Safeguarding and promoting the welfare of children refers to the process of protecting children from maltreatment, preventing the impairment of children’s mental and physical 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.

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.

Significant Information

Kingston SPA: 020 8547 5008

Out of hours: 020 8770 5000

LADO: 020 8891 7370 07774332675
lado@achievingforchildren.org.uk

Merton

MASH: 020 8545 4226

Sutton

MASH: 020 8770 6001
mash@sutton.gov.uk

2 - Introduction and purpose

This policy sets out how the governing board of Richard Challoner School is carrying out its statutory responsibility to safeguard and promote the welfare of children in accordance with Section 175 of the Education Act 2002.

Richard Challoner School fully recognises our moral and statutory responsibility to safeguard and promote the welfare of all pupils. This Safeguarding and Child Protection Policy is one of a range of documents that set out the safeguarding responsibilities of the whole school. We wish to create a safe, welcoming and vigilant environment for children where they feel valued and are respected.

Safeguarding information is published throughout the school and all children know who they can talk to in school and how they can make an anonymous disclosure using our school website. Here is the link.

We recognise that the school may provide the only stability in the lives of children who have been abused or who are at risk of harm.

We are aware that the behaviour of a child in these circumstances may range from that which is perceived to be normal to aggressive or withdrawn.

We are able to play a significant part in the prevention of harm to our children by providing them with good lines of communication with trusted adults, supportive friends and an ethos of protection.

Wherever the word “staff” is used, it covers all staff on site, including ancillary, supply and self-employed staff, contractors, volunteers and Governors. It seeks to set out the principles and procedures we operate to protect children from harm. This policy provides information regarding our safeguarding responsibilities and details how these responsibilities should be carried out.

This policy will be updated as and when required and reviewed annually.

3 - Key personnel

Safeguarding team

Email contact: safeguarding@richardchalloner.com

Designated Safeguarding Lead(DSL)

Mrs A Southall Senior Teacher

i/c safeguarding and wellbeing

Deputy Designated Safeguarding Leads

Mr N Henderson: Deputy Head i/c of KS3 and E-safety

Mr I O’Brien: Deputy Head i/c of KS4 and inclusion

Mr M Cox: Assistant Head i/c Behaviour KS3/4

Safeguarding Leads

Mr M Webber Deputy Head i/c of Learning and teaching

Mrs C Verdin: Ass. Head i/c of KS5

Mrs K McAleenan: Sixth Form Office Manager

Miss A Drinkwater: Pastoral Support Officer

Designated Governor for Safeguarding/Child Protection - LAC / PLAC

Mr F Corrigan: Designated Safeguarding Governor

safeguarding.governor@richardchalloner.com

Chair of Governors

Mr M Draper: Chair of Governors

chair.governor@richardchalloner.com

Headteacher

Mr S Maher: Headteacher

Our school Health & Safety Coordinator is Mr T Dobson (Premises Manager)

4 - Policy principles and aims

This policy aims to demonstrate to staff, Governors, pupils, parents, stakeholders and other partners, Richard Challoner School’s commitment to safeguarding and child protection.

The welfare of our children is paramount. All children, regardless of age, gender, culture, language, race, ability, sexual identity or religion have equal rights to protection, safeguarding and opportunities.

We recognise that all adults in our school have a full and active part to play in protecting our pupils from harm and have an equal responsibility to act on any suspicion or disclosure that may suggest a child is at risk of harm.

Our school is committed to developing a culture of safeguarding by providing an environment in which children and young people feel safe, secure, valued and respected and which promotes their social, physical and moral development. Children in our school feel confident to, and know how to approach adults if they are in difficulties. Our school understands that children find it difficult to disclose abuse and we therefore strive to create “reachable moments” where pupils can talk to a member of staff about anything that is worrying them.

This policy is used in conjunction with staff training and continued professional development to strengthen our whole school approach to safeguarding and to:

raise staff awareness of the need to safeguard children and their responsibilities in identifying and reporting possible cases of abuse
provide a systematic means of monitoring children known or thought to be at risk of harm, and ensure we, the school, contribute to assessments of need and support packages for those children
emphasise the need for good levels of communication between all members of staff and develop and promote effective working relationships with other agencies, especially Achieving for Children (AfC), the Kingston and Richmond Safeguarding Children Partnership (KRSCP) and the police
develop a structured procedure within the school which will be followed by all members of the school community in cases of suspected abuse; ensure that the structured procedure is followed by school staff in cases of suspected abuse

Pupils and staff involved in child protection issues will receive appropriate support.

As a result of local learning, including around the website Everyone’s Invited in 2021, the school has a culture of prevention and education in order to develop our young people in to responsible, caring adults. The school encourages respectful behaviour and language to be used to all; a restorative approach to incidents of concern; and a wish to make reasonable adjustments to encourage students to remain in education, despite any difficulties. There is no tolerance of discriminatory language or abuse towards staff or students.

5 - Statutory framework, key statutory and non-statutory guidance

To safeguard and promote the welfare of children, Richard Challoner School will act in conjunction with other agencies in accordance with the following legislation and guidance:

We take seriously our responsibility to ensure that we have appropriate procedures in place for responding to situations in which we believe that a child has been abused or is at risk of abuse.

Our procedures also cover circumstances in which a member of staff is accused of, or suspected of, abuse, including low level concerns.

We will take steps to ensure that any groups or individuals who hire and/or use our building or grounds inside or outside of school hours, follow the local child protection guidelines and are aware of their safeguarding duties and this policy.

We will ensure that all staff have confirmed that they have read and understood:

Keeping Children Safe in Education (2022) [Part One] and Annex B
Richard Challoner School: Safeguarding and Child Protection Policy (this document)
Staff Behaviour Policy (Code of Conduct)
Staff ICT Policy
Health & Safety Policy
Data Protection Policy
On Induction all new staff will be introduced to the Visitor and Contractor Policy.

We will ensure that all staff are aware of:

The safeguarding response to children who go missing from education
The role of the Designated Safeguarding Lead
The identity of Richard Challoner School’s Designated Safeguarding Lead, Deputies and Safeguarding Team
The additional vulnerabilities of children who are looked after/previously looked after, children with Special Educational Needs and Disabilities and children who are young carers.

Richard Challoner School will publish our Safeguarding and Child Protection Policy on our website and hard copies will be available on request from the school office.

The roles of the Designated Safeguarding Lead and the Deputy Designated Safeguarding Leads will be explicit in their job descriptions and we will ensure that they have the time and resources to fulfil their duties.

6 - Roles and responsibilities

The Governing Board/Board of Trustees

Safeguarding is a standing item on the agenda for every meeting of the full board.

The Governing Board/Board of Trustees of Richard Challoner School understands and fulfils its responsibilities, namely to ensure that:

they liaise with the headteacher and/or designated teachers over safeguarding matters. This is a strategic role rather than operational. Governors will not be involved in concerns regarding individual children
there is a Safeguarding and Child Protection Policy that reflects the whole school approach to child on child abuse
there is a Staff Behaviour Policy/Code of Conduct that includes the process for responding to low level concerns and acceptable use of technology
child protection, safeguarding, recruitment and managing allegations policies and procedures, including the Staff Behaviour Policy (Code of Conduct), are consistent with KRSCP and statutory requirements. They are reviewed when needed and annually as a minimum. The Safeguarding and Child Protection Policy is publicly available on the school website
all staff, including temporary staff and volunteers sign to say they have read, understood and agree to work within Richard Challoner School’s Safeguarding and Child Protection policy and Staff Behaviour Policy (Code of Conduct)
all staff to confirm they have read and understood Keeping Children Safe in Education (2022) part 1 and Annex B and that mechanisms are in place to assist staff in understanding and discharging their roles and responsibilities as set out in the guidance
Members and Governors sign to say they have read and understood Keeping Children Safe in Education (2022) document in full.
the school operates a Safer Recruitment Policy that includes statutory checks on staff suitability to work with children and ensure that there is at least one person on every recruitment panel who has completed safer recruitment training within the last five years
Richard Challoner School has procedures for dealing with allegations of abuse against staff (including the headteacher), volunteers and against other children and that a referral is made to the DBS if a person in regulated activity has been dismissed or removed due to safeguarding concerns, or would have been had they not resigned
the Governing Board nominates a Safeguarding and Deputy Safeguarding link Governor at the boards first meeting in the autumn term. The two governors responsible for safeguarding will undertake appropriate training for the role. The chair of governors is responsible in the event of an allegation of abuse made against the headteacher
an annual audit of Richard Challoner School’s safeguarding policies, procedures and practices is undertaken with the headteacher and designated safeguarding lead (DSL) and that this is reported to the Board and submitted to KRSCP.
Richard Challoner School is aware of relevant legislation and local guidance, which has been agreed through the local safeguarding partnership arrangements
there are clear lines of accountability for safeguarding within the school’s leadership
a member of the senior leadership team has been appointed as the designated safeguarding lead and they will take lead responsibility for safeguarding and child protection; the role is explicit in the role holder’s job description
DSLs and their deputies undertake multi-agency (Level 3) safeguarding training which is updated every two years
there is a designated teacher (Ian O’Brien) to promote the educational achievement of children looked after who are on the school roll
all members of the Governing Board receive safeguarding training at induction and safeguarding training is updated regularly. All Governors complete the online Safeguarding training including PREVENT Training The designated safeguarding Governor/s attends appropriate training that guides governors in their strategic responsibilities to provide appropriate challenge and support for any action and to progress areas of weakness or development in the school’s safeguarding arrangements
at least one member of the Governing Board has completed safer recruitment training to be repeated every five years
children are taught about safeguarding (including online safety) as part of a broad and balanced curriculum covering relevant issues through personal, social, health and economic education (PSHE) and through Relationships, Sex and Health Education (RSHE)
appropriate safeguarding responses are in place for children who go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect including sexual abuse or exploitation and to help prevent the risks of their going missing in future
appropriate online filtering and monitoring systems are in place and their effectiveness is regularly reviewed
enhanced Disclosure and Barring Service (DBS) checks are in place for all governors, along with a Section 128 Prohibition Check.

The headteacher

The headteacher will ensure that:

the safeguarding and child protection policy and related policies and procedures are implemented and followed by all staff
sufficient time, training, support, resources, including cover arrangements where necessary, is allocated to the DSL and deputies to carry out their roles effectively
systems are in place for children to express their views and give feedback, which operate with the best interests of the child at heart
all staff feel able to raise concerns about poor or unsafe practice and that such concerns are handled sensitively and in accordance with the whistleblowing/managing allegations against staff procedures
pupils are provided with opportunities throughout the curriculum to learn about safeguarding, including keeping themselves safe online. The PSHE curriculum is reviewed regularly to ensure that it remains relevant and current
behaviour expectations around the whole school site will be consistent with the safeguarding and relationship lessons taught in the classroom
they liaise with the local authority designated officer (LADO) within 24 hours before taking any action, and then on an ongoing basis, where an allegation is made against a member of staff or a volunteer

The designated safeguarding lead (DSL)

holds lead responsibility for safeguarding and child protection in Richard Challoner School. This responsibility will not be delegated
acts as a source of support and expertise for the whole school community in regards to our safeguarding duties
encourages a culture of listening to children and taking account of their wishes and feelings
undertakes multi-agency (Level 3) safeguarding training with updates every two years and will refresh their knowledge and skills at regular intervals but at least annually
undertakes Prevent awareness training
will refer a child if there are concerns about possible abuse to AfC’s Single Point of Access (SPA) and/or the local authority where the child resides and act as a focal point for staff to discuss concerns
will keep detailed, accurate records, either written or using appropriate online software, of all concerns about a child, even if there is no need to make an immediate referral
will ensure that all such records are kept confidential, stored securely and are separate from the pupil’s general file
will ensure that an indication of the existence of the additional safeguarding and child protection file is marked on the pupil general file
In the event that a student transfers schools we will ensure that a copy of the safeguarding and child protection file is retained until such time that the new school acknowledges receipt of the original file. The copy will then be shredded.
will liaise with the local authority and work with other agencies and professionals in line with Working Together to Safeguard Children
has a working knowledge of KRSCP and AfC procedures. Will ensure that either they, or an appropriate staff member, attend case conferences, core groups, or other multi-agency planning meetings, contribute to assessments and provide a report, where required, which has been shared with the parents and child (depending on age and understanding)
notifies Children’s Social Care if a child subject to a child protection plan is absent from school without explanation
will ensure that all staff sign to say they have read, understood and agree to work within Richard Challoner School’s safeguarding and child protection policy, staff behaviour policy (code of conduct) and Keeping Children Safe in Education 2022 Part 1 and Annex B and ensure that the policies are used appropriately
will organise child protection and safeguarding induction, regularly updated training and a minimum of annual updates (including online safety) for all school staff, keep a record of attendance and address any absences
will undertake, with the headteacher and Governing Board, an annual audit of Richard Challoner School’s safeguarding policies, procedures and practices and ensure that this is submitted to KRSCP
upholds a close relationship with the KRSCP, such as through attendance KRSCP termly DSL forums
has an understanding of locally agreed processes for providing early help and intervention and will support members of staff where Early Help is appropriate
can recognise the additional risks that children with SEN and disabilities (SEND) face online, for example from online bullying, grooming and radicalisation
will help to promote educational outcomes by sharing the information about the welfare, safeguarding and child protection issues that children, including children with a social worker, are experiencing, or have experienced, with teachers and leadership staff
will ensure that the name of the designated safeguarding lead and deputies are clearly advertised in the school and on the website, with a statement explaining the school’s role in referring and monitoring cases of suspected abuse
will ensure that they, or a deputy, are available during term time school hours for staff to discuss any safeguarding concerns
will ensure that there are adequate and appropriate cover arrangements for any out of hours or out of term activities.
liaise with the headteacher to inform him of issues- especially ongoing enquiries under section 47 of the Children Act 1989 and police investigations. This should include being aware of the requirement for children to have an Appropriate Adult. Further information can be found in the Statutory guidance - PACE Code C 2019. The DSL is responsible for ensuring all staff are aware of this requirement.

This list is not exhaustive: please see Annex C of Keeping Children Safe in Education 2022

All deputy designated safeguarding leads

are trained to the same standard as the designated safeguarding lead and, in the absence of the DSL, carries out those functions necessary to ensure the ongoing safety and protection of pupils. In the event of the long-term absence of the DSL the deputies will assume all of the functions above.

All school staff and volunteers

understand that it is everyone’s responsibility to safeguard and promote the welfare of children and that they have a role to play in identifying concerns, sharing information and taking prompt action
undertake safeguarding and health and safety training appropriate to their role and are familiar with the suite of safeguarding policies including the Safeguarding and Child Protection Policy and Staff Behaviour Policy (Code of Conduct)
consider at all times what is in the best interests of the child
know how to respond to a pupil who discloses abuse
will refer any safeguarding or child protection concerns to the DSL or if necessary where the child is at immediate risk, to the police or Single Point of Access (SPA), or if a child lives out of borough, to the relevant local authority
will provide a safe environment in which children can learn.

7 - Safe school, safe staff

We will ensure that:

at least one member of every recruitment panel has completed safer recruitment training within the last five years
safer recruitment practices are adhered to including appropriate DBS checks, reference checks and any additional checks relevant to the role undertaken. The school will consider carrying out an online search as part of their due diligence on the shortlisted candidates. This may help identify any incidents or issues that have happened, and are publicly available online, which the school or college might want to explore with the applicant at interview. Richard Challoner School has a Safer Recruitment Policy which is available as a separate document
all staff are aware of the need for maintaining appropriate and professional boundaries in their relationship with staff, pupils and parents and adhere to Richard Challoner School’s code of conduct
our Lettings Policy will seek to ensure the suitability of adults working with children on school sites at any time and they have appropriate child protection and safeguarding policies regardless of whether or not the children attending are on the school roll
adequate risk assessments are in place including for off-site activities, after school clubs and residential trips
any disciplinary proceedings against staff related to child protection matters are concluded in full in accordance with Government guidance Keeping Children Safe in Education 2022, KRSCP, LADO and Disciplinary Policy.
staff have the confidence, and are fully aware of how to report misconduct, including low level concerns
all staff receive information about Richard Challoner School’s safeguarding arrangements, safeguarding statement, Staff Behaviour Policy (Code of Conduct), Safeguarding and Child Protection Policy, the role and names of the DSL and their deputies, and Keeping Children Safe in Education part 1 and Annex B on induction, as well as other relevant procedures such as health and safety and online safety
all staff receive safeguarding and child protection training at induction, which is regularly updated. In addition, they receive safeguarding and child protection updates (for example, via email, e-bulletins and staff meetings) as required, but at least annually
all members of staff are trained in and receive regular updates in online safety and reporting concerns
all staff and governors have regular safeguarding awareness training
the safeguarding and child protection policy is made available via our school website or other means and parents and carers are made aware of this policy and their entitlement to have a copy via the school website
all parents and carers are made aware of the responsibilities of staff members with regard to child protection procedures through the publication of the safeguarding and child protection policy and reference to it in our school’s handbook
Richard Challoner School provides a co-ordinated offer of Early Help when additional needs of children are identified and contributes to early help arrangements and inter-agency working and plans, such as school attendance at the Early Help Resilience Network meetings
community users organising activities for children are aware of Richard Challoner School’s Safeguarding and Child protection Policy, guidelines and procedures
the names of the DSL and deputies are clearly advertised in the school with a statement explaining the Richard Challoner School’s role in referring and monitoring cases of suspected abuse
all staff have access to a copy of Part 1 and Annex B of Keeping Children Safe in Education 2022 and will sign to say they have read and understood it. The DSL and the Governing Board are required to read the whole document.

Extended school and off-site arrangements

Where extended school activities are provided by and managed by the school, our own Safeguarding and Child Protection Policy and procedures apply.
If other organisations provide services or activities on our site, we will ensure that they have appropriate procedures in place, including safer recruitment procedures.
When our pupils attend off-site activities, we will ensure that effective child protection arrangements are in place.
When our pupils need to attend an alternative provision provider, we will ensure it is officially registered and therefore subject to the appropriate safeguarding checks. We follow the statutory guidance for alternative provision.
Where a parent/carer has expressed their intention to remove a child from our school with a view to educating at home, we will work together with the parent/carer and other professionals to ensure that this decision has been made in the best interests of the child. We recognise that this is particularly relevant where a child has SEND, is vulnerable, and/or has a social worker.
Where our pupils stay with host families abroad (for example, as part of a language exchange) the school will ensure that all available local safeguarding checks are carried out, compliant with the laws and regulations in force in the host jurisdiction. Parents will be informed of the extent of these checks to enable them to make a decision about whether their child should participate.

Media recordings, audio, image and video (including digital files)

The vast majority of people who take or view images or videos of children do so for entirely innocent, understandable and acceptable reasons. Sadly, some people abuse children through taking or using images, so we must ensure that we have some safeguards in place. To protect pupils:

Consent is obtained from parents when they start Richard Challoner School to allow us to use any video recording/image capture published on the school website / social media or in the press.
Staff can take media recordings to support educational aims but must follow policies, in respect sharing, distribution or publication. Media images should be taken on school equipment unless there is prior agreement with the Headteacher.
All media recordings or images will only be stored edited or archived onto school systems and equipment unless there is prior agreement with the Headteacher.
Pupils / Students must not take, use, share or publish or distribute media recordings of others without their consent.

8 - Training

All staff members and volunteers receive appropriate safeguarding and child protection training, including induction, which is regularly updated. This includes training on how to recognise signs of abuse and how to respond to any concerns. In addition, all staff members receive safeguarding and child protection updates (for example, via email, e-bulletins and staff meetings) as required, but at least annually, to provide them with relevant skills and knowledge to safeguard children effectively. Staff also receive regular online safety training.

The nominated safeguarding Governor undergoes appropriate safeguarding training prior to or as soon as appointment to the role and at regular intervals thereafter. All governors receive safeguarding training as part of their induction and the local expectation is that it is refreshed every 3 years.

Richard Challoner School demonstrates their engagement with the KRSCP by ensuring that its DSL and/or deputies attends the KRSCP Designated Safeguarding Lead termly forums. The DSL and DDSLs keep abreast of child protection learning and developments through appropriate training, as well as complete Multi Agency Level 3 safeguarding training every 2 years.

We ensure that staff members provided by other agencies and third parties, e.g. supply teachers and contracted staff, are aware of our Safeguarding and Child Protection policy and procedure, and have received appropriate safeguarding training.

9 - Teaching and Learning

At Richard Challoner school we are committed to promoting equality of opportunity for every pupil and equality of access to learning through a curriculum that is free from discrimination, prejudice, harm, stereotyping, harassment, victimisation of, or any other form of discrimination. Our commitment is in accordance with the Equality Act 2010 which offers protection based on a number of characteristics. KRSCP provides information and services for parents where English is an additional language.

This is reflected in:

The organisation of learning
Our Curriculum
Our approach to Quality of Teaching
How we treat each other
Age
Disability
Gender reassignment
Marriage and civil partnership
Pregnancy and maternity
Race
Sexual orientation
Religion and/or belief

Safeguarding is included in all areas of teaching and learning, for example PSHE, RSHE, assemblies, workshops and tutor time.

Areas covered may include:

consent
personal safety
who to talk to
train safety
online safety
sharing of nude and semi-nude images
bullying (including online bullying)
positive relationships
Child Sexual Exploitation
Child Criminal Exploitation
so-called ‘honour based’ abuse
FGM
radicalisation and extremism
self-esteem, body confidence
drugs and alcohol
knife crime

Any form of behaviour that discriminates against individuals or groups of people based on these protected characteristics will not be tolerated. We recognise that other people experience discrimination or disadvantages because of other factors (e.g. political beliefs, employment status, language etc.) We will work to minimise discrimination in our school.

The following policies all link in to our approach to equality and inclusivity.

Accessibility Policy and Action Plan

Anti Bullying Policy

Behaviour Policy - June 2022 (1).pdf

Looked After and Previously Looked After Children Policy

Equality Objectives Policy

Equality Policy

Ethos Aims and Objectives

Medical Conditions in School Policy

Mission Statement

Positive Mental Health Policy

Relationships, Sex and Health Education (RSHE) Policy

SEND Policy

10 - Children who may be particularly vulnerable

Children who are lesbian, gay, bi or trans (LGBT), or are perceived to be, can be targeted by other children. These children have their vulnerability compounded when there is a lack of a trusted adult they can speak to. Therefore, Richard Challoner School’s staff will endeavour to reduce the additional barriers faced, and provide a safe space for them to speak out or share their concerns with members of staff.

Some children are more vulnerable to abuse and neglect than others. Several factors may contribute to that increased vulnerability, including prejudice and discrimination; isolation; social exclusion; communication issues; a reluctance on the part of some adults to accept that abuse can occur; an individual child’s personality, behaviour, disability, mental and physical health needs; and family circumstances.

To ensure that all of our pupils receive equal protection, we will give special consideration to children who are:

disabled or have special educational needs
young carers
affected by parental substance misuse, domestic abuse and violence or parental mental health needs
asylum seekers
looked after by the local authority or otherwise living away from home
vulnerable to being bullied, or engaging in bullying behaviours
living in temporary accommodation
living transient lifestyles
living in chaotic and unsupportive home situations
vulnerable to discrimination and maltreatment on the grounds of race, ethnicity, religion, disability or sexuality
already perceived as a ‘problem’
at risk of child sexual exploitation (CSE)
do not have English as a first language
at risk of female genital mutilation (FGM)
at risk of forced marriage
at risk of being drawn into extremism.

This list provides examples of 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.

11 - Children who have a social worker

Children may need a social worker due to safeguarding and/or welfare needs. This may be due to abuse, neglect or complex family circumstances. Richard Challoner School recognises that a child’s experiences of adversity and trauma can leave them vulnerable to further harm, as well as educationally disadvantaged in facing barriers to attendance, learning, behaviour and mental health.

The local authorities will share the fact that a child has a social worker with the school, and the DSL will ensure that decisions can be made in the best interests of the child’s safety, welfare and educational outcomes. This information will inform decisions about safeguarding (for example, responding to unauthorised absence or missing education where there are known safeguarding risks) and promoting welfare (for example, considering the provision of pastoral and/or academic support, alongside action by statutory services).

The role of the Virtual School has been extended to provide advice and support to children who are subject to a child in need plan or a child protection plan.

12 - Children looked after and previously looked after

The most common reasons for children becoming looked after is as a result of abuse and/or neglect. Richard Challoner School will ensure that staff have the necessary skills and knowledge to keep children looked after and previously looked after safe. Appropriate staff will have the information they need in relation to a child looked after’s legal status (for example, who has parental responsibility, who is not permitted to have contact and who is not permitted to know where the child is being educated) and the level of authority delegated by the caring authority to the carer.

The designated teacher for children looked after is Ian O’Brien. The lead professional overseeing provision is Richard Gooud. The designated governor for children looked after is Francis Corrigan

The designated teacher will:

promote a culture of high expectations and aspirations for how children looked after and previously looked after learn
make sure the young person has a voice in setting learning targets
be a source of advice for staff about differentiated teaching strategies appropriate for individual children and in making full use of Assessment for Learning
make sure that the children are prioritised in one-to-one tuition arrangements and that carers understand the importance of supporting learning at home
have lead responsibility for the development and implementation of all children looked after’s personal education plans (PEPs) within the school

Role and responsibilities of the designated teacher

The designated teacher has attended appropriate training and ensures that the school has the up-to-date details of the allocated social worker/personal adviser (care leavers) and the virtual school headteacher in the local authority that looks after the child. Details of the AfC Virtual School can be found at: AfC Virtual School

13 - Identified areas of particular risk for our school

We consider different situation where risk may be increased such as:

high number of children with SEND needs
children with English as an additional language
accessing sports off site
building work

14 - Early help and interagency working

At Richard Challoner School we are prepared to identify children who may benefit from early help. Early help means providing support as soon as a problem emerges at any point in a child’s life, from the foundation years through to teenage years. In the first instance staff should discuss early help requirements with the DSL.

Any child may benefit from early help, but at Richard Challoner School we are particularly aware of the potential need for early help for a child who:

is disabled and has specific additional needs
has special educational needs (whether or not they have a statutory Education, Health and Care Plan)
is a young carer
is showing signs of being drawn in to antisocial or criminal behaviour, including gang involvement and association with organised crime groups
is frequently missing/goes missing from care or from home
is misusing drugs or alcohol themselves
is at risk of modern slavery, trafficking or exploitation
is in a family circumstance presenting challenges for the child, such as substance abuse, adult mental health problems or domestic abuse
has returned home to their family from care
is showing early signs of abuse and/or neglect
is at risk of being radicalised or exploited
is a privately fostered child
has emerging challenging behaviours.

The DSL can take a case to the Early Help Resilience Network meeting to get multi-agency support.

If early help and/or other support is appropriate, the case will be kept under constant review and consideration given to a referral to children’s social care if the child’s situation doesn’t appear to be improving. The DSL is aware of the local escalation policy and procedures. We work closely with local professional agencies including social care, the police, health services and other services including voluntary organisations to promote the welfare of children and protect them from harm. This includes providing a co-ordinated offer of early help when additional needs of children are identified and contributing to inter-agency plans to provide additional support to children subject to child protection plans.

As part of meeting a child’s needs, our Governing Board recognises the importance of sharing information between professionals and local agencies. The Data Protection Act 2018 and GDPR do not prevent the sharing of information for the purposes of keeping children safe. Fears about sharing information must not be allowed to stand in the way of the need to safeguard and promote the welfare and protect the safety of children.

Early Help Strategy

15 - What to do if staff are concerned about a child’s welfare

If staff have any concerns about a child’s welfare, they must act on them immediately. Any concerns regarding indicators of abuse or neglect or signs that a child may be experiencing a safeguarding issue the DSL should be informed as soon as possible or in the absence of the DSL a Deputy DSL.

The concern should be recorded on CPOMS and the appropriate people linked. For physical signs of abuse, a body map can also be used to record injury sites. Concerns can also be discussed in person with the DSL but the details of the concern should be recorded in writing.

If there are serious concerns about a child’s welfare please ensure that the child remains on the school site until you have ensured a member of the safeguarding team has ensured that an adequate risk assessment has taken place.

There will be occasions when staff may suspect that a pupil may be at risk, but have no ‘real’ evidence. The pupil’s behaviour may have changed, their artwork could be bizarre, they may write stories or poetry that reveal confusion or distress, or physical or inconclusive signs may have been noticed.

Richard Challoner School recognises that the signs may be due to a variety of factors, for example a parent has moved out, a pet has died, a grandparent is very ill or an accident has occurred. However, they may also indicate a child is being abused or is in need of safeguarding.

In these circumstances staff will exercise professional curiosity and will try to give the child the opportunity to talk. It is fine for staff to ask the pupil if they are OK or if they can help in any way.

Staff should use CPOMS to record these early concerns and link the DSL and the safeguarding team.

Following an initial conversation with the pupil, if the member of staff remains concerned, they should discuss their concerns with the DSL and put them in writing.

If the pupil does begin to reveal that they are being harmed, staff should follow the advice below regarding a pupil making a disclosure.

16 - What to do if a pupil discloses to a member of staff

Remember the seven Rs: receive; reassure; respond; report; record; remember; review (see appendix 5 for more details).

We recognise that it takes a lot of courage for a child to disclose they are being abused. They may feel ashamed, guilty or scared, their abuser may have threatened that something will happen if they tell, they may have lost all trust in adults or believe that what has happened is their fault. Sometimes they may not be aware that what is happening is abuse.

A child who makes a disclosure may have to tell their story on a number of subsequent occasions to the police and/or social workers. Therefore, it is vital that their first experience of talking to a trusted adult is a positive one.

For some extra help: NSPCC Responding to a child's disclosure of abuse

During their conversation with the pupil staff will:

listen to what the child has to say and allow them to speak freely
remain calm and not overact or act shocked or disgusted – the pupil may stop talking if they feel they are upsetting the listener
reassure the child that it is not their fault and that they have done the right thing in telling someone
not be afraid of silences – staff must remember how difficult it is for the pupil and allow them time to talk
take what the child is disclosing seriously
ask open questions and avoid asking leading questions
avoid jumping to conclusions, speculation or make accusations
not automatically offer any physical touch as comfort. It may be anything but comforting to a child who is being abused
avoid admonishing the child for not disclosing sooner. Saying things such as ‘I do wish you had told me about it when it started’ may be the staff member’s way of being supportive, but may be interpreted by the child to mean they have done something wrong. There are multiple reasons why children delay disclosing
tell the child what will happen next

If a pupil talks to any member of staff about any risks to their safety or wellbeing the staff member will let the child know that they will have to pass the information on. Staff are not allowed to keep secrets.

The member of staff should write up their conversation as soon as possible in the child’s own words and this should be recorded on CPOMS. Staff should make this a matter of priority. If for any reason CPOMS was not available the record should be signed and dated, the member of staff’s name should be printed and it should also detail where the disclosure was made and who else was present. For physical signs of abuse, a body map can also be used (appendix 3). The record should be handed to the DSL which will be scanned and added to CPOMS.

The safeguarding team will consider the impact on any siblings as well and the support they will need and will share this with the appropriate staff.

17 - Notifying parents

The school will normally seek to discuss any concerns about a pupil with their parents. This must be handled sensitively and the DSL will make contact with the parent in the event of a concern, suspicion or disclosure.

However, if the school believes that notifying parents could increase the risk to the child, the school should not seek to discuss with parent before contacting the Single Point of Access. It is legitimate to share concerns without consent when there is good reason to do so and that sharing the information will enhance the safeguarding of the child in a timely manner.

Where there are concerns about forced marriage, honour-based abuse or any harmful practice, parents should not be informed a referral is being made as to do so may place the child at a significantly increased risk.

18 - Making a referral to the Single Point of Access (SPA)

Concerns about a pupil or a disclosure should be discussed with the DSL who will help decide whether a referral to the Single Point of Access is appropriate. If a referral is needed then the DSL should make it. However, anyone, including children, can make a referral and if for any reason a staff member thinks a referral is appropriate and one hasn’t been made, they can and should consider making a referral themselves.

The pupil (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 pupil.

If you have not had any feedback from SPA within 72 hours of making the referral, you must follow this up.

If after a referral the pupil’s situation does not appear to be improving, the DSL (or whoever made the referral) should press for re-consideration to ensure their concerns have been addressed, and most importantly the pupil’s situation improves.

If a pupil is in immediate danger or is at risk of harm, a referral should be made to SPA and/or the police immediately. Anybody can make a referral.

Where referrals are not made by the DSL, the DSL should be informed as soon as possible.

Kingston

SPA online referral form

SPA: 020 8547 5008

Merton

MASH: 020 8545 4226

Sutton

MASH: 020 8770 6001

The basic safeguarding principle is: if a child is at risk of harm, is in immediate danger, or has been harmed, a referral should be made to local authority children’s social care, using the contact details above.

If a child who has experienced sexual assault asks the school not to make a referral

If the child/young person does not give consent to share information, staff may still lawfully share it, even if there is another legal basis under the UK GDPR that applies. Rape, assault by penetration and sexual assaults are crimes. Where a report of rape, assault by penetration or sexual assault is made, this should be referred to the police. Whilst the age of criminal responsibility is ten, if the alleged instigator is under ten, the starting principle of referring to the police remains. The police will take a welfare, rather than a criminal justice approach, in these cases.

Ultimately, the designated safeguarding lead (or a deputy) will have to balance the person affected by the behaviour’s wishes against their duty to protect them and other children.

19 - Support for staff

We recognise that staff working in the school who have become involved with a child who has suffered harm, or appears to be likely to suffer harm, may find the situation stressful and upsetting.

We will support such staff by providing an opportunity to talk through their anxieties with the DSL and to seek further support as appropriate.

20 - Confidentiality

Richard Challoner School recognises that to effectively meet a child’s needs, safeguard their welfare and protect them from harm, the school must contribute to inter-agency working in line with Working Together to Safeguard Children (2018) and share information between professionals and agencies where there are concerns.

All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children and that the Data Protection Act 2018 and GDPR is not a barrier to sharing information where the failure to do so would place a child at risk of harm.

The DfE emphasises that: “The Data Protection Act 2018 and GDPR do not prevent, or limit, the sharing of information for the purposes of keeping children safe. Fears about sharing information must not be allowed to stand in the way of the need to promote the welfare and protect the safety of children.”

All staff must be aware that they cannot promise a pupil to keep secrets which might compromise the pupil’s safety or wellbeing. It is important that staff and volunteers tell the pupil in a manner appropriate to the pupil’s age and development that they cannot promise complete confidentiality and that they may need to pass information on to other professionals to help to keep the pupil or other children safe.

However, we also recognise that all matters relating to child protection are personal to children and families. Therefore, in this respect they are confidential and the headteacher or DSLs will only disclose information about a pupil to other members of staff on a need to know basis.

We will always undertake to share our intention to refer a child to SPA with their parents and carers unless to do so could put the pupil at greater risk of harm, or impede a criminal investigation. If in doubt, we will consult with SPA on this point.

21 - Record Keeping

Pupils’ safeguarding and child protection records will be stored securely and access to them will be appropriately limited on a need to know basis.

When pupils leave Richard Challoner School, the school will ensure that their child protection file is transferred to the new school or college as soon as possible. This will be transferred separately from their main pupil file, ensuring secure transit and a confirmation of receipt will be requested and retained. Where appropriate, the DSL will share information in advance of the pupil transferring so support can be put in place.

If Richard Challoner School is the last school that the pupil attends, their child protection file will be securely stored by the school until their 26^th birthday is reached, when it will be securely disposed of.

22 - Procedure for dealing with complaints and allegations about staff

Richard Challoner School has a whole school approach to safeguarding and we promote an open and transparent culture in which all concerns about all adults working in or on behalf of the school (including supply teachers, volunteers and contractors) are dealt with promptly and appropriately.

Despite all efforts to recruit safely, there may be occasions when allegations of abuse against children are reported to have been committed by staff, supply staff, practitioners and/or volunteers, who work with pupils in our school.

An allegation is any information which indicates that a member of staff, supply staff or volunteer may have:

behaved in a way that has, or may have harmed a child
possibly committed a criminal offence against or related to a child
behaved towards a child or children in a way that indicates they may pose a risk of harm to children.

This applies to any child the member of staff, supply staff or volunteer has contact with in their personal, professional or community life, as if they had child protection concerns raised for their own children.

To reduce the risk of allegations, all staff should be aware of safer working practice and should be familiar with the guidance contained in the staff behaviour policy (code of conduct) and the ‘Guidance for safer working practice for adults who work with children and young people in education settings’

Guidance for safer working practice for those working with children and young people in education settings February 2022

Guidance about conduct and safe practice, including safe use of mobile phones by staff, will also be given at induction.

All staff should be aware of Richard Challoner School’s student Behaviour Policy. Behaviour Policy - June 2022

All school staff should take care not to place themselves in a vulnerable position with a pupil. It is always advisable for interviews or work with individual pupils or parents to be conducted in view of other adults.

We understand that a pupil may make an allegation against a member of staff or staff may have concerns about another staff member. If such an allegation is made, or information is received which suggests that a person may be unsuitable to work with children, the member of staff receiving the allegation or aware of the information, will immediately inform the headteacher or the DSL.

The headteacher or the DSL on all such occasions will discuss the content of the allegation with the local authority designated officer (LADO) within 24 hours and before taking any further action.

If the allegation made to a member of staff concerns the headteacher, the person receiving the allegation will immediately inform the chair of governors who will consult the LADO as above, without notifying the headteacher first. Contact details for the chair of governors can be found in section 2 of this policy.

Reporting to the LADO applies even where the nature of the alleged assault would not normally meet the threshold if applied to children in their own families. For example, a report of a child being smacked by a parent, with no injury caused, would be unlikely to require any response by police or Children’s Social Care. However, a similar report of a child being smacked by a teacher should be responded to because of:

the vulnerability of children away from home
the higher standards of conduct demanded by law and regulation of those caring for other people’s children
the position of trust enjoyed by such people

Richard Challoner School Procedures will be conducted in accordance with the statutory guidance from the DFE,

www.gov.uk/government/publications/keeping-children-safe-in-education

Suspension of the member of staff, against whom an allegation has been made, needs careful consideration, and the headteacher will seek the advice of the LADO and an HR consultant in making this decision. All options to avoid suspension will be considered. In the event of an allegation against the headteacher, the decision to suspend will be made by the chair of governors in consultation with the LADO and HR.

If the allegation is regarding supply staff, the school will ensure that allegations are dealt with properly. In no circumstances will the school cease to use a supply teacher due to safeguarding concerns, without finding out the facts and liaising with the local authority designated officer (LADO) to determine a suitable outcome. The school will discuss with the agency whether it is appropriate to suspend the supply worker, or redeploy them to another part of the school, whilst they carry out their investigation.

If an allegation pertains to another adult not employed directly by the school, for example peripatetic teachers, sports coaches or a former member of staff, the school will work directly with the employing agency and the LADO as described above.

We will ensure that all external agencies used are provided with details of the school’s process for managing information.

We have a procedure for managing the suspension of a contract for a community user in the event of an allegation arising in that context.

Staff, parents and governors are reminded that publication of material that may lead to the identification of a teacher who is the subject of an allegation is prohibited by law. Publication includes verbal conversations or writing including content placed on social media sites.

There are procedures in place to make a referral to the Disclosure and Barring Service (DBS) if a person in a regulated activity has been dismissed or removed due to safeguarding concerns, or would have been had they not resigned. If a teacher is dismissed due to serious misconduct, or might have been dismissed had they not left first, consideration will be given as to whether to refer the case to the Secretary of State via the Teaching Regulation Agency.

Low level concerns

The term ‘low-level’ concern does not mean that it is insignificant, it means that the behaviour towards a child does not meet the threshold set out above. A low-level concern is any concern – no matter how small, and even if no more than causing a sense of unease or a ‘nagging doubt’ - that an adult working in or on behalf of the school may have acted in a way that

is inconsistent with the staff code of conduct, including inappropriate conduct outside of work
does not meet the allegations threshold or is otherwise not considered serious enough to consider a referral to the LADO.

Examples of such behaviour could include, but are not limited to

being over friendly with children
having favourites
taking photographs of children on their mobile phone
engaging with a child on a one-to-one basis in a secluded area or behind a closed door
using inappropriate sexualised, intimidating or offensive language.

Such behaviour can exist on a wide spectrum, from the inadvertent or thoughtless, or behaviour that may look to be inappropriate, but might not be in specific circumstances, through to that which is ultimately intended to enable abuse.

The culture of our school is such that staff are encouraged to pass on low level concerns to the DSL or to the Headteacher. These concerns will be recorded and dealt with appropriately.

Ensuring they are dealt with effectively will also protect those working in or on behalf of the school from potential false allegations or misunderstandings.

23 - Whistleblowing

Richard Challoner School has a whistleblowing policy which is available as a separate document. We recognise that children cannot be expected to raise concerns in an environment where staff fail to do so.

Our school works hard to encourage a culture of mutual respect and learning. We welcome comments and feedback and provide staff, pupils and parents with a safe mechanism to raise any concerns.

All staff should be aware of their duty to raise concerns, where they exist, about the management of child protection, which may include the attitude or actions of colleagues, poor or unsafe practice and potential failures in the school’s safeguarding arrangements.

In the first instance this should be raised with the headteacher, the DSL or the chair of governors. If it becomes necessary to consult outside the school, they should speak to the LADO for further guidance and support.

The NSPCC whistleblowing helpline is available for staff who do not feel able to raise concerns regarding child protection failures internally.

Staff can call: 0800 800 5000 or email: help@nspcc.org.uk

Whistleblowing issues regarding the headteacher should be raised with the chair of the Governing Board whose contact details are in section 2 of this policy or the Director of the Education Commission for the Archdiocese of Southwark.

24 - Physical intervention

Richard Challoner School promotes a positive environment for all staff, pupils, volunteers and visitors. Guidance is within our staff behaviour policy. Staff will always employ de-escalation techniques to stop situations escalating and we acknowledge that staff must only ever use physical intervention as a last resort, when a child is endangering themselves or others. At all times, minimal force is used to prevent injury to another person. Staff who are likely to need to use physical intervention will be appropriately trained.

All incidents involving physical intervention will be recorded and signed by a witness.

We understand that physical intervention of a nature which causes injury or distress to a child may be considered under child protection or disciplinary procedures.

We recognise that touch is appropriate in the context or working with children, and all staff have been given ‘safe practice’ guidance to ensure they are clear about their professional boundaries.

Positive environments where children can flourish

Use of reasonable force in schools

25 - Linked policies

Please list all relevant policies, such as:

Allegations of Abuse Policy
Anti-Bullying Policy
Behaviour Policy
Whistleblowing Policy
Health and Safety Addendum
Curriculum Policy
PSHE Policy
Medical Conditions in School Policy
Relationships, Sex and Health Education (RSHE) Policy
Student ICT Policy
Recruitment-Policy
Accessibility Policy and Action Plan
Looked After and Previously Looked After Children Policy
Equality Objectives Policy
Equality Policy
Ethos Aims and Objectives
Medical Conditions in School Policy
Mission Statement
Positive Mental Health Policy
Staff Behaviour and Code of Conduct
Intimate and Personal Care Policy

APPENDIX

Click HERE to view the Appendix

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