-and-abuse
https://www.gov.uk/government/publications/forced-marriage-resource-pack
https://www.gov.uk/government/collections/disrespect-nobody-campaign
https://www.gov.uk/government/publications/tackling-child-sexual-abuse-strategy
https://stopabusetogether.campaign.gov.uk/
Bullying:
https://www.gov.uk/government/publications/preventing-and-tackling-bullying
Children missing from education, home and care:
https://www.gov.uk/government/publications/children-missing-education
https://www.gov.uk/government/publications/children-who-run-away-or-go-missing-from-home-or-care
https://www.gov.uk/government/publications/missing-children-and-adults-strategy
Children with family members in prison:
Child exploitation:
https://www.gov.uk/government/publications/care-of-unaccompanied-and-trafficked-children
https://www.gov.uk/government/publications/care-of-unaccompanied-and-trafficked-children
https://www.gov.uk/government/publications/child-exploitation-disruption-toolkit
https://www.childrenssociety.org.uk/information/professionals/resources/county-lines-toolkit
https://tce.researchinpractice.org.uk/
Confidentiality:
Drugs:
Honour Based Abuse and FGM: https://www.gov.uk/government/collections/female-genital-mutilation
https://www.gov.uk/guidance/forced-marriage
https://www.gov.uk/government/publications/female-genital-mutilation-resource-pack
Health and wellbeing:
https://www.gov.uk/government/publications/supporting-students-at-school-with-medical-conditions--3
https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2
https://www.nhs.uk/mental-health/conditions/fabricated-or-induced-illness/overview/
Homelessness:
https://www.gov.uk/guidance/homelessness-code-of-guidance-for-local-authorities
Information sharing:
https://www.gov.uk/government/publications/safeguarding-practitioners-information-sharing-advice
https://ico.org.uk/for-organisations/data-sharing-information-hub/
Online safety advice:
https://www.childnet.com/resources/cyberbullying-guidance-for-schools
http://www.educateagainsthate.com/
https://learning.nspcc.org.uk/research-resources/schools/e-safety-for-schools
https://www.saferrecruitmentconsortium.org/
http://www.gov.uk/government/publications/searching-screening-and-confiscation
https://www.gov.uk/government/publications/the-use-of-social-media-for-online-radicalisation
https://www.gov.uk/government/publications/ukcis-online-safety-audit-tool
Online safety- Remote education, virtual lessons and live streaming:
https://www.gov.uk/guidance/get-help-with-remote-education
https://www.gov.uk/guidance/safeguarding-and-remote-education-during-coronavirus-covid-19
https://swgfl.org.uk/resources/safe-remote-learning/
Online Safety- Support for children:
https://reportharmfulcontent.com/
https://www.ceop.police.uk/safety-centre/
Online safety- Parental support:
https://www.childnet.com/parents-and-carers/parent-and-carer-toolkit
http://www.commonsensemedia.org/
https://www.internetmatters.org/?gclid=EAIaIQobChMIktuA5LWK2wIVRYXVCh2afg2aEAAYASAAEgIJ5vD_BwE
https://www.ltai.info/staying-safe-online/
https://www.lucyfaithfull.org.uk/
Private fostering:
https://www.gov.uk/government/publications/children-act-1989-private-fostering
Radicalistion: https://www.gov.uk/government/publications/prevent-duty-guidance
https://www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty
http://educateagainsthate.com/
http://preventforfeandtraining.org.uk/
Serious violence:
https://www.gov.uk/government/publications/serious-violence-strategy
https://www.gov.uk/government/publications/tackling-violence-against-women-and-girls-strategy
https://www.gov.uk/government/publications/tackling-violence-against-women-and-girls-strategy
Sexual violence and sexual harassment Specialist Organisations:
https://www.barnardos.org.uk/?gclid=EAIaIQobChMIspfntMWB2AIVCrHtCh38DwkAEAAYASAAEgJPt_D_BwE
https://www.lucyfaithfull.org.uk/
https://www.mariecollinsfoundation.org.uk/
https://www.saferinternet.org.uk/
Harmful sexual behaviour:
https://www.thesurvivorstrust.org/
https://www.nice.org.uk/guidance/ng55
https://learning.nspcc.org.uk/child-abuse-and-neglect/harmful-sexual-behaviour
https://learning.nspcc.org.uk/research-resources/2019/harmful-sexual-behaviour-framework
Support for victims:
http://www.anti-bullyingalliance.org.uk/
https://www.thesurvivorstrust.org/
https://www.victimsupport.org.uk/
Table of substantive changes in KCSIE from September 2023
This table explains where there are substantive changes.
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Review Dates |
Policy adopted by Roselyn House School on: |
13th October 2023
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Policy is reviewed annually or updated as legislation changes |
Updated: September 2021 Updated: January 2022 Reviewed: June 2022 Updated: April 2023 Reviewed: June 2023 Updated: October 2023 Next review: June 2024
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Key Personnel and Training Details |
Designated Safeguarding Lead (DSL) |
Jack Birkenhead (Deputy Headteacher) |
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Date DSL Training Attended |
Jack Birkenhead May 2024
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Deputy DSL
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Tracy Higgins (RHS Co-ordinator)
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Date DSL Training Attended |
Tracy Higgins 18 January 2023
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Strategic Safeguarding Leads |
Rachel Smith Business Manager Sharon Damerall Headteacher |
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Date DSL Training Attended |
Rachel Smith 9th March 2023 Sharon Damerall 9th March 2023
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Prevent Lead |
Jack Birkenhead |
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Date Prevent/WRAP training attended |
11 October 2022 |
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Headteacher |
Sharon Damerall |
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Date safeguarding training attended (state type of training) |
DSL Advanced Training 9th March 2023
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Directors
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Sharon Damerall Kirsty Willacy
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Date safeguarding training attended (state type of training) |
Sharon Damerall DSL Advanced Training 9th March 2023 Kirsty Willacy DSL Training 17th November 2022
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Useful Contacts |
LCC Schools Safeguarding Officer |
Victoria Wallace 01772 531196 CYPsafeeduc@lancashire.gov.uk |
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Local Authority Designated Officer (LADO) |
Tim Booth / Shane Penn / Donna Green - 01772 536694 |
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MASH Education Officers |
Jenny Ashton 01772 531643 jennifer.ashton@lancashire.gov.uk Matt Chipchase 01254 220989 matt.chipchase@lancashire.gov.uk |
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Lancashire Children's Social Care |
0300 1236720 cypreferrals@lancashire.gov.uk
Anyone can raise a concern about the safety and welfare of a child by calling 0300 123 6720 (or between 5.00pm - 8.00am on 0300 123 6722.)*
Before you make contact with MASH you need to consider if the child or young person’s needs can be met by services from within your own agency, or by other professionals already involved with the family, including consideration to initiating a Early Help Assessment. Where possible, share information with consent, and where possible, respect the wishes of those who do not consent to having their information shared. Under the GDPR and Data Protection Act 2018 you may share information without consent if, in your judgement, there is a lawful basis to do so, such as where safety may be at risk.
7 golden rules Where the needs of the child meet Levels 3 and 4** of the Continuum of Need, professionals are advised to submit a referral form directly to Children's Social Care via the Multi Agency Safeguarding Hub cypreferrals@lancashire.gov.uk
**Where there are immediate safeguarding concerns about a child or young person (level 4 of the CON / child protection), you should make direct contact with MASH on the following number or the Police (999 in an emergency) - and complete the referral form once the immediate concerns have been addressed. If the child you are concerned about already has an allocated Social Worker go directly to this person by contacting 0300 123 6720 |
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Whistleblowing |
01772 532500 |
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Reviewed: June 2024
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