1

Cambridge Park Academy

Child Protection and Safeguarding Policy

Review date: by 1st September 2020

Agreed by Governors on 11th November 2019 Updated June 2020 Draft 2. with new DSL Darren Gardiner and New Deputy DSL Mrs T

Weller

Table of Contents

Child protection and safeguarding policy .............................................................................. 1

Table of contents ............................................................................................................................. 1

Policy statement and principles ................................................................................................ 3

Child protection statement ..................................................................................................................... 3

Policy principles ...................................................................................................................................................... 3

Policy aims ................................................................................................................................................................. 3

Safeguarding legislation and guidance .................................................................................... 4

Roles and responsibilities ............................................................................................................ 5

The Designated Safeguarding Lead (DSL): ................................................................................................. 6

The deputy designated safeguarding lead(s): ................................................................................. 6

Good practice guidelines and staff code of conduct ............................................................ 6

Abuse of position of trust ............................................................................................................. 6

Children who may be particularly vulnerable ...................................................................... 7

Children missing education ......................................................................................................... 7

Whistleblowing if you have concerns about a colleague ................................................... 8

Allegations against staff ................................................................................................................ 8

Staff training ..................................................................................................................................... 8

Safer recruitment ............................................................................................................................ 9

Volunteers .................................................................................................................................................... 9

Contractors ................................................................................................................................................... 9

Site security ....................................................................................................................................... 9

Extended school and off-site arrangements ........................................................................ 10

Staff/student online relationships .......................................................................................... 10

Child protection procedures ..................................................................................................... 10

Recognising abuse ................................................................................................................................... 10

Bullying ........................................................................................................................................................ 10

Taking action ............................................................................................................................................. 10

If you are concerned about a student’s welfare ............................................................................ 10

If a student discloses to you ................................................................................................................. 11

Notifying parents ...................................................................................................................................... 11

2

Confidentiality and sharing information .............................................................................. 11

Referral to children’s social care ............................................................................................. 12

Reporting directly to child protection agencies ................................................................. 12

Flow Chart for reporting concerns ....................................................................................... 143

Mobile phones, cameras and videos .................................................................................... 144

Restrictive Physical Interventions ....................................................................................... 144

First Aid ......................................................................................................................................... 144

Personal/intimate care ............................................................................................................ 145

Peer on peer abuse .................................................................................................................... 145

Serious violence………………………………………………………………………………………………….16

Online safety……………………………………………………………………………………………………….16

Sexting ............................................................................................................................................... 16

Sexual exploitation of children ................................................................................................ 17

Honour-Based Violence .............................................................................................................. 17

Radicalisation and Extremism.................................................................................................. 18

Criminal exploitation of children………….…………………………………………………………….18

Private fostering arrangements ............................................................................................... 18

Related safeguarding portfolio policies ................................................................................ 19

Special Circumstances ............................................................... Error! Bookmark not defined.

Looked after children ............................................................................................................................. 19

Work Experience ...................................................................................................................................... 19

Appendix One ................................................................................................................................. 20

Four categories of abuse ................................................................. Error! Bookmark not defined.

Physical abuse ....................................................................................................................................................... 21

Emotional abuse ................................................................................................................................................... 22

Sexual abuse ........................................................................................................................................................... 22

Neglect ...................................................................................................................................................................... 21

Indicators of abuse .................................................................................................................................. 23

Appendix Two................................................................................................................................. 28

Appendix Three ............................................................................................................................. 29

Designated Safeguarding Lead: Mr Darren Gardiner Updated June 2020 Principal: Mr Mark Eames Date: September 2019 Nominated Governor: Mr Tony Collins Date: September 2019

Reviewed by:

3

Policy statement and principles This policy applies to the whole school, including the School Ready centre, The Laurus provision and the Cromwell Road Campus, which provides educational provision for students who are also vulnerable young adults aged 18 and 19. This policy reflects the nature of the separate provisions and work cohesively together. This policy is one of a series in the school’s integrated safeguarding portfolio. (This should include, as a minimum, your school’s policies for child protection, staff behaviour, and recruitment, allegations against staff, complaints, student behaviour and online safety. This Policy is publically available on the School website and on request a copy may be obtained from the School Office. Our core safeguarding principles are:

safeguarding is everyone’s responsibility

the school’s responsibility to safeguard and promote the welfare of children is of paramount importance

safer children make more successful learners

policies will be reviewed at least annually unless an incident or new legislation or guidance suggests the need for an interim review.

Child protection statement We recognise our moral and statutory responsibility to safeguard and promote the welfare of all students. We endeavour to provide a safe and welcoming environment where children are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that children receive effective support, protection and justice. The procedures contained in this policy apply to all staff, volunteers and governors and is in

accordance with locally agreed interagency procedures. Printed copies of North East

Lincolnshire Local Safeguarding Partnership (LSP) procedures are available from the school

office, on request. Cambridge Park Academy recognises it is a relevant agent of referral and

not of investigation. Any person may make a referral (including whistle blowing) to external

agencies via the Multi Agency Safeguarding Hub Team (MASH) or the Local Authority

Designated Officer (LADO) and the Police, if necessary.

Policy principles

The welfare of the child is paramount

All children, regardless of age, gender, ability, culture, race, language, religion or sexual identity, have equal rights to protection

All staff have an equal responsibility to act on any suspicion or disclosure that may suggest a child is at risk of harm

Students and staff involved in child protection issues will receive appropriate support

Policy aims

To provide all staff with the necessary information to enable them to meet their child protection responsibilities

To ensure consistent good practice

To demonstrate the school’s commitment regarding child protection to students, parents and other partners

4

Safeguarding legislation and guidance The following safeguarding legislation and guidance has been considered when drafting this policy:

Section 157 of the Education Act 2002 (Independent schools only, including academies

and Free Schools)

The Education (Independent School Standards) Regulations 2014 (Independent schools only, including academies and Free Schools)

The Safeguarding Vulnerable Groups Act 2006

The Teacher Standards 2012

Working Together to Safeguarding Children 2018

Working Together: Transitional Guidance 2018

Keeping Children Safe in Education 2019

What to do if you’re worried a child is being abused 2015

Section 40 of the Childcare Act 2006 to comply with welfare requirements of the Statutory Framework for the Early Years Foundation Stage.

Safeguarding Vulnerable Groups Act 2006

The Care Act 2014 for safeguarding vulnerable adults

Terminology

Safeguarding and promoting the welfare of children refers to the process of protecting children

from maltreatment, preventing the impairment of health or development, ensuring that children

grow up in circumstances consistent with the provision of safe and effective care and taking action

to enable all children to have the best outcomes.

Child protection refers to the processes undertaken to protect children who have been

identified as suffering or being at risk of suffering significant harm.

Staff refers to all those working for or on behalf of the school, full time or part time, temporary or

permanent, in either a paid or voluntary capacity.

DSL refers to the designated safeguarding lead at the school

Child includes everyone under the age of 18.

Parent refers to birth parents and other adults who are in a parenting role, for example step-

parents, foster carers and adoptive parents.

5

Roles and responsibilities

The Cambridge Park Academy DSL and child protection team are as follows:

Designated Safeguarding Lead (DSL) and Prevent Officer for the whole school

Darren Gardiner Assistant Head teacher

Direct Line: 01472 230110 Mobile: 07747 864774 (twenty-four hours)

Email: Darren.gardiner@cambridgepark.co.uk

Deputy Designated Safeguarding Lead (DSL) and Deputy Prevent Officer for the

whole school and responsible for Secondary

In the absence of the DSL inform the Deputy DSL: Tracey Weller.

Direct Line: 01472 230110 Mobile:07827924196 (twenty-four hours)

Email: Tracey.weller@cambridgepark.co.uk

Additional Safeguarding Support

If you are unable to contact the DSL or the Deputy DSL please contact the

Principal Mr Mark Eames (who is Designated Safeguarding Trained) on

mark.eames@cambridgepark.co.uk

Mobile: 07733089647 (twenty-four hours)

Child protection and safeguarding officer for Primary age students

In the absence of the DSL inform the Deputy DSL: Hayley Whitney-Smith, Child Protection

Officer.

Direct Line: 01472 230110 ext 255 Mobile: 07503 630292

Email: Hayley.whitneysmith@cambridgepark.co.uk

Child protection and safeguarding officer for Cromwell Road Campus (6th

Form and Laurus)

For concerns regarding students attending Cromwell Road Campus: Marianne Cottam, Child

Protection Officer.

Direct Line:014722 883574 Mobile: 07833232785.

Email: Marianne.cottam@cambridgepark.co.uk

Link Governor for Safeguarding

Governor with responsibility for Safeguarding - Mr A Collins Chair of Governors

Email: antony.collins@cambridgepark.co.uk

6

The Designated Safeguarding Lead (DSL):

The designated safeguarding lead (DSL) takes lead responsibility for safeguarding and

child protection (including online safety) in the school. The DSL has the status and authority

within the school to carry out the duties of the post, which include:

ensuring the child protection policies are known, understood and used appropriately by staff, reviewed annually and publically available

advising and supporting staff on child protection and safeguarding matters

encouraging a culture of listening to children

managing safeguarding referrals to children’s social care, the police, or other agencies

taking part in strategy discussions and inter-agency meetings

liaising with the “case manager” and the designated officer(s) at the local authority where allegations are made against staff

making staff aware of training courses and the latest local safeguarding arrangements available through the local safeguarding partner arrangements

transferring the child protection file to a child’s new school

undergoing training and receiving regular updates to maintain the knowledge and skills required to carry out the role, including Prevent awareness training. a. Conduct regular supervision of child protection team b. Complete safer recruitment training c. Create and maintain an annual Safeguarding calendar d. Coordinate CPOMs’s training for staff e. Give regular child protection and safeguarding updates to Senior Leaders

The deputy designated safeguarding lead(s): Is/are trained to the same level as the DSL and supports the DSL with safeguarding matters as appropriate. In the absence of the DSL, the deputy DSL carries out those functions necessary to ensure the ongoing safety and protection of students. In the event of the long-term absence of the DSL, the deputy will assume the functions above.

Good practice guidelines and staff code of conduct Good practice includes:

treating all students with respect

setting a good example by conducting ourselves appropriately

involving students in decisions that affect them

encouraging positive, respectful and safe behaviour among students

being a good listener

being alert to changes in students’ behaviour and to signs of abuse, neglect and exploitation

recognising that challenging behaviour may be an indicator of abuse

reading and understanding the school’s child protection policy, staff behaviour policy and guidance documents on wider safeguarding issues

being aware that the personal and family circumstances and lifestyles of some students lead to an increased risk of abuse

referring all concerns about a student’s safety and welfare to the DSL, or, if necessary, directly to police or children’s social care.

Abuse of position of trust All school staff are aware that inappropriate behaviour towards students is unacceptable and that their conduct towards students must be beyond reproach. Staff understand that under the Sexual Offences Act 2003 it is an offence for a person over the age of 18 to have a sexual relationship with a person under the age of 18, where that

7

person is in a position of trust, even if the relationship is consensual. This means that any sexual activity between a member of the school staff and a student under 18 may be a criminal offence. Please refer to Cambridge Park Academy’s Staff Code of Conduct for full details.

Children who may be particularly vulnerable Some children may have an increased risk of abuse. Many factors can contribute to an increase in risk, including prejudice and discrimination, isolation, social exclusion, communication issues and reluctance on the part of some adults to accept that abuse can occur. To ensure that our students receive equal protection, we will give special consideration to children who are:

living away from home or in temporary accommodation

living in chaotic and unsupportive home situations

living transient lifestyles

affected by parental substance misuse, domestic violence or parental mental health needs

vulnerable to being bullied, or engaging in bullying

vulnerable to discrimination and maltreatment on the grounds of race, ethnicity, religion, disability or sexuality

do not have English as a first language

at risk of sexual exploitation, female genital mutilation, forced marriage or being drawn into extremism.

This list provides examples of additionally vulnerable groups and is not exhaustive. Special consideration includes the provision of safeguarding information and resources in community languages and accessible formats for children with communication needs.

Children with special educational needs and disabilities All students attending Cambridge Park Academy are in receipt of an Educational Health Care Plan (EHCP), therefore making them three times more likely to become victims of some form of abuse due to their disability or additional needs.

Children with special educational needs (SEN) and disabilities can face additional safeguarding challenges. Additional barriers can exist when recognising abuse and neglect in this group of children, which can include: • assumptions that indicators of possible abuse such as behaviour, mood and injury relate

to the child’s disability without further exploration; • the potential for children with SEN and disabilities being disproportionally impacted by

behaviours such as bullying, without outwardly showing any signs; and • communication barriers and difficulties in overcoming these barriers.

Staff are trained to manage these additional barriers to ensure this group of children are appropriately safeguarded.

NEL Children with SEND guidance

Children missing education Attendance, absence and exclusions are closely monitored. A child going missing from education is a potential indicator of abuse and neglect, including sexual abuse or exploitation, child criminal exploitation or mental health problems. The DSL will monitor unauthorised absence and take appropriate action including notifying the local authority, particularly where children go missing on repeated occasions and/or are missing for periods

8

during the school day. Staff must also be alert to signs of children at risk of travelling to conflict zones, female genital mutilation and forced marriage.

Cambridge Park Academy work with Attendance Matters for their Education Welfare service.

NELC CME guidance

Whistleblowing if you have concerns about a colleague Staff who are concerned about the conduct of a colleague towards a student are undoubtedly placed in a very difficult situation. They may worry that they have misunderstood the situation and they will wonder whether a report could jeopardise their colleague’s career. All staff must remember that the welfare of the child is paramount. The school’s whistleblowing code can be found on the staff server, and on the Academy’s website, enables staff to raise concerns or allegations, initially in confidence and for a sensitive enquiry to take place. All concerns of poor practice or possible child abuse by colleagues should be reported to the headteacher. Complaints about the headteacher/principal should be reported to the chair of governors, chair of the management committee or proprietor. Staff may also report their concerns directly to children’s social care or the police if they believe direct reporting is necessary to secure action.

Allegations against staff When an allegation is made against a member of staff, our set procedures must be followed. The full procedures for dealing with allegations against staff can be found in Keeping Children Safe in Education (DfE, 2019) and in the school’s Allegations of Abuse against Staff policy and procedures.

Allegations concerning staff who no longer work at the school, or historical allegations will be reported to the police.

Staff training It is important that all staff receive training to enable them to recognise the possible signs of abuse, neglect and exploitation and to know what to do if they have a concern. New staff and governors will receive a briefing during their induction, which includes:

Part 1 of every new edition of Keeping Children Safe in Education (KCSIE), the latest

being September 2019 which includes Prevent. A multiple choice quiz on Keeping

Children Safe in Education (KCSIE) is also administered as part of the induction

programme for all staff and volunteers.

Section A of the Child Sexual Exploitation guidance produced February 2017 and six

questions checking understanding of the guidance.

Staff Code of Conduct

During the first 6 months of employment, all staff:

Will have completed the LSP 2 hour basics in Safeguarding Children for Schools and

Academies (delivered in house by the DSL) or completion of ‘Safeguarding Children

in Education’ e-learning from the LSP.

Will have completed the Prevent awareness e-learning module available free of

charge through the Home Office Website

Will have completed the FGM awareness e-learning training available free of charge

Will have completed the Anti-bullying Alliance e-learning modules.

Will have had a demonstration of the Child Protection Online Management system

(CPOMs) and shown how to complete the electronic concerns form within this

system.

9

Will have training on the school Behaviour policy

Will have completed the basic Team Teach 6-hour course.

Appendix 3 is a copy of the school safeguarding induction record sheet, which all new staff

complete and get signed off within their 3-month probationary period. Completed records

are stored in staff personnel files.

All staff, including the DSL, headteacher (unless the headteacher is the DSL) and governors will receive an annual refresher each year. All staff will also receive safeguarding and child protection updates via email, e-bulletins, website access and staff meetings throughout the year.

Safer recruitment Our school complies with the requirements of Keeping Children Safe in Education (DfE 2019) and the local safeguarding partner arrangements by carrying out the required checks and verifying the applicant’s identity, qualifications and work history. The school’s Staff Recruitment policy and procedures set out the process in full and can be found on the Staff Shared drive, and on the Academy’s website. At least one member of each recruitment panel will have attended safer recruitment training. All relevant staff (involved in early years’ settings and/or before or after school care for children under eight) are made aware of the disqualification from childcare legislation and their obligations to disclose relevant information to the school. All staffed are issued with an electronic copy of the guidance, which is also available as a hard copy in the Staff room too. The school obtains written confirmation from supply agencies or third party organisations that agency staff or other individuals who may work in the school have been appropriately checked and are suitable to work with children. Trainee teachers will be checked either by the school or by the training provider, from whom written confirmation will be obtained confirming their suitability to work with children.

The school maintains a single central record of recruitment checks undertaken.

Volunteers Volunteers, including governors will undergo checks commensurate with their work in the school, their contact with students and the supervision provided to them. Under no circumstances will a volunteer who has not been appropriately checked be left unsupervised.

Contractors The school checks the identity of all contractors working on site and requests DBS with barred list checks where required by statutory guidance. Contractors who have not undergone checks will not be allowed to work unsupervised during the school day. Please refer to Cambridge Park Academy’s Safer Recruitment guidance for full details.

Site security Visitors to the school, including contractors, are asked to sign in and are given a badge, which confirms they have permission to be on site. Parents who are simply delivering or collecting their children do not need to sign in. All visitors are expected to observe the school’s safeguarding and health and safety regulations. The headteacher will exercise professional judgement in determining whether any visitor should be escorted or supervised while on site.

10

Extended school and off-site arrangements All extended and off site activities are subject to a risk assessment to satisfy health and safety and safeguarding requirements. Where extended school activities are provided by and managed by the school, our own child protection policy and procedures apply. If other organisations provide services or activities on our site on behalf of our school, we will check that they have appropriate procedures in place, including safer recruitment procedures. When our students attend off-site activities, including day and residential visits and work related activities, we will check that effective child protection arrangements are in place.

Staff/student online relationships Staff are not permitted to add students, or parents onto any personal social media platform, they may operate. Cambridge Park Academy provides advice to staff regarding their personal online activity and has strict rules regarding online contact and electronic communication with students. Staff found to be in breach of these rules may be subject to disciplinary action or child protection investigation. All staff sign up to an acceptable use of ICT code upon appointment at the Academy, which provides further guidance on this area.

Child protection procedures

Recognising abuse To ensure that our students are protected from harm, we need to understand what types of behaviour constitute abuse and neglect. Abuse and neglect are forms of maltreatment. Somebody may abuse or neglect a child by inflicting harm, for example by hitting them, or by failing to act to prevent harm, for example by leaving a small child home alone. Abuse may be committed by adult men or women and by other children and young people. Keeping Children Safe in Education (DfE 2019) refers to four categories of abuse. These are set out at Appendix One along with indicators of abuse.

Bullying While bullying between children is not a separate category of abuse and neglect, it is a very serious issue that can cause anxiety and distress. All incidences of bullying, including cyber-bullying and prejudice-based bullying should be reported and will be managed through our tackling-bullying procedures which can be accessed from the Academy’s website, or by requesting a copy from the School Office.

Taking action Any child, in any family in any school could become a victim of abuse. Staff should always maintain an attitude of “it could happen here”. Key points for staff to remember for acting are:

in an emergency take the action necessary to help the child (including calling 999)

report your concern as soon as possible to the DSL, definitely by the end of the day.

do not start your own investigation

share information on a need-to-know basis only – do not discuss the issue with colleagues, friends or family

complete a record of concern on CPOMs

seek support for yourself if you are distressed.

If you are concerned about a student’s welfare There will be occasions when staff may suspect that a student may be at risk. The student’s

11

behaviour may have changed, their artwork could be bizarre, they may write stories or poetry that reveal confusion or distress, or physical signs may have been noticed. In these circumstances, staff will try to give the student the opportunity to talk and ask if they are OK or if they can help in any way. Staff should add an incident online to CPOMs to record these early concerns. If the student does reveal that they are being harmed, staff should follow the advice below. Following an initial conversation with the student, if the member of staff has concerns, they should discuss their concerns with the DSL.

If a student discloses to you It takes a lot of courage for a child to disclose that they are being abused. They may feel ashamed, particularly if the abuse is sexual; their abuser may have threatened what will happen if they tell; they may have lost all trust in adults; or they may believe, or have been told, that the abuse is their own fault. Sometimes they may not be aware that what is happening is abusive. If a student talks to a member of staff about any risks to their safety or wellbeing, the staff member will, at the appropriate time, let the student know that in order to help them they must pass the information on to the DSL. The point at which they tell the student this is a matter for professional judgement. During their conversations with the students, staff will:

LISTEN to what the child has to say and take them seriously; reassure the child but

advise that you cannot promise to keep a secret. If there is a requirement for immediate

medical intervention, assistance should be called for.

RECORD in detail the circumstances and timings of the disclosure including the nature

and extent of any injuries, explanations given by the child and the action taken (which

may be used in any subsequent court proceedings), within 24 hours of the disclosure. Log

the exact wording on CPOMs.

YOU MUST NOT INVESTIGATE THE INCIDENT, ASK LEADING

QUESTIONS, OR REPEATEDLY QUESTION/ASK THE CHILD TO REPEAT

THE DISCLOSURE OVER AND OVER OR MAKE ASSUMPTIONS OR OFFER

ALTERNATIVE EXPLANATIONS

DO NOT PROMISE CONFIDENTIALITY

DO NOT APPROACH/INFORM THE ALLEGED ABUSER.

REPORT all suspicions, concerns, instances and allegations of actual or suspected child

abuse or neglect immediately to our DSL. In the absence of the DSL inform the Deputy

DSL. The LADO will then provide advice, instruction and direction as is relevant.

seek support if they feel distressed.

Notifying parents The school will normally seek to discuss any concerns about a student with their parents. This must be handled sensitively, and the DSL will contact the parent in the event of a concern, suspicion or disclosure. Our focus is the safety and wellbeing of the student. Therefore, if the school believes that notifying parents could increase the risk to the child or exacerbate the problem, advice will first be sought from children’s social care and/or the police before parents are contacted.

Confidentiality and sharing information

All staff will understand that child protection issues warrant a high level of confidentiality. Staff should only discuss concerns with the DSL, headteacher/principal or chair of governors (depending on who is the subject of the concern). That person will then decide who else needs to have the information and they will disseminate it on a ‘need-to-know’

12

basis. Following several cases where senior leaders in school had failed to act upon concerns raised by staff, Keeping Children Safe in Education (2019) emphasises that any member of staff can contact children’s social care if they are concerned about a child. Child protection information will be stored and handled in line with the guidance from IRMS which forms part of our Data Protection Policy 2018.

Information sharing will take place in a timely and secure manner and where:

it is necessary and proportionate to do so; and

the information to be shared is relevant, adequate and accurate. Information sharing decisions will be recorded, whether or not the decision is taken to share. Yellow safeguarding files are held on any child where a concern has been noted and are stored in locked filing cabinets in the Safeguarding office. Any electronic information will be password protected on a separate server, within the two factor authentication of CPOMs and only made available to relevant individuals. Child protection information will be stored separately from the student’s school file and the school file will be ‘tagged’ with a yellow spot sticker to indicate that separate information is held. The DSL will normally obtain consent from the student and/or parents to share sensitive information within the school or with outside agencies. Where there is good reason to do so, the DSL may share information without consent, and will record the reason for not obtaining consent. If any member of staff receives a request from a student or parent to see child protection records, they will refer the request to the data protection officer or DSL. The GDPR and the Data Protection Act 2018 do not prevent school staff from sharing information with relevant agencies, where that information may help to protect a child. The school’s confidentiality and information-sharing policy is available to parents and students on request made in writing to the School Office.

Referral to children’s social care The DSL will make a referral to children’s social care if it is believed that a student is suffering or is at risk of suffering significant harm. The student (subject to their age and understanding) and the parents will be told that a referral is being made, unless to do so would increase the risk to the child. Any member of staff may make a direct referral to children’s social care if they genuinely believe independent action is necessary to protect a child. The Multi Agency Safeguarding Hub (MASH) can be contacted on 01472 326292. For vulnerable young adult (aged 18 or over), there is the Single Point of Access available on 01472 256256. Further support and information can be found at www.focusadultsocialwork.co.uk/single-point-of-access

Reporting directly to child protection agencies Staff should follow the reporting procedures outlined in this policy. However, they may also share information directly with children’s social care, police or the NSPCC if:

the situation is an emergency and the designated safeguarding lead, their deputy, the headteacher and the chair of governors are all unavailable

they are convinced that a direct report is the only way to ensure the student’s safety

for any other reason they make a judgement that direct referral is in the best interests of the child.

13

FLOW CHART FOR RAISING SAFEGUARDING CONCERNS ABOUT A STUDENT

Other Relevant Policies

Decision made to

monitor the concern.

Decision made to

discuss the concern

informally with the

parents/carers

Decision made to refer

the concern to social

care

Once discussed with

parents Designated

Safeguarding Lead

decides to discuss

with parents, monitor

or refer to social care

Class teacher asked to

monitor child and

feedback to the

Designated

Safeguarding Lead

within an agreed

timescale

Designated

Safeguarding Lead

discusses decision

with a senior teacher

or the head and agree

to refer to social care

Contact Details

Multiagency

safeguarding Hub

(MASH)

01472 326292

All calls are answered by a

duty social worker

Prevent/Channel

Referrals:

prevent@humberside.pnn.

police.uk

Designated

Safeguarding Lead

keeps concern form in

secure, confidential

safeguarding file.

Concern logged on

CPOMS

Designated

Safeguarding Lead

reviews incident form

and makes a decision

about next steps

Designated Safeguarding

Lead(s):

Darren Gardiner (DSL)

Mark Eames DSL Trained

Tracey Weller Deputy DSL

(Secondary)

Hayley Whitney-Smith

(Primary)

Marianne Cottam

(Cromwell Road Campus)

Governors:

Antony Collins (Chair of

Governors)

For local authority

Designated Officers

and for concerns

about adults:

Contact details:

01472 326118

ChildrensSafeguarding

andReviewingService@

Nelincs.gcsx.gov.uk

In exceptional

circumstances,

concerns may be

referred directly to

children’s social care

Monitor Refer

Discuss

Record

Refer Monitor

14

Use of mobile phones, cameras and videos In general, staff should not use mobile telephones in the presence of students. Personal

mobile telephones should never be used for taking or storing images or recordings of

students. Any images or recordings should only be taken, edited or stored on school

computers unless with the express permission of the Head teacher. Photographs or

recordings should only be made where there is a legitimate school purpose. Images or

recordings should not be transmitted to third parties without permission of the Head teacher

or parents of the student involved. This guidance applies to all students. Any evidence of the

use of inappropriate images, or the misuse of images, will be reported to the school’s

Designated Safeguarding Officer, the Local Authority, Social Services and/or the police as

appropriate. Individual students will not be named in conjunction with their image and we

will never use an image of a child who is subject to a court order or whose parent/s or legal

guardian/s have not given their consent.

Please refer to the staff code of conduct for further information.

Restrictive physical interventions All staff at Cambridge Park Academy complete compulsory training in reduction of risk,

restrain and restriction through Team Teach in order to safeguard students from potential

dangers to themselves and others. All restrictive physical intervention is student specific,

integrated with other less intrusive approaches, and are clearly outlined of the Academy's

Positive Handling Guidance, with the aim of reducing risk when needed. All physical

interventions are recorded by hand in a bound book, as well as in an online database.

Restrictive physical interventions are not a standard way of managing students. All incidents

are analysed by the Behaviour lead weekly, as well as analysed each half term for patterns

and trends. Further detailed guidance can be found in the Positive Handling Policy.

First Aid In school there are trained members of staff who oversee first aid. There are a number of first

aid kits situated around school. When a student is poorly, or has suffered an accident during

the school day, or in an extra-curricular or offsite activity, there is a protocol for staff to

follow:

A person trained in first aid is consulted

The incident is logged in the accident book

A phone call home will be made and a note to parents/carers is issued

If there is any doubt at all a parent/carer is contacted

In the case of serious accidents / injuries emergency ambulance services will be

called.

Staff taking medication or other substance

Staff must seek medical advice if they are taking medication which may affect their ability to

care for students, and any staff medication must be secure and out of reach of all students at

all times. For guidance around giving students medicine please see separate Administering

Medication Policy.

15

Intimate care For matters of an intimate nature, staff are informed to deal with a child with utmost

sensitivity and always to seek guidance from the Principal. In almost all situations the

parents will be asked to come into school immediately so that they are part of the decision

making process for such matters. In rare circumstances the appropriate emergency service

will be contacted as a matter of urgency before the parent.

Peer on peer abuse Children may be harmed by other children or young people. Staff will be aware of the harm caused by bullying and will use the school’s anti-bullying procedures where necessary. However, all staff recognise that children can abuse their peers and should be clear about the school’s policy and procedures regarding peer on peer abuse. All peer on peer abuse is unacceptable and will be taken seriously. Peer on peer abuse can take many forms, including:

physical abuse such as biting, hitting, kicking or hair pulling

sexually harmful behaviour/sexual abuse such as inappropriate sexual language, touching, sexual assault or rape

sexting including pressuring another person to send a sexual imagery or video content

teenage relationship abuse - defined as a pattern of actual or threatened acts of physical, sexual or emotional abuse, perpetrated against a current or former partner

upskirting – taking a picture under a person’s clothing without their knowledge

initiation/hazing - used to induct newcomers into an organisation such as sports team or school groups by subjecting them to a series of potentially humiliating, embarrassing or abusing trials which promote a bond between them

prejudiced behaviour - a range of behaviours which causes someone to feel powerless, worthless or excluded and which relates to prejudices around belonging, identity and equality, in particular prejudices linked to disabilities, special educational needs, ethnic, cultural and religious backgrounds, gender and sexual identity.

Abuse is abuse and should never be tolerated or passed off as ‘banter’ or ‘part of growing up’. Different gender issues can be prevalent when dealing with peer on peer abuse, for example girls being sexually touched/assaulted or boys being subject to initiation/hazing type violence. At our school, we take the following steps to minimise or prevent the risk of peer on peer abuse.

An open and honest environment where young people feel safe to share information about anything that is upsetting or worrying them.

Assemblies are used to provide a moral framework outlining acceptable behaviour and stressing the effects of bullying.

RE and PSHE are used to reinforce the message through stories, role play, current affairs and other suitable activities.

Staff will endeavour always to create surroundings where everyone feels confident and at ease in school.

We will ensure that the school is well supervised, especially in areas where children might be vulnerable.

All allegations of peer on peer abuse should be passed to the DSL immediately. They will then be investigated and dealt with as follows.

16

Information gathering – children, staff and witnesses will be spoken with as soon as possible to gather relevant information quickly to understand the situation and assess whether there was intent to cause harm.

Decide on action – if it is believed that any young person is at risk of significant harm, a referral will be made to children’s social care. The DSL will then work with children’s social care to decide on next steps, which may include contacting the police.

Inform parents - as with other concerns of abuse, the school will normally seek to discuss concerns about a student with parents. Our focus is the safety and wellbeing of the student and so if the school believes that notifying parents could increase the risk to the child or exacerbate the problem, advice will first be sought from children’s social care and/or the police before parents are contacted.

Where allegations of sexual violence or sexual harassment are made, the school will act in accordance with the guidance set out in Keeping Children Safe in Education (2019). Supporting those involved The support required for the student who has been harmed will depend on their circumstance and the nature of the abuse. Support could include counselling, mentoring, the support of family and friends and/or support with improving peer relationships or some restorative justice work. Support may also be required for the student that harmed. We will seek to understand why the student acted in this way and consider what support may be required to help the student and/or change behaviours. Once those needs have been met, the consequences for the harm caused or intended will be addressed.

Serious violence All staff are made aware of indicators that children are at risk from or are involved with

serious violent crime. These include increased absence, a change in friendships or

relationships with older individuals or groups, a significant decline in performance, signs of

self-harm or a significant change in wellbeing, or signs of assault or unexplained injuries.

Unexplained gifts could also indicate that children have been approached by or are involved

with individuals associated with criminal gangs.

Online safety

As schools increasingly work online, it is essential that children are safeguarded from

potentially harmful and inappropriate material. The use of technology has become a

significant component of many safeguarding issues, such as child sexual exploitation,

radicalisation and sexual predation.

We have ensured that appropriate filters and monitoring systems are in place to manage the

content available to students, who can contact our students and the personal conduct of our

students online.

Sexting

There is no accepted definition of ‘sexting’ but most professionals agree that it refers to the sending or posting of sexually suggestive images, including nude or semi-nude photographs of a person under 18 years of age, via mobiles or over the internet. The UKCCIS advice document refers to this as ‘youth produced sexual imagery’. All incidents involving youth produced sexual imagery will be responded to as follows:

17

The incident will be referred to the DSL immediately and the DSL will hold an initial review meeting with appropriate staff. If appropriate, there will be subsequent interviews with the young people involved.

Parents will be informed at an early stage and involved in the process unless there is good reason to believe that involving parents would put the young person at risk of harm.

At any point in the process, if there is a concern a young person has been harmed or is at risk of harm a referral will be made to children’s social care and/or the police immediately in accordance with this policy.

In some instances, it may be necessary to refer the matter to the police. Once a report is made to the police, the report must be recorded, and the police will investigate. This may include seizure of devices and interviews with the young people involved.

Sexual exploitation of children Sexual exploitation involves an individual or group of adults taking advantage of the vulnerability of an individual or groups of children or young people, and victims can be boys or girls. Children and young people are often unwittingly drawn into sexual exploitation through the offer of friendship and care, gifts, drugs and alcohol, and sometimes accommodation. Sexual exploitation is a serious crime and can have a long-lasting adverse impact on a child’s physical and emotional health. It may also be linked to child trafficking. The school includes the risks of sexual exploitation in the PSHE and SRE curriculum. A common feature of sexual exploitation is that the child often doesn’t recognise the coercive nature of the relationship and doesn’t see themselves as a victim. The child may initially resent what they perceive as interference by staff, but staff must act on their concerns, as they would for any other type of abuse. All staff are made aware of the indicators of sexual exploitation and all concerns are reported immediately to the DSL. NEL CSE guidance

Honour-Based Violence ‘Honour-based’ violence (HBV) encompasses crimes which have been committed to protect or defend the honour of the family and/or the community, including Female Genital Mutilation (FGM), forced marriage, and practices such as breast ironing. All forms of HBV are abuse.

FGM is the collective name given to a range of procedures involving the partial or total removal of external female genitalia for non-medical reasons. In England, Wales and Northern Ireland, the practice is a criminal offence under the Female Genital Mutilation Act 2003. The practice can cause intense pain and distress and long-term health consequences, including difficulties in childbirth.

FGM is carried out on girls of any age, from young babies to older teenagers and adult women, so school staff are trained to be aware of risk indicators. Many such procedures are carried out abroad and staff should be particularly alert to suspicions or concerns expressed by female students about going on a long holiday during the summer vacation period.

A forced marriage is a marriage in which a female (and sometimes a male) does not consent to the marriage but is coerced into it. Coercion may include physical, psychological, financial, sexual and emotional pressure. It may also involve physical or sexual violence and abuse. In England and Wales, the practice is a criminal offence under the Anti-Social Behaviour, Crime and Policing Act 2014.

Children may be married at a very young age, and well below the age of consent in England. School staff receive training and should be particularly alert to suspicions or concerns raised by a student about being taken abroad and not be allowed to return to England.

18

A forced marriage is not the same as an arranged marriage. In an arranged marriage, which is common in several cultures, the families of both spouses take a leading role in arranging the marriage but the choice of whether to accept the arrangement remains with the prospective spouses.

Radicalisation and Extremism The government defines extremism as vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs.

Some children are at risk of being radicalised: adopting beliefs and engaging in activities which are harmful, criminal or dangerous. Islamic extremism is the most widely publicised form and schools should also remain alert to the risk of radicalisation into white supremacy extremism.

School staff receive training to help to identify signs of extremism. Opportunities are provided in the curriculum to enable students to discuss issues of religion, ethnicity and culture and the school follows the DfE advice Promoting fundamental British Values as part of SMCS (spiritual, moral, social and cultural education) in Schools (2014).

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/380595/SMSC_Guidance_Maintained_Schools.pdf

NEL Young People vulnerable to Radicalisation

Criminal exploitation of children Criminal exploitation of children is a geographically widespread form of harm that is a

typical feature of county lines criminal activity: drug networks or gangs exploiting children to

carry drugs and money from urban areas to suburban and rural areas, market and seaside

towns.

All staff are made aware of indicators that children are at risk from or experiencing criminal

exploitation. The main indicator is increased absence during which time the child may have

been trafficked for the purpose of transporting drugs or money.

County lines exploitation can affect any child under the age of 18 years. It can still be

exploitation even if the activity appears consensual, can involve force and/or enticement-

based methods of compliance and is often accompanied by violence or threats of violence.

County lines exploitation can be perpetrated by individuals or groups, males or females, and

young people or adults and is typified by some form of power imbalance such as age, gender,

cognitive ability, physical strength, status, and access to economic or other resources.

NEL CCS guidance

Private fostering arrangements A private fostering arrangement occurs when someone other than a parent or a close relative cares for a child for a period of 28 days or more, with the agreement of the child’s parents. It applies to children under the age of 16 or aged under 18 if the child is disabled. By law, a parent, private foster carer or other persons involved in making a private fostering arrangement must notify children’s services as soon as possible.

School staff should notify the Designated Safeguarding Lead when they become aware of private fostering arrangements. The DSL will speak to the family of the child involved check that they are aware of their duty to inform the LA. The school itself has a duty to inform the local authority of the private fostering arrangements.

19

On admission to the school, we will take steps to verify the relationship of the adults to the child who is being registered. Where a member of staff becomes aware that a student may be in a private fostering arrangement, they will raise this with the DSL and the school should notify the local authority of the circumstances.

Related safeguarding portfolio policies This policy should be read alongside our other safeguarding policies, which are set out in

Appendix Two.

Looked after children The most common reason for children becoming looked after is as a result of abuse or neglect. The school ensures that staff have the necessary skills and understanding to keep looked after children safe. Appropriate staff have information about a child’s looked after legal status and care arrangements, including the level of authority delegated to the carer by the authority looking after the child. The designated teacher for looked after children and the DSL have details of the child’s social worker and the name and contact details of the local authority’s virtual head for children in care.

Extra – curricular Activities Where the Academy provides services or activities directly under the supervision or

management of Academy staff, the Academy’s arrangements for child protection and

safeguarding will apply. Where services or activities are provided separately by another body,

the Academy will seek assurance in writing that the body concerned has appropriate policies

and procedures in place to safeguard and protect children and young people and that there

are arrangements to liaise with the academy on these matters where appropriate.

Work Experience for students Work experience provides a number of benefits for young people at The 6th Form. It can

help with their development and also help them choose their vocation for later life. For

students to get the most out of this experience it is essential that the Academy and the

employers work together to ensure the students’ safety and wellbeing. The school has

detailed procedures to safeguard students undertaking work experience, including

arrangements for checking people who provide placements and supervise students on work

experience which are in accordance with the guidance in Keeping Children Safe in Education

(2019).

20

Appendix One DfE Keeping children safe in education (KCSIE Sept 2019) further states that the type of

abuse and neglect include: Abuse and Neglect; Neglect; Physical abuse;

Extremism/Radicalisation; Domestic Violence; Drug/alcohol abuse; Emotional abuse; Abuse

of Trust; Sexual abuse; Children who sexually abuse; Child Sexual Exploitation; Child

exploitation and E-safety; Female Genital Mutilation; Forced Marriages; Safeguarding

Disabled Children; Disability and Vulnerability; Vulnerable Groups; Vulnerable Students;

Children in Need; Children who run away or go missing and Significant Harm.

The four broad areas of abuse are identified below.

Type of

harm

Definition Indicators for identification:

Physical

Abuse

The nature of the physical injury

is not consistent with the account

of how it occurred: or where there

is a definite knowledge or

reasonable suspicion that a

person having custody, charge or

care of the child or young person,

or any other person, inflicted or

knowingly did not prevent the

injury. This includes children or

young people to whom it is

suspected that poisonous

substances have been

administered. This also includes

children and young people at risk

of female genital mutilation.

unexplained injuries or burns,

particularly if they are recurrent

improbable excuses given to explain

injuries

refusal to discuss injuries or

untreated injuries

admission of punishment that

appears excessive

bald patches

withdrawal from physical contact

arms and legs kept covered in hot

weather

fear of returning home or fear of

medical help

self-destructive tendencies

aggression towards others

running away

Physical

Neglect

Children and young people under

the age of eighteen who have been

persistently or severely neglected

physically, to such an extent that

their health and development are

impaired. Particular attention is

drawn to food, hygiene, warmth,

clothing, supervision, stimulation,

safety precautions and medical

care. Serious inadequacies in

these areas may constitute

neglect.

constant hunger

poor personal hygiene

constant tiredness

poor state of clothing

emaciation

frequent lateness or non-attendance

at academy

untreated medical problems

low self-esteem

neurotic behaviour

no social relationships

running away

compulsive stealing or scavenging

doesn’t always have the appropriate

clothing for the weather/season

drinks alcohol regularly from an early

age

21

is concerned for younger siblings

without explaining why

becomes secretive and reluctant to

share information

shows challenging/disruptive

behaviour at school.

is reluctant to get changed for sports

and/or doesn’t have kit

Reluctant to go home after school

unable to bring friends home or

reluctant for professionals to visit the

family home

poor school attendance and

punctuality

parents show little interest in child’s

performance and behaviour at school

parents are dismissive and non-

responsive to professional concerns

Emotional

Abuse

Where there is persistent

coldness, hostility, rejection,

ridicule or other psychological

pressures by the parent/carer, to

such an extent that the child or

young person’s behaviour and

development are impaired.

Exercise of undue pressure e.g. to

succeed academically beyond

reasonable expectation.

Emotional abuse can also include

being a victim or potential victim

in or of forced marriage or

controlling relationships.

Emotional abuse can occur at a

peer to peer level. E.g. blackmail.

physical, mental and emotional

development lags

admission of punishment which

appears excessive

over-reaction to mistakes

continual self-deprecation

sudden speech disorders

fear of new situations

inappropriate emotional responses to

painful situations

neurotic behaviour (for examples

rocking, hair twisting, thumb sucking)

self-mutilation

fear of parent/carers being contacted

extremes of passivity or aggression

drug/solvent abuse

running away

compulsive eating, scavenging

Sexual

Abuse

The involvement of dependent,

developmentally immature

children and young persons in

sexual activities that they do not

fully comprehend, to which they

are unable to give informed

consent, and which violate social

and family taboos. Sexual abuse

may also include exposure of

children to sexual stimulation

inappropriate to the child’s age

and level of development.

sudden change in behaviour or

academic performance

displays affection in a sexual way

inappropriate to age

tendency to cling or need constant

reassurance

tendency to cry easily

regression to younger behaviour, such

as thumb sucking, play with discarded

toys, acting like a baby

complaints of genital itching or pain

distrust of a familiar adult, or anxiety

about being left with a relative, a baby

22

sitter or lodger

unexplained gifts of money

depression and withdrawal

apparent secrecy

wetting, day or night

sleep disturbances or nightmares

chronic illnesses, especially throat

infections and venereal disease

anorexia or bulimia

unexplained pregnancy

fear of undressing for gym

phobias or panic attacks

23

Indicators of abuse Expert and professional organisations are best placed to provide up-to-date guidance and

practical support on specific safeguarding issues. For example, NSPCC offers information for

schools and colleges on the TES website and also on its own website

www.nspcc.org.uk/preventing-abuse/. Schools and colleges can also access broad

government guidance on the issues listed here via the GOV.UK website: child sexual

exploitation (CSE); bullying including cyberbullying; domestic violence; drugs; fabricated or

induced illness; faith abuse; female genital mutilation (FGM); forced marriage; gangs and

youth violence; gender-based violence/violence against women and girls (VAWG); mental

health; private fostering; radicalisation; hate; sexting; teenage relationship abuse;

trafficking. The table below is not exhaustive in anyway, but highlights some of the key

specific safeguarding issues.

Female

Genital

Mutilation

(FGM)

Female genital mutilation refers to

procedures that intentionally alter

or cause injury to the female

genital organs for non-medical

reasons. The practice is illegal in

the UK.

FGm usually takes place between

birth and around 15 years old;

however, it is believed that the

majority of cases happen between

the ages of 5 and 8.

For further guidance on

identification and support refer to

‘Keeping children safe in education

– statutory guidance for academies

and colleges’ – (September 2018)

and also to risk indicators outlined

in this policy.

Under Section 5B(6) of the

Female Genital Mutilation Act

(2003) it states:

Teachers must personally

report to the police cases

where they discover an act of

FGM appears to have been

carried out.

Low level of integration

into UK society.

Girls are withdrawn from

PSHE lessons.

Anxiety leading up to

holidays

Be alert around summer holidays,

as this is a time when families

may take their child abroad for

the procedure. Anxiety leading

up to holidays or changes in

attendance can be flags, if a girl

belongs to a community in

which FGM is practised.

Talk of a ‘special ceremony’

Government guidance also

suggests that sometimes a child

may even talk about a ‘special

ceremony’ that is going to take

place, although some girls are

not aware before being taken

abroad that they will be

undergoing FGM.

Extended absence

Extended absence from Academy

could point towards the

procedure having already taken

place. As with other forms of

abuse, that absence may well be

coupled with a change in

behaviour on the child’s return.

Psychological effects

Common psychological effects are

depression, anxiety and low

self-esteem.

24

Physical signs

There may also be physical signs,

such as bladder problems,

complaints of pain or

discomfort when sitting still.

Child Sexual

Exploitation

(CSE)

Child sexual exploitation is a form

of child sexual abuse. It occurs

where an individual or group takes

advantage of an imbalance of

power to coerce, manipulate or

deceive a child or young person

under the age of 18 into sexual

activity (a) in exchange for

something the victim needs or

wants, and/or (b) for the financial

advantage or increased status of

the perpetrator or facilitator. The

victim may have been sexually

exploited even if the sexual activity

appears consensual. Child sexual

exploitation does not always

involve physical contact; it can also

occur through the use of

technology. (DfE 2017)

• going missing for periods of

time or regularly returning

home late

• skipping Academy or being

disruptive in class

• appearing with unexplained

gifts or possessions that cannot

be accounted for

• experiencing health problems

that may indicate a sexually

transmitted infection

• having mood swings and

changes in temperament

• using drugs and alcohol

• displaying inappropriate

sexualised behaviours, such as

over familiarity with strangers,

dressing in a sexualised manner

or sending sexualised images by

mobile phone (‘sexting’)

• they may also show signs of

unexplained physical harm such

as bruising and cigarette marks

• sexualised risk taking including

on the internet

• truanting during school time

• sporadic attendance/increasing

number of absences

• staying out overnight with no

explanation

• poor self-image and low self-

esteem

• self-harming (or suspected)

• eating disorders

• association with other young

people who are at risk of CSE

• reduced contact with family and

friends and other support

networks

• gang member or association

with gangs

(Taken from NSPCC website)

Criminal

exploitation

(CCE)

Gangs use children and vulnerable

people to move around drugs and

money. Gangs establish a base

typically by taking over the homes

• Lack of a safe/stable home

environment now or in the past

• Persistently going missing from

school or home and / or being

25

of local vulnerable adults by force

or coercion in a practice referred to

as ‘cuckooing’.

‘County lines’ is the police term for

urban gangs supplying drugs to

suburban areas and market coastal

towns using dedicated mobile

phone lines or “deal lines”.

Criminal Exploitation of children

and vulnerable adults: county

lines guidance (2017)

found out-of-area

• Unexplained acquisition of

money, clothes or mobile

phones

• Excessive receipt of texts or

phone calls

• Relationships with controlling

older individuals or groups.

• Leaving home / care without

explanation

• Suspicion of physical assault or

unexplained injuries

• Parental concerns

• Carrying weapons

• Significant decline in school

results/performance

• Gang association or isolation

from peers or social networks

• Self-harm or significant changes

in emotional well-being

Radicalisation

As part of the Counter Terrorism

and Security Act 2015, schools have

a duty to ‘prevent people from

being drawn into terrorism’. This

has become known as the ‘Prevent

Duty’.

Radicalisation is defined in the

Government’s Prevent Strategy as

"the process by which a person

comes to support terrorism and

forms of extremism leading to

terrorism".

Children and Young People can

display various signs of

radicalisation. Some are able to

hide it so well that they are

indistinguishable from anybody

else, making it hard to identify

them as radicalised and

understand what their intentions

are or could be. The following are

some signs that could mean

somebody could be at risk of

radicalisation or is going through

a radicalisation process:

sudden or gradual change in

physical appearance

sudden or unexpectedly

wearing religious attire

getting tattoos displaying

various messages

unexpectedly growing a beard

unexpectedly shaving their

head (skinhead)

possesses unexplained gifts and

clothing (groomers will

sometimes use gifts such as

mobile phones and clothing to

bribe a young person)

cuts ties with their friends,

family or community

starts to become socially

withdrawn

26

becoming dependent on social

media and the internet

begins to associate with others

who hold radical views

bullies or demonises other

people freely

begins to attend rallies and

demonstrations for extremist

causes

associates with known radicals

visits extremist websites,

networks and blogs

begins to complain, often with

anger, about governmental

policies, especially foreign

policy

advocates violence or criminal

behaviour

begins to believe in government

conspiracies

exhibits erratic behaviour such

as paranoia and delusion

speaks about seeking revenge

starts to exhibit extreme

religious intolerance

demonstrates sympathy to

radical groups

displays hatred or intolerance

of other people or

communities because they are

different

Forced

marriage

Schools/establishments do not

support the idea of forcing

someone to marry without their

consent and will follow LSCB

procedures to refer any child and

young person immediately to NEL

children’s services.

Depression

Self-harming

May talk of an up and coming

family holiday

Might not be able to attend after

school activities

May not be allowed to consider

going to college or university.

They or their parents’, may

request additional vaccinations

for a family holiday.

(Taken from government’s Forced

Marriage Unit website)

Honour based

violence

(HBV)

Honour based violence is a crime

or incident, which has or may have

been committed to protect or

defend the honour of the family

and/or community. Where it is

suspected that a child or young

self-harm

absence from school and

truancy

infections resulting from female

genital mutilation isolation

from peers

27

person is at risk from honour based

violence, Cambridge Park Academy

will report those concerns to the

appropriate agency in order to

prevent this form of abuse taking

place.

being monitored by family

not participating in school

activities

unreasonable restrictions at

home

forced marriage.

Sexting

Involves the sharing of images or

videos of a sexual or indecent

nature that are generated by

children and young people under

the age of 18, of children and young

people aged under 18. It is against

the law to take, make, share or

possess such images. Sexting can

be a form of peer-on-peer abuse.

Sexting disclosures should follow normal safeguarding protocols.

Staff should: o Confiscate and

secure the device(s) involved

o Refer to the Designated Safeguarding Lead (DSL)

o Not view the images unless there is a good and clear reason to do so, based on the Designated Safeguarding Lead’s professional judgement

o Record the incident, whether or not a referral was made

Withdrawn

Uncomfortable, angry or

defensive when questioned

about eh secretive mobile

phone use

Overly protective of mobile

phone

Insist on texting in a private

place or turn their back to read

messages

Change in attitude to school

work

Individual indicators will rarely, in isolation, provide conclusive evidence of abuse. They should be viewed as part of a jigsaw, and each small piece of information will help the DSL to decide how to proceed.

28

Appendix Two

Related Safeguarding policies

Staff code of conduct

ICT acceptable use policy

Behaviour and physical intervention policy

Personal and intimate care

Complaints procedure

Anti-bullying policy

Physical contact

Whistleblowing

SEN

Recruitment procedures

Managing allegations

Grievance and disciplinary

Confidentiality and information sharing

29

Appendix Three

Safeguarding induction record sheet

Name: _____________________________ Date started: ______________

As part of my induction training at Cambridge Park Academy, I can confirm that I have completed the following:

Action Date completed Signature

Completed Educare FGM e-learning

Completed Educare PREVENT e-learning

Completed Educare ‘Safeguarding Children in Education’ e-learning

Completed Educare ‘E-safety for Practitioners’ e-learning

Completed Anti-bullying alliance 7 modules.

Received and read Part A of Keeping Children Safe in Education (2019)

Received and read Child Sexual Exploitation. Definition and Guidance for practitioners. (2017)

Completed a face to face session with the Designated Safeguarding Lead on the school’s policies and procedures for:

Child Protection

Staff Code of Conduct

Whistleblowing

Peer on peer abuse

Received a username and password to log onto CPOMs where all child protection concerns are logged.

I understand that if at any time I am unsure of anything relating to the safeguarding of students at the academy, I will discuss my concerns with a member of the safeguarding team, or a senior member of staff.

Signature: ________________________________ Date: __________________