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Child protection training for schoolbased teaching and nonteaching staff and volunteers in Devon Ver

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Title: Child protection training for schoolbased teaching and nonteaching staff and volunteers in Devon Ver


1
Child protection training for school-based
teaching and non-teaching staff and volunteers in
Devon Version 2, last revised 2005)
  • This training should be delivered by the trained
    and designated person for child protection in the
    school.
  • It is expected that this training will last
    about three hours. It would take longer if a
    case study and/or Q. and A. session are
    incorporated. Exact timings and customising are
    the responsibility of the person delivering
    training to determine.
  • These training materials need to be carefully
    considered before delivery to ensure familiarity
    with them and the other resources referred to.
    Potential issues and queries which are likely to
    arise should also inform the planning of the
    session.
  • This training pack provides additional notes
    beneath each slide for those designated people
    less accustomed to whole-school CP training.
    These could be printed off as a Word document
    and used as prompts by the trainer.
  • Queries about these materials/contents can be
    made to Devon
  • LEAs Lead Officer for Child Protection.
  • The presentation starts with the next slide.

2
SAFEGUARDING CHILDRENS U P P O R T I N G S T A
F F
  • Child Protection Training
  • For Education Staff in Devon

3
To provide an opportunity to explore values and
attitudes in relation to child abuse To provide
basic child protection information for education
staff To know what to do when you have concerns
about a child To consider safeguarding children
and safe working practices for adults in school
Aims
4
(One way of accessing support for adults with
personal concerns)NSPCC National Helpline
number
  • 0808 8005000

5
Education staffs crucial role in child
protection
  • Through their day to day contact with pupils and
    direct work with families, education staff have a
    crucial role to play in noticing indicators of
    possible abuse or neglect, and in referring
    concerns to social services
  • Working Together to Safeguard Children.

6
Lauren Wright was a little girl whose life might
have been saved if the systems designed to
protect her had been in place She died in
2000. She regularly attended the village primary
school, where her stepmother was employed. The
school had no designated child protection person
and no effective procedures in place. The staff
had not received training. (see handout)
7
Education Act 2002(section 175)
  • LEAs and Governors and FE... shall make
    arrangements for ensuring that their functions
    relating to the conduct of the school are
    exercised with a view to safeguarding and
    promoting the welfare of children who are pupils
    at the school.

8
What do you think?
  • Activity
  • (see handout)

9
THE CHILDREN ACT 1989 Principles the welfare of
the child is paramount children are best kept
within birth families where possible working in
partnership with families childrens wishes and
feelings ascertained race, culture, religion and
language to be taken into account intrusion into
family life should be minimised
10
The Children Act 1989 (cont.d)
  • Children must be protected from serious harm.
    The local authority has a duty to investigate any
    report that a child is suffering, or likely to
    suffer, significant harm. (section 47)
  • Services necessary to safeguard and promote the
    welfare of children in need should be provided
    (section 17)

11
A Legal Definition of Child Abuse
  • The Children Act 1989 does not use the term
    child abuse. It uses the words significant
    harm. The court can legally intervene in order
    to protect a child only if the child is suffering
    from or likely to suffer significant harm.

12
Who abuses?
  • Abuse can be inflicted or not prevented by a
    person who looks after the child, a person known
    to the child who is not the carer, someone who
    works with the child, or more rarely someone not
    known to the child. Abuse can also be committed
    by another child.
  • In many cases children are subjected to a
    combination of forms of abuse.

13
Abusers Can Be
  • Any age
  • Male or female (including sexual abusers)
  • From any social class
  • Nice people
  • Work in helping professions
  • Related to the child or not
  • Damaged individuals, but very convincing liars.
    May appear to be pillars of the community

14
Is Abuse a Significant Problem?
  • At least 150,000 children annually suffer severe
    physical punishment
  • Up to 100,000 each year have a potentially
    harmful sexual experience
  • 350,000-400,000 children live in an atmosphere
    low in warmth and high in criticism
  • 450,000 are bullied at school once a week
  • (National Commission of Inquiry Into The
    Prevention of Child Abuse, 1996)

15
Child Maltreatment in the UK
  • In any group of 50 children
  • at least 7 are likely to go home to families
    which they do not experience as loving or close
  • As many as 10 may be going home to care for
    parents who are incapacitated by their own health
    or social problems
  • 2 or 3 will be going home in fear of violent
    outbursts from one or both parents
  • 2 or 3 will be returning to a life of regular
    beating and denigration
  • These figures are not cumulative and some
    children will be experiencing several or all of
    these situations

16
These factors can impact upon any carers
ability to safeguard children
  • Social exclusion, lack of social support,
    financial difficulties, harassment
  • Mental ill health,
  • Drug and alcohol misuse
  • Domestic violence
  • Power/control issues
  • Attachment difficulties

17
What makes a child vulnerable?
  • Disability
  • Special Needs
  • Difficult child
  • Vulnerable child e.g. previous trauma or abuse
  • Dependent child
  • Lack of opportunities to develop resilience

18
What makes a child more resilient?
  • It seems likely that children will be more
    resilient to adverse circumstances if they have
  • supportive relationships with at least one parent
  • supportive relationships with siblings and
    grandparents
  • a committed non-parental adult who takes a strong
    interest in the young person and serves as an
    ongoing mentor and role model
  • positive experience in school
  • positive friendships
  • a capacity to think ahead and plan their lives

19
Physical Abuse
  • May involve hitting, shaking, throwing,
    poisoning, burning or scalding, drowning,
    suffocating, or otherwise causing physical harm
    to a child.
  • Physical harm may also be caused when a parent or
    carer feigns the symptoms of, or deliberately
    causes ill-health to a child whom they are
    looking after (this is called fabricated or
    induced illness.)

20
For Accidental Injuries
For Non-Accidental Injuries
Eyes
Forehead
Ears
Crown
Cheeks
Mouth
Body spinal protuberances
Neck
Shoulder
Chest
Elbow
Upper Arms
Liana crest (hip)
Inner Arms
Stomach
Genitals
Knees
Front Thighs
Buttocks
Shins
Back Thighs
21
For example, this may include
  • Extreme, inappropriate physical chastisement
  • Deliberate, malicious injuries
  • Restraining a child inappropriately

22
Emotional Abuse
  • Actual or likely adverse effect on the emotional
    and behavioural development of a child under the
    age of 18 years, caused by persistent or severe
    emotional ill-treatment or rejection.

23
For example, for a child this can mean
  • Persistent ridicule, rejection, humiliation
  • Living in an atmosphere of fear and intimidation
  • Being allowed no contact with other children
  • Inappropriate expectations being imposed
  • Low warmth, high criticism
  • Being bullied, scapegoated

24
Neglect
  • Children under the age of 18 years who have been
    persistently or severely neglected or the failure
    to protect a child from exposure to any kind of
    danger. This would include exposing a child to
    extreme temperatures or starvation or failure to
    carry out important aspects of care resulting in
    the significant impairment of the childs health
    or development.

25
For example, for a child this can mean
  • Lack of adequate nourishment/shelter
  • Not receiving medical attention when necessary
  • Lack of interest in the welfare of the child
  • Inappropriate clothing
  • No boundaries or limits in terms of actions and
    behaviour

26
Sexual Abuse
  • Sexual Abuse of children is the actual or likely
    sexual exploitation of a child or adolescent
    under 18 years of age by any person. This would
    include any form of sexual activity to which the
    child cannot give true consent either by law or
    because of ignorance, dependence, developmental
    immaturity, or fear.

27
For example, for a child this may include
  • Exposure to pornographic materials
  • Being involved in the sexual activities of adults
  • Being touched or talked to in sexually explicit
    ways- directly or indirectly
  • Being spoken to about sex in ways which are
    inappropriate for the child and which seek to
    gratify the needs of others

28
Sexual Offences Act 2003
  • Young people under 18 years of age are included
    in the safeguards.
  • It defines a new offence of meeting a child
    following sexual grooming, on and off-line.
  • The abuse of a position of trust makes it a
    criminal offence to have a sexual relationship
    with any young person up to the age of 18 if you
    are in a position of trust in relation to that
    young person.

29
Indicators of Possible Abuse
  • Marks (bruises, injuries, cuts, burns
  • Changed eating habits
  • Fearful changed, unusual, difficult,
    withdrawn,behaviour
  • Poor hygiene
  • Inappropriate touching
  • Developmental delay
  • Self injury
  • Relationship changes
  • Tiredness

30
Ways Children May Disclose Abuse
  • Talk
  • Play
  • Drawings
  • Writing
  • Behaviour

31
Helping a child who wants to communicate a concern
  • DO
  • Take the child seriously
  • Take your time (if you havent time at that
    moment, explain why and say when you will have
    time asap)
  • Let him/her speak
  • Reassure (that it is OK to tell you)
  • Listen carefully

32
  • DO
  • Ask open question (s)
  • Clarify by open questions
  • Say what you will do next, (ie.that you will
    speak to the DP)
  • Record Verbatim and sign and date
  • Provide factual information
  • Consider medical attention
  • Liaise with the Designated Person (who will refer
    to SSD)

33
Helping a child who wants to communicate a concern
  • DONT
  • Promise (to keep it a secret)
  • Stop the child from speaking
  • Ask leading questions
  • Question unnecessarily
  • Make assumptions
  • Minimise (eg. that doesnt sound serious

34
  • Dont
  • Try to deal with the matter on your own
  • Delay (in passing on your concern
  • Force to recall
  • Ask to show injuries requiring removal
  • of clothing
  • End the conversation abruptly
  • Criticise the alleged perpetrator

35
Sharing a concern in school
  • You must pass your concern to your Designated
    Person as soon as possible.
  • If the DP not available, see his/her deputy DP
  • Confidentiality? NO -you cannot keep such a
    concern to yourself, but only discuss it with
    appropriate others.
  • Record keeping of what was actually said is
    essential
  • Next?

36
Communication with parents
  • There is a general requirement to seek parental
    consent prior to making a referral. However, if
    it is suspected that a child may suffer
    significant harm and consent is withheld, it will
    be legitimate to make a referral despite the lack
    of parental consent.
  • There may be exceptional circumstances in which a
    police and social care investigation may be
    undermined if parental consent is sought, eg.
    where evidence may be destroyed.
  • In such circumstances the DP should clarify with
    the statutory agencies, how best, when and by
    whom, the parents should be told about the
    referral

37
SAFEGUARDING
  • Apart from child protection, what else does
    safeguarding children mean for education staff?
  • Could you discuss with a colleague the various
    ways that you safeguard children in the course of
    your working day?

38
Safeguarding means?
  • 1. Arrangements in place to ensure that the
    risks of harm to child/rens welfare are
    minimised, and
  • 2. Arrangements to take all appropriate actions
    to address concerns about the welfare of a
    child/ren, working to agreed local policies and
    procedures in full partnership with other local
    agencies
  • Safeguarding and promoting the welfare of
    children is much wider than simply protecting
    children from abuse and neglect. It also
    encompasses health, safety, bullying, medical
    needs of children, first aid, school security,
    substance misuse, physical restraint, safe
    employment issues etc. and policies /arrangements
    which must be in place.

39
Safeguarding applies to all children
. child protection .
. assessment framework .
.
safeguarding
.
40
Safe practices? Your views?
  • What safeguarding risks do you/colleagues take?
  • A 11 with a pupil?
  • Socialising with pupils? Lifts? Gifts?
  • A member of staff appearing to favour or pick
    on a particular pupil? Touching?
  • Taking action about the behaviour of a colleague?

41
Summary
  • Staff have a duty to pass on child protection
    concerns to the (named) senior designated person
    in the school.
  • His/ her deputy(ies) is/are
  • S/he will act in accordance with local child
    protection procedures and the guidance What To
    Do If Youre Worried A Child Is Being Abused,
    and will provide further advice and support as
    necessary.
  • Staff are best placed to protect children when
    they understand the schools child protection
    and other safeguarding policies.
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