Appendix I:

 

Listed below are some of the signs and types of behaviour, which may indicate that a child is being abused.   In isolation they are not necessarily evidence of abuse, but may suggest abuse, particularly if a child exhibits several of them, or if a pattern emerges of when or how a child exhibits such signs or behaviour.  If abuse is suspected, it is necessary to identify what it is specifically, that is causing concern.

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It is the combination of symptoms, which could give rise to concern. Any of the symptoms could be indicative of other conditions unrelated to abuse.

The following is a summary of some of the indicators that may suggest a child is being abused or is at risk of harm. It is important to recognise that indicators alone cannot confirm whether a child is being abused. Each child should be seen in the context of their family and wider community, and a proper assessment carried out by appropriate persons. What is important to keep in mind is that if you feel unsure or worried, do something about it. Don’t keep it to yourself.

Neglect Neglect is a lack of parental care. It is the actual or likely persistent or significant neglect of a child, or the failure to protect a child from exposure to any kind of danger, including cold or starvation, or persistent failure to carry out important aspects of care, resulting in the significant impairment of the child’s health or development, including non-organic failure to thrive. Neglect can include parents failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment) protect a child from emotional or physical danger ensure adequate supervision or stimulation ensure access to appropriate medical and dental care or treatment

Indicators of neglect The following is a summary of some of the indicators that may suggest a child is being abused or is at risk of harm. Neglect is a difficult form of abuse to recognise and is often seen as less serious than other categories. It is, however, very damaging: children who are neglected often develop more slowly than others and may find it hard to make friends and fit in with their peer group. They may also be bullied.

Sexual Abuse Sexual abuse is actual or likely sexual exploitation of a child; the involvement of children and adolescents in sexual activities which they do not truly comprehend, to which they are unable to give informed consent or which violate the social taboos of family roles. Sexual abuse is usually perpetrated by people who are known and trusted by the child, e.g. relatives, family friends, neighbours, babysitters, people working with the child in school, faith settings, clubs or activities. Characteristics of child sexual abuse: It is usually planned and systematic – people do not sexually abuse children by accident, though sexual abuse can be opportunistic. Grooming the child – people who abuse children take care to choose a vulnerable child and often spend time making them dependent. This can be done offline and online, via chatrooms, instant messaging (IM) and social networking sites. Grooming the child’s environment – abusers try to ensure that potential adult protectors (parents and other carers especially) are not suspicious of their motives. This can also be done offline and online, via chatrooms, instant messaging (IM) and social networking sites. Most people who sexually abuse children are men, but some women sexually abuse too.

Indicators of sexual abuse The following is a summary of some of the indicators that may suggest a child is being abused or is at risk of harm.

Appendix II:

CODE OF CONDUCT FOR STAFF
Self - Protection for Staff

A. Introduction

In seeking to uphold the best interests of our students, Staff must be mindful of their position of trust. This Code of Conduct is intended to assist staff in respect of the complex issue of child abuse, by drawing attention to the areas of risk for staff and by offering guidance on prudent conduct.

B. Code of Conduct

1. Private Meetings with Students and individual tuition and coaching arrangements.

1. Staff should be aware of the dangers which may arise from private interviews or individual tuition with individual students. It is recognised that there will be occasions when these take place. As far as possible, staff should conduct such interviews in a room with visual access, or with the door open, and should ensure that the Course Director or Course Administrator is aware.
2. Where possible another pupil or (preferably) another adult should be present or nearby during any interview, and staff should take active measures to facilitate this.
3. A teacher should not travel alone with a pupil.  Where this is unavoidable, another teacher should be told, the parents notified if possible and the pupil should be seated in the back of the car.
4. Any adult who coaches / teaches a pupil in a one to one situation should take particular regard of safeguarding arrangements. They should ensure that there is no reason for their behaviour to be misinterpreted. If there is any one to one tuition when an adult may be alone with a pupil (without other adults in the near vicinity), the DSL should be notified.

2. Physical Contact with Pupils

1. Staff are advised not to make unnecessary physical contact with their pupils. Staff should be aware that such physical contact is open to misinterpretation by the pupil, parent or other casual observer.
2. Following any incident where a member of staff feels that his/her actions have been, or may be, misconstrued, a written report of the incident should be submitted immediately to his/her line manager.
3. It is unrealistic and unnecessary, however, to suggest that staff should touch pupils only in emergencies. It may be fitting to give a distressed child the sort of reassurance involving physical comforting that a caring parent would provide, but this is generally only suitable for younger children. Whilst Staff should not feel inhibited from providing this comfort it must be age-appropriate and Staff must be aware that perfectly innocent actions can be misconstrued.
4. Staff should never touch a child who has clearly indicated that he/she is, or would be, uncomfortable with such contact, unless it is necessary to protect the child, others or property from harm.
5. Physical response to misbehaviour is not permissible, unless it is by way of necessary restraint.
6. In extreme cases, a teacher might have to restrain a student physically to prevent him/her causing injury to him/herself, to others or to property. In such instances, only the minimum necessary force must be used and a written report of the incident, together with names of witnesses, should be given to the Course Director.
7. Staff who have to administer first aid to a student should ensure wherever possible that this is done in the presence of another adult or other children. However, no member of staff should hesitate to provide first aid in an emergency simply because another person is not present.

3. Teaching

1. A tutor should not repeatedly hector a student using an excessively loud voice nor repeatedly criticise a student to the point of apparent victimisation.
2. A tutor should never make sexually suggestive or inappropriate comments about a student, even in jest.

4. Relationships, Attitudes and Social Interaction

Staff should seek advice from the CD if they do not feel comfortable with a student’s request to speak to them. Similarly speak to the CD if you are concerned about a student’s interest in you.

5. Communication with students using technology

Communication with children and staff, by whatever method, should take place within professional boundaries and staff should avoid any personal subject matter. This includes the wider use of technology such as mobile phones, text messaging, emails, digital cameras, videos, webcams, websites, social networking and blogs.

Staff should be circumspect in their communications with children so as to avoid any possible misinterpretation of their motives or any behaviour which could be construed as "grooming". For this reason staff should not have students as ‘friends’ on their personal pages on social network sites such as Facebook.

Staff should not give their personal contact details to students, including email, home or mobile telephone numbers, unless the need to do so is agreed with the Course Director.

6. Whistle blowing

It is important to develop an environment which supports the reporting of concerns. Fostering an open culture encourages transparency and will help individuals to feel supported and listened to. The Course is committed to the highest standards of openness and accountability and expects tutors who become aware of activities which they believe are illegal, improper, unethical or otherwise inconsistent with this code of conduct to report the matter to the Director.

In particular, with regards to safeguarding, all staff are required to report to the Director any concern or allegations about the behaviour of colleagues which are likely to put students at risk of abuse or other serious harm. There will be no retribution or disciplinary action taken against a member of staff for making such a report provided that it is done in good faith.

Conclusion

It would be impossible and inappropriate to lay down hard and fast rules to cover all the circumstances in which staff interrelate with children and young people, or where opportunities for their conduct to be misconstrued might occur. Nonetheless, any suspicions of abuse or inappropriate behaviour by a colleague should always be reported to the Designated Safeguarding Lead.

Staff are responsible for their own actions and behaviour and should avoid any conduct which would lead any reasonable person to question their motivation and intentions. Staff should always work, and be seen to work, in an open and transparent way.

Appendix III

RESPONSE TO DISCLOSURE OF ABUSE

Guidance for Staff

When a child discloses abuse, the way in which you respond is crucial.

It is important to take the disclosure seriously and make a response that includes all of these five statements in some form.

• I believe you.
• I’m sorry it happened to you.
• I’m glad you told me
• It’s not your fault, and never was.
• We can get help, together

Never promise confidentiality
If you suspect abuse or if a child discloses it to you, you are required to report it as soon as possible to the CD. If they are not available you should report it to the HSC or the police.

You should otherwise keep the disclosure confidential. This means respecting the young person’s right to privacy except where their safety or well-being is in question. Sometimes you will need to consult with someone about what steps to take, so you will need support for unsettled feelings after receiving a disclosure.

In these situations it is appropriate to talk to another adult about it, keeping in mind the child’s right to privacy.

If a student tells you something…

1. Listen carefully without interrupting
2. Don’t ask questions except for clarification. It is not your role to investigate.
3. Do not promise confidentiality
4. Explain what you will do next
5. Write down what you have been told, using exact words where possible, including dates.
6. Speak to the CD directly

YOU MUST NOT ask leading questions or investigate the allegations of abuse.

Appendix IV

Recording a concern

As well as the name of the child and the details of the observations, you should also include in your record:

• the place where you made your observations the date and time of the observations your name and role.

Distinguish fact from opinion. The emphasis should be on facts – what you saw and what you heard. If you are writing a record of what a child or adult said, keep as near to the exact words that were spoken as possible. You may want to include some information about how you interpreted your observations. This may be helpful, but should be clearly distinguished from the facts. Other kinds of opinions should be avoided.

• Your record should make clear why you are concerned about the child.
• It is better to have a shorter record that includes all such information than a longer one that includes unnecessary information.

Appendix V

GUIDANCE FROM THE GUERNSEY EDUCATION DEPARTMENT

Safeguarding Children and Child Protection

The Children Law (Guernsey & Alderney) 2008 states that all States Departments have a duty to work together & share information to ensure that children get the services they require. This is also essential to protect children and young people from suffering harm, abuse or neglect and to prevent them from offending. Further information is available at http://childrenlaw.gg.

All island schools are required to comply with the Inter-agency Guidelines on Child Protection. These may be located at http://www.online-procedures.co.uk/guernsey/.

The guidelines emphasise that everyone has an important part to play in preventing the abuse of children, and in responding to situations where they think that a child may be suffering, or at risk of suffering from serious harm.

Therefore if we have concerns about a child or believe that a child has suffered or is likely to suffer serious harm then the course will contact Health and Social Services Department, Assessment and Intervention Team to determine whether a referral should be made. Any concerns raised by members of staff of the course will be reported to the Course Director, who will make contact with HSC colleagues as appropriate.

Appendix VI

MISSING STUDENTS POLICY

In addition to morning and afternoon registration, all tutors are responsible for registering their class or group at the beginning of every lesson or school session. If a pupil is considered missing, please let the Course Director or Administrator know immediately.

Appendix VII(to be issued to all staff)

SAFEGUARDING AND CHILD PROTECTION GUIDELINES SUMMARY

If you are suspicious, or have serious concerns about the welfare of a student, you should report this immediately to the Course Director (CD).

• Charlie Cottam (in his absence, Chris Claxton)

All staff and volunteers must:

• Have access to the Child Protection and Safeguarding Policy and Procedures.
• Follow the staff Code of Conduct (see below and Appendix II of the Child Protection Policy).
• Know how to identify signs and symptoms of possible abuse.
• Know how to talk to children about whom they are concerned, how to record & to report this information (see below).
• Know how to respond to an allegation or suspicion of abuse or neglect. If in any doubt speak to the CD.
• Know how to respond to an allegation against a member of staff.

If a student tells you something…

• Listen carefully without interrupting
• Don’t ask questions except for clarification. It is not your role to investigate.
• Do not promise confidentiality
• Explain what you will do next
• Write down what you have been told, using exact words where possible, including dates.
• Pass on the information to the CD without delay

If you feel a concern has not been taken seriously enough, you should refer the matter yourself to the Assessment and Intervention Team. Wherever possible, however, a conversation should ideally take place with the CD before any such referral is made.

Staff and Volunteer Code of Conduct

All adults are responsible for their own actions and behaviour and should avoid any conduct which would lead any reasonable person to question their motivation and intentions. Staff should always work, and be seen to work, in an open and transparent way. Staff should fully adhere to the Code of Conduct for Staff (Appendix II).