Recognising abuse
To ensure that our pupils 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, or leaving knives or matches within reach of an unattended toddler.
Abuse may be committed by adult men or women and by other children and young people.
There are four categories of abuse.
Physical abuse is a form of abuse that may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child (this used to be called Munchausen’s Syndrome by Proxy, but is now more usually referred to as fabricated or induced illness).
Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children.
These may include interactions that are beyond a child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another, such as in situations of domestic abuse. It may involve serious bullying (including online bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.
Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing.
They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
Our school is aware of the impact of the Everyone’s Invited website and the prevalence of harmful sexual behaviour. We encourage all pupils to speak out either in person or to report concerns using our anonymous reporting system.
Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to:
provide adequate food, clothing and shelter (including exclusion from home or abandonment)
protect a child from physical and emotional harm or danger
ensure adequate supervision (including the use of inadequate care-givers)
ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs
Definitions taken from Working Together to Safeguard Children (HM Government, 2018)
Working Together to Safeguard Children 2018
Neglect can occur in affluent families. Engaging Neglectful Parents from Affluent Backgrounds
KRSCP Multi-agency Threshold document
Physical signs define some types of abuse, for example bruising, bleeding or broken bones resulting from physical or sexual abuse, or injuries sustained while a child has been inadequately supervised. The identification of physical signs is complicated, as children may go to great lengths to hide injuries, often because they are ashamed or embarrassed, or their abuser has threatened further violence or trauma if they ‘tell’. It is also quite difficult for anyone without medical training to categorise injuries into accidental or deliberate with any degree of certainty. For those reasons it is vital that staff are also aware of the range of behavioural indicators of abuse and report any concerns to the designated safeguarding lead.
It is the responsibility of staff to report their concerns. It is not their responsibility to investigate or decide whether a child has been abused.
A child who is being abused or neglected may:
have bruises, bleeding, burns, fractures or other injuries
show signs of pain or discomfort
keep arms and legs covered, even in warm weather
be concerned about changing for PE or swimming
look unkempt and uncared for
change their eating habits/be hungry/take food from others
have difficulty in making or sustaining friendships
appear fearful/anxious
be reckless with regard to their own or others' safety
self-harm
low self-esteem
frequently miss school or arrive late
show signs of not wanting to go home
display a change in behaviour – from quiet to aggressive, or happy-go-lucky to withdrawn
challenge authority
become uninterested in their school work
be constantly tired or preoccupied
be wary of physical contact
be involved in, or particularly knowledgeable about drugs or alcohol
display sexual knowledge or behaviour beyond that normally expected for their age and/or stage of development
acquire gifts such as money or a mobile phone from new ‘friends’ or adults recently acquainted with the child’s family
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.
It is very important that staff report all of their concerns, however minor or insignificant they may think they are – they do not need ‘absolute proof’ that the child is at risk.
The sustained abuse or neglect of children physically, emotionally or sexually can have long term effects on the child’s health, development and wellbeing. It is important to consider the impact on any siblings as well. It can impact significantly on a child’s self-esteem, self-image and on their perception of self and of others. The more Adverse Childhood Experiences (ACEs) a child has, the more likely they are to suffer long term. The effects can extend into adult life and lead to difficulties in forming and sustaining positive and close relationships. In some situations, it can affect parenting ability.
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 when taking action are:
in an emergency, take the action necessary to help the child, for example call 999
report your concern to the DSL as quickly as possible – immediately when there is evidence of physical or sexual abuse and certainly 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 or on a written concern form and seek support for yourself if you are distressed or need to debrief
Mental health issues affect at least 1 in 10 children and young people. They include depression, anxiety, low self-esteem, disordered eating, panic attacks, sleep problems and many other conditions and behaviours. They are often a direct response to what is happening in their lives.
Richard Challoner School recognises that mental health issues can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation and is aware that only appropriately-trained professionals should attempt to make a diagnosis of a mental health problem. However, staff are well placed to observe children day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health issue, or be at risk of developing one.
Possible warning signs include:
Persistent sadness — two or more weeks
Withdrawing from or avoiding social interactions
Hurting oneself or talking about hurting oneself
Talking about death or suicide
Outbursts or extreme irritability
Out-of-control behaviour that can be harmful
Drastic changes in mood, behaviour or personality
Changes in eating habits
Loss of weight
Difficulty sleeping
Frequent headaches or stomach aches
Difficulty concentrating
Changes in academic performance
Avoiding or missing school
Richard Challoner School aims to promote positive mental health for all staff and pupils.
Our mental health lead is: Ailish Southall
Richard Challoner School will ensure that staff, pupils and parents are made aware of the support available in school and in the local community.
Useful links: Mental health and behaviour in schools guidance NSPCC Mind Kooth
The Domestic Abuse Act 2021 recognises the impact of domestic abuse on children, as victims in their own right if they see, hear or experience the effects of abuse.
The abuse can encompass, but is not limited to:
psychological
physical
sexual
economic
emotional
controlling or coercive behaviour
All children can witness and be adversely affected by domestic abuse in the context of their home life where domestic abuse occurs.
Richard Challoner School recognises that exposure to domestic abuse can have a serious, long-lasting emotional and psychological impact on children. In some cases, a child may blame themselves for the abuse or may have had to leave the family home as a result. Richard Challoner School acknowledges that domestic abuse affecting young people can also occur within their personal relationships, as well as in the context of their home life.
Richard Challoner School has signed up to the police initiative Operation Encompass that helps the school to provide silent support to children. The system ensures that when police are called to an incident of domestic abuse, where there are children in the household who have experienced the domestic incident, the police will inform the DSL in school before the child or children arrive at school the following day. This ensures that the school has up-to-date relevant information about the child’s circumstances and can enable silent support to be given to the child according to their needs. Operation Encompass
Richard Challoner School recognises that being homeless or being at risk of becoming homeless presents a real risk to a child’s welfare. The DSL is aware of contact details and referral routes into the Local Housing Authority so they can raise/progress concerns at the earliest opportunity.
Indicators that a family may be at risk of homelessness include:
household debt, including new poverty induced by the pandemic
rent arrears
domestic abuse and antisocial behaviour
the family being asked to leave a property
If a child has been harmed or is at risk of harm, a referral to children’s social care will be made.
Richard Challoner School recognises that children who have a family member in prison are at risk of poor outcomes including poverty, stigma, isolation and poor mental health. The school will work with agencies and resources such as NICCO to help mitigate negative consequences for those children.
Contextual Safeguarding is an approach to understanding, and responding to, young people’s experiences of significant harm beyond their families. It recognises that the different relationships that young people form in their neighbourhoods, schools and online can feature violence and abuse. Parents and carers have little influence over these contexts, and young people’s experiences of extra-familial abuse can undermine parent-child relationships.
The focus of contextual safeguarding and exploitation (CS&E) is implementing child safeguarding practices into community spaces to ensure that children are protected from the harm they experience outside of the family home. This focus moves beyond just assessing parenting capacity to safeguard a child at home, to assessing the impact of peer groups and community spaces (schools and neighbourhoods) on a child’s safety and wellbeing outside the home.
It looks to identify the influences outside the family that can impact the parent-child relationship and the safety of a child in the community. It then adapts the child protection systems, safeguarding partnerships, and creates new professional networks with those who have an influence in the location so that the identified child, their family and the community are safe.
Richard Challoner School will maintain records of concerns about extrafamilial harm in the same way as other concerns are recorded and in accordance with our safeguarding procedures.
Concerns relating to significant harm and extrafamilial harm will be referred by the DSL to the Single Point of Access Team; if considered appropriate, a multi-agency strategy meeting will be held to determine threshold for significant harm, as well as for the Multi Agency Pre-MACE Panel.
We recognise that full attendance at school is important to the wellbeing of all our pupils and enables them to access the opportunities made available to them at school. Attendance is monitored closely and we work in partnership with AfC when patterns of absence give rise to concern.
A child going missing from education is a potential indicator of abuse and neglect, including sexual abuse and sexual exploitation and can also be a sign of child criminal exploitation, including involvement in county lines. It may indicate mental health problems, risk of substance abuse, risk of travelling to conflict zones, risk of female genital mutilation or risk of forced marriage and other harmful practices.
We will ensure, where possible, that we have more than one emergency contact number for each pupil. This will give the school additional options to make contact with a responsible adult when a child missing education is also identified as a welfare and/or safeguarding concern.
The school operates in accordance with statutory guidance Children missing education: statutory guidance for local authorities
Richard Challoner School recognises that children who run away or go missing - and are thus absent from their normal residence - are potentially vulnerable to abuse, exploitation, offending and placing themselves in situations where they may suffer physical harm.
The statutory guidance Children Who Run Away or go Missing from Home or Care requires that every child or young person who runs away or goes missing must be offered a return home interview (RHI) within 72 hours of their return.
When necessary and in conjunction with AfC or other relevant local authority, Richard Challoner School will facilitate return home interviews, both in terms of releasing the young person from their normal timetable to participate in an interview and in providing an appropriate and safe space on the school or college site for the interview to take place.
Richard Challoner School follows the London Child Protection Procedures for safeguarding children from sexual exploitation. Safeguarding Children from Sexual Exploitation
In February 2017, the government updated the working definition of child sexual exploitation Child sexual exploitation definition and guide
“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.”
Child sexual exploitation is a form of child sexual abuse affecting boys and girls. Sexual abuse may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside clothing. It may include non-contact activities, such as involving children in the production of sexual images, forcing children to look at sexual images or watch sexual activities, encouraging children to behave in sexually inappropriate ways or grooming a child in preparation for abuse (including via the internet).
Child sexual exploitation may occur without the child being aware of events, or understanding that these constitute abuse.
Child sexual exploitation is never the victim’s fault, even if there is some form of exchange: all children and young people under the age of 18 have a right to be safe and should be protected from harm.
Child sexual exploitation:
can affect any child or young person (male or female) under the age of 18, including 16 and 17 year olds who can legally consent to have sex
can still be abuse even if the sexual activity appears consensual
can include both contact (penetrative and non-penetrative acts) and non-contact sexual activity
can take place in person or via technology, or a combination of both
can involve force and/or enticement-based methods of compliance and may, or may not, be accompanied by violence or threats of violence
may occur without the child’s or young person’s immediate knowledge (through others copying videos or images they have created and posting on social media, for example)
can be perpetrated by individuals or groups, males or females, and children or adults. The abuse can be a one-off occurrence or a series of incidents over time, and range from opportunistic to complex organised abuse
is typified by some form of power imbalance in favour of those perpetrating the abuse. While age may be the most obvious, this power imbalance can also be due to a range of other factors including gender, sexual identity, cognitive ability, physical strength, status, or access to economic or other resources
Consent
Even where a young person is old enough to legally consent to sexual activity, the law states that consent is only valid where they make a choice and have the freedom and capacity to make that choice. If a child feels they have no other meaningful choice, are under the influence of harmful substances or fearful of what might happen if they don’t comply (all of which are common features in cases of child sexual exploitation), consent cannot legally be given whatever the age of the child.
Key factors in child sexual exploitation
Child sexual exploitation involves some form of exchange (sexual activity in return for something) between the victim and/or perpetrator or facilitator. Where there is no such exchange, for example, where the gain for the perpetrator is sexual gratification (or the exercise of power or control), this is described as sexual abuse (and not exploitation).
The exchange can include both tangible (such as money, drugs or alcohol) and intangible rewards (such as status, protection or perceived receipt of love or affection). The receipt of something by a child/young person does not make them any less of a victim.
It is also important to note that the prevention of something negative can also fulfil the definition of exchange, for example a child who engages in sexual activity to stop someone carrying out a threat to harm his/her family.
Links to other kinds of crime
Child trafficking
Domestic abuse
Sexual violence in intimate relationships
Grooming (including online grooming)
Abusive images of children and their distribution
Drugs-related offences
Gang-related activity
Immigration-related offences
Domestic servitude
Potential vulnerabilities
Although the following vulnerabilities increase the risk of child sexual exploitation, it must be remembered that not all children with these indicators will be exploited. Child sexual exploitation can occur without any of these issues.
Having a prior experience of neglect, physical and/or sexual abuse
Lack of a safe or stable home environment, now or in the past (domestic violence or parental substance misuse, mental health issues or criminality for example)
Recent bereavement or loss
Social isolation or social difficulties
Absence of a safe environment to explore sexuality
Economic vulnerability
Homelessness or insecure accommodation status
Connections with other children and young people who are being sexually exploited
Family members or other connections involved in adult sex work
Having a physical or learning disability
Being in care (particularly those in residential care and those with interrupted care histories)
Sexual identity
Possible indicators of child sexual exploitation
Acquisition of money, clothes, mobile phones etc, without plausible explanation
Gang association and/or isolation from peers and social networks
Exclusion or unexplained absences from school, college or work
Leaving home or care without explanation and persistently going missing or returning late
Excessive receipt of texts or phone calls
Returning home under the influence of drugs or alcohol
Inappropriate sexualised behaviour for age or sexually transmitted infections
Evidence of or suspicion of physical or sexual assault
Relationships with controlling or significantly older individuals or groups
Multiple callers (unknown adults or peers)
Frequenting areas known for sex work
Concerning use of internet or other social media
Increasing secretiveness around behaviours
Self-harm or significant changes in emotional wellbeing
Online exploitation
All young people are at risk from online exploitation and can be unaware that this is happening. Online exploitation includes the exchange of sexual communication or images and can be particularly challenging to identify and respond to. Children, young people and perpetrators are frequently more familiar with, and spend more time in, these environments than their parents and carers.
Online child sexual exploitation allows perpetrators to initiate contact with multiple potential victims and offers a perception of anonymity. Where exploitation does occur online, the transfer of images can be quickly and easily shared with others, which makes it difficult to contain the potential for further abuse.
Children may be instigators of abuse
It must be recognised that children may also be instigators of abuse, sometimes at the same time as being abused themselves.
Child criminal exploitation can happen to girls as well as boys and is where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child into any criminal activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial or other advantage of the perpetrator or facilitator and/or (c) through violence or the threat of violence.
The victim may have been criminally exploited even if the activity appears consensual. CCE does not always involve physical contact, it can also occur through the use of technology. CCE can include children being:
forced to work in cannabis factories
coerced into moving drugs or money across the country (county lines)
forced to shoplift or pickpocket
forced to threaten other young people
manipulated into committing vehicle crime
Some of the following can be indicators of CCE:
unexplained gifts or new possessions
association with other young people involved in exploitation
changes in emotional wellbeing
misuse of drugs and alcohol
regular missing episodes or frequently coming home late
missing school or education
County lines is a term used to describe gangs and organised criminal networks involved in exporting illegal drugs (primarily crack cocaine and heroin) into one or more importing areas within the UK, using dedicated mobile phone lines or other forms of ‘deal line’. Exploitation is an integral part of the county lines offending model with children and vulnerable adults exploited to move and store drugs and money. Offenders will often use coercion, intimidation, violence (including sexual violence) and weapons to ensure compliance of victims. Children can be targeted and recruited into county lines in a number of locations including schools, further and higher educational institutions, pupil referral units, special educational needs schools, children’s homes and care homes. Children are often recruited to move drugs and money between locations and are known to be exposed to techniques such as ‘plugging’, where drugs are concealed internally to avoid detection. Children can easily become trapped by this type of exploitation as county lines gangs create drug debts and can threaten serious violence and kidnap towards victims (and their families) if they attempt to leave the county lines network.
Key to identifying potential involvement in county lines are missing episodes.
Like other forms of abuse and exploitation, county lines exploitation:
can affect any child or young person (male or female) under the age of 18 years
can affect any vulnerable adult over the age of 18 years
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
can be perpetrated by individuals or groups, males or females, and young people or adults
is typified by some form of power imbalance in favour of those perpetrating the exploitation. While age may be the most obvious, this power imbalance can also be due to a range of other factors including gender, cognitive ability, physical strength, status, and access to economic or other resources.
For more information see: Criminal exploitation of children and vulnerable adults: county lines
Staff at Richard Challoner School are aware of the indicators, which may signal children are at risk from, or are involved with serious violent crime.
These may include:
increased absence from school
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
signs of assault or unexplained injuries.
Unexplained gifts or new possessions could also indicate that children have been approached by, or are involved with, individuals associated with criminal networks or gangs and may be at risk of criminal exploitation.
All staff are aware of the range of risk factors which increase the likelihood of involvement in serious violence, such as:
being male
having been frequently absent or permanently excluded from school
having experienced child maltreatment
having been involved in offending, such as theft or robbery.
Preventing youth violence and gang involvement
Criminal exploitation of children and vulnerable adults: county lines
Richard Challoner School has a duty and a responsibility to protect and safeguard our pupils and staff. Richard Challoner School will inform SPA and the police of any incident involving a weapon or potential weapon.
Teachers have a number of legal powers, which include the power to search pupils without consent for a number of ‘prohibited items’. These include knives and weapons; alcohol; illegal drugs and stolen items; tobacco and cigarette papers; fireworks; pornographic images; any article that the member of staff reasonably suspects has been, or is likely to be, used to commit an offence, cause personal injury or damage to property; and any item banned by the school rules that has been identified in these rules as an item that may be searched for Searching, screening and confiscation
Richard Challoner School recognises that children and young people involved in school-related weapons incidents, including the person displaying the behaviour, are vulnerable. Richard Challoner School will provide support, protection and education to develop a full understanding of the implications of carrying, and/or using, weapons.
Richard Challoner School has a Behaviour Policy which sets out our whole school approach to abuse.
Children can abuse other children (often referred to as abuse) and it can take many forms. It can happen both inside and outside of school/college and online. All staff are able to recognise the indicators and signs of abuse and know how to identify it and respond to reports. This can include (but is not limited to):
bullying (including online bullying, prejudice-based and discriminatory bullying)
abuse within intimate partner relationships
physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm
sexual violence and sexual harassment; consensual and non-consensual sharing of nude and semi-nude images and/or videos
causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party
upskirting and initiation/hazing type violence and rituals
In areas where gangs are prevalent, older pupils may attempt to recruit younger pupils using any or all of the above methods. Young people suffering from sexual exploitation themselves may be forced to recruit other young people under threat of violence.
Richard Challoner School does not tolerate any form of abuse and will not allow any such behaviour to be passed off as ‘banter’, ‘just having a laugh’ or ‘part of growing up’. Addressing inappropriate behaviour (even if it appears to be relatively innocuous) can be an important intervention that helps prevent problematic, abusive and/or violent behaviour in the future.
It is likely that to be considered a safeguarding allegation against a pupil, some of the following features will be found.
What to do:
When an allegation is made by a pupil against another pupil, members of staff should consider whether the complaint raises a safeguarding concern. If there is a safeguarding concern, the designated safeguarding lead should be informed.
A factual record should be made of the allegation, but no attempt at this stage should be made to investigate the circumstances.
The DSL should contact children’s services to discuss the case. It is possible that children’s services are already aware of safeguarding concerns around this young person. The DSL will follow through the outcomes of the discussion and make a children’s services referral where appropriate.
The DSL will make a record of the concern, the discussion and any outcome and keep a copy in both pupils’ files.
If the allegation indicates a potential criminal offence has taken place, the police should be contacted at the earliest opportunity and parents informed (of both the pupil being complained about and the alleged pupil being impacted by the behaviour).
It may be appropriate to exclude the pupil being complained about for a period of time according to Richard Challoner School’s behaviour policy and procedures.
Where neither social services nor the police accept the complaint, a thorough school investigation should take place into the matter using the school’s usual disciplinary procedures.
In situations where the school considers a safeguarding risk is present, a risk assessment should be prepared along with a preventative, supervision plan. Early help may be sought from AfC’s Resilience Network meetings.
The plan should be monitored and a date set for a follow-up evaluation with everyone concerned.
Richard Challoner School has an anti-bullying policy which is set out in a separate document and acknowledges that to allow or condone bullying may lead to consideration under child protection procedures. This includes all forms, e.g. online, racist, homophobic, gender, SEND-related bullying. We keep a record of known bullying incidents, which is shared with and analysed by the Governing Board. All staff are aware that children with SEND and/or differences or perceived differences are more susceptible to being bullied or being victims of child abuse.
If the bullying is particularly serious, or the anti-bullying procedures are seen to be ineffective, the headteacher and DSL will consider implementing child protection procedures.
The subject of bullying is addressed at regular intervals in PSHE education. We have a duty to record and regularly report to the local authority incidents of recorded racism within the school.
Richard Challoner School follows the DfE’s advice about sexual violence and sexual harassment between children in schools and colleges. Sexual Violence and Sexual Harassment Between Children in Schools and Colleges (DfE September 2021)
Sexual violence and sexual harassment can occur between two pupils of any sex. They can also occur through a group of pupils sexually assaulting or sexually harassing a single pupil or group of pupils.
It is more likely that girls will be the individuals impacted by sexual violence and more likely that sexual harassment will be instigated/behaviour displayed by boys.
Sexual violence and sexual harassment exist on a continuum and may overlap. They can occur online and offline (both physical and verbal) and are never acceptable. Richard Challoner School will ensure that all individuals impacted by sexual violence are taken seriously and offered appropriate support.
Sexual violence and sexual harassment is not acceptable at Richard Challoner School. Behaviours such as making sexual remarks (even if they are meant as compliments), grabbing bottoms, breasts and genitalia is not ‘banter’ or ‘having a laugh’ and will never be tolerated.
Richard Challoner School recognises that the following pupils can be especially vulnerable to sexual violence and sexual harassment:
Children with Special Educational Needs and Disabilities (SEND)
Pupils who are Lesbian, Gay, Bi, or Trans, Questioning (LGBTQ) or who are perceived to be LGBTQ by their peers. 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.
Sexual violence:
Sexual violence refers to sexual offences under the Sexual Offences Act 2003:
Rape: A person (A) commits an offence of rape if: he intentionally penetrates the vagina, anus or mouth of another person (B) with his penis, B does not consent to the penetration and A does not reasonably believe that B consents.
Assault by Penetration: A person (A) commits an offence if: s/he intentionally penetrates the vagina or anus of another person (B) with a part of her/his body or anything else, the penetration is sexual, B does not consent to the penetration and A does not reasonably believe that B consents.
Sexual Assault: A person (A) commits an offence of sexual assault if: s/he intentionally touches another person (B), the touching is sexual, B does not consent to the touching and A does not reasonably believe that B consents.
Consent: Someone consents to vaginal, anal or oral penetration only if s/he agrees by choice to that penetration and has the freedom and capacity to make that choice. Consent to sexual activity may be given to one sort of sexual activity but not another, e.g.to vaginal but not anal sex or penetration with conditions, such as wearing a condom. Consent can be withdrawn at any time during sexual activity and each time activity occurs.
Sexual harassment:
Sexual harassment is ‘unwanted conduct of a sexual nature’ that can occur online and offline. Sexual harassment is likely to: violate a child’s dignity, and/or make them feel intimidated, degraded or humiliated and/or create a hostile, offensive or sexualised environment.
Sexual harassment can include:
sexual comments, such as telling sexual stories, making lewd comments, making sexual remarks about clothes and appearance, calling someone sexualised names
sexual ‘jokes’ or taunting
physical behaviour, such as deliberating brushing against someone, interfering with someone’s clothes, displaying pictures, photos or drawings of a sexual nature
upskirting
online sexual harassment, which might include non-consensual sharing of sexual images and videos and sharing sexual images and videos; sexual comments on social media; sexualised online bullying; exploitation; coercion and threats. Online sexual harassment may be stand-alone or part of a wider pattern of sexual harassment and/or sexual violence.
Harmful sexual behaviours:
Children’s sexual behaviours exist on a wide continuum, from normal and developmentally expected to inappropriate, problematic, abusive and violent. Harmful sexual behaviours refers to problematic, abusive and violent sexual behaviours which are developmentally inappropriate and may cause developmental damage. For more information see NSPCC Harmful Sexual Behaviours
When considering harmful sexual behaviours, ages and the stages of development of the children are critical factors to consider. Sexual behaviour between children can be considered harmful if one of the children is much older, particularly if there is more than two years’ difference in age, or if one of the children is pre-pubescent and the other is not. However, a younger child can abuse an older child, particularly if they have power over them, for example, if the older child is disabled or smaller in stature. A useful tool is: Beyond Referrals Toolkit
Harmful sexual behaviours will be considered in a child protection context.
Richard Challoner School recognises that pupils displaying harmful sexual behaviours have often experienced their own abuse and trauma and they will be offered appropriate support.
Richard Challoner School has a clear set of values and standards and these will be upheld and demonstrated throughout all aspects of school life. The school has a Behaviour Policy and Anti-Bullying Policy.
The PSHE curriculum covers the following issues according to the age and stage of development of the pupils:
healthy and respectful relationships
what respectful behaviour looks like
gender roles, stereotyping, equality
body confidence and self-esteem
prejudiced behaviour
that sexual violence and sexual harassment is always wrong
addressing cultures of sexual harassment
consent
Responding to allegations of sexual harassment and sexual violence
Pupils in our school know how to report concerns. Pupils can report concerns through face to face conversations, emails, the Here to Help app, a google form and anonymous google form on the school website. All reports are treated seriously, including those that occur online or out of school.
Richard Challoner School will make decisions on a case-by-case basis, with the DSL (or a deputy) taking a leading role and using their professional judgement, supported by other agencies, such as children’s social care and the police as required. When to call the police
The management of children and young people with sexually harmful behaviour is complex and Richard Challoner School will work with other relevant agencies to maintain the safety of the whole school community. Where appropriate, immediate measures will be put in place to support and protect both the person impacted by the behaviours, any witnesses and the alleged instigator of the behaviours. A written record will be made and next steps discussed, taking into account the views of those impacted by the behaviour.
A risk and needs assessment will be completed for all reports of sexual violence. The need for a risk and needs assessment for reports of sexual harassment will be considered on a case by case basis. The assessment, which will be kept under review, will consider:
whether there may have been other people impacted by the behaviour
the person known to be impacted by the behaviour, especially their protection and support
the alleged instigator of the behaviour
all the other children (and, if appropriate, adult students and staff) at the school or college, especially any actions that are appropriate to protect them from the alleged instigator or from future harms.
the time and location and any action that can make it safer
Richard Challoner School will ensure that appropriate measures are put in place to safeguard and support the individuals impacted by the behaviour, the alleged instigator and the school community.
Useful links: Stop it Now Beyond Referrals
Unsubstantiated, unfounded, false or malicious reports
If a report is determined to be unsubstantiated, unfounded, false or malicious, the DSL will consider whether the pupil and/or the person who has made the allegation is in need of help, or may have been abused by someone else and this is a cry for help. In such circumstances, a referral to children’s social care may be appropriate.
If a report is shown to be deliberately invented or malicious, we will consider whether any disciplinary action is appropriate against the individual according to our Behaviour Policy.
Richard Challoner School will ensure that all staff and pupils are aware of the changes to the Voyeurism (Offences) Act 2019 which criminalise the act of 'upskirting'. The Criminal Prosecution Service (CPS) defines 'upskirting' as: “a colloquial term referring to the action of placing equipment such as a camera or mobile phone beneath a person’s clothing to take a voyeuristic photograph without their permission. It is not only confined to persons wearing skirts or dresses and equally applies when men or women are wearing kilts, cassocks, shorts or trousers. It is often performed in crowded public places, for example on public transport or at music festivals, which can make it difficult to notice offenders.”
Incidents of upskirting in the school will not be tolerated. Richard Challoner School will make decisions on a case-by-case basis, with the DSL (or a deputy) taking a leading role and using their professional judgement, supported by other agencies, such as children’s social care and the police as required.
Richard Challoner School will act in accordance with guidance endorsed by DfE Sharing nudes and semi-nudes: how to respond to an incident
All incidents of sharing nudes and semi-nudes will be dealt with as safeguarding concerns. The primary concern at all times will be the welfare and protection of the young people involved.
Young people who share nudes and semi-nudes of themselves or their peers are breaking the law. However, as highlighted in national guidance, it is important to avoid criminalising young people unnecessarily. Richard Challoner School will therefore work in partnership with external agencies with a view to responding proportionately to the circumstances of any incident.
All incidents of sharing nudes and semi-nudes should be reported to the DSL as with all other safeguarding issues and concerns. Staff will not make their own judgements about whether an issue relating to sharing nudes and semi-nudes is more or less serious enough to warrant a report to the DSL. What may seem like less serious concerns to individual members of staff may be more significant when considered in the light of other information known to the DSL, which the member of staff may not be aware of.
If staff become concerned about a sharing nudes and semi-nudes issue in relation to a device in the possession of a student (e.g. mobile phone, tablet, digital camera), the member of staff will secure the device (it should be confiscated). This is consistent with DfE advice "Searching, screening and confiscation: advice for schools" (DfE July 2022)
Staff will not look at, share or print any indecent images. The confiscated device will be passed immediately to the DSL (see ‘Viewing the imagery’ below).
The DSL will discuss the concerns with appropriate staff and speak to young people involved as appropriate. Parents and carers 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.
If, at any point in the process, there is concern that a young person has been harmed or is at risk of harm, a referral will be made to SPA and/or the police immediately.
The police will always be informed when there is reason to believe that indecent images involve sexual acts and any child in the imagery is under 13 years of age.
The DSL will make a judgement about whether a reported sharing nudes and semi-nudes incident is experimental or aggravated. Aggravated incidents involve criminal or abusive elements beyond the creation, sending or possession of sexual images created by young people. These include possible adult involvement or criminal or abusive behaviour by young people such as sexual abuse, extortion, threats, malicious conduct arising from personal conflicts, or creation, sending or showing of images without the knowledge or against the will of a young person who is pictured.
Aggravated incidents of sharing nudes and semi-nudes will be referred to AfC’s Single Point of Access for advice about whether or not a response by the police and/or children's social care is required.
This will facilitate consideration of whether:
there are any offences that warrant a police investigation
child protection procedures need to be invoked
parents and carers require support in order to safeguard their children
a referral to the Multi-Agency Risk and Vulnerability (MARVE) Panel is required
any of the instigators and/or those directly/indirectly impacted by the behaviour require additional support, this may require the initiation of an early help assessment and the offer of early help services.
Examples of aggravated incidents include:
evidence of adult involvement in acquiring, creating or disseminating indecent images of young people (possibly by an adult pretending to be a young person known to the individual impacted)
evidence of coercing, intimidating, bullying, threatening and/or extortion of students by one or more other students to create and share indecent images of themselves
pressure applied to a number of students (e.g. all female students in a class or year group) to create and share indecent images of themselves
pressurising a student who does not have the capacity to consent (e.g. due to their age, level of understanding or special educational needs) or with additional vulnerability to create and share indecent images of themselves
dissemination of indecent images of young people to a significant number of others with an intention to cause harm or distress (possibly as an act of so-called 'revenge porn', bullying or exploitation)
what is known about the imagery suggests the content depicts sexual acts that are unusual for the young person’s developmental stage or are violent
sharing of indecent images places a young person at immediate risk of harm, for example the young person is presenting as suicidal or self-harming.
The DSL will make a judgement about whether or not a situation in which nudes and semi-nudes have been shared with a small number of others in a known friendship group with no previous concerns constitutes an aggravated incident or whether the school is able to contain the situation in partnership with all parents of the students involved, arrange for the parents to ensure that all indecent images are deleted and that the young people involved learn from the incident in order to keep themselves safe in future.
In the latter instance, the DSL will consult with the police and the SPA to check that no other relevant information is held by those agencies and to ensure an agreed response is documented before proceeding.
Viewing the imagery
Adults should not view nudes and semi-nudes unless there is a good and clear reason to do so. Wherever possible, the DSL’s responses to incidents will be based on what they have been told about the content of the imagery.
Any decision to view imagery will be based on the DSL’s professional judgement. Imagery will never be viewed if the act of viewing will cause significant distress or harm to a pupil.
If a decision is made to view imagery, the DSL will be satisfied that viewing:
is the only way to make a decision about whether to involve other agencies (it is not possible to establish the facts from the young people involved)
is necessary to report the image to a website, app or suitable reporting agency to have it taken down, or to support the young person or parent in making a report
is unavoidable because a young person has presented an image directly to a staff member or the imagery has been found on a school device or network.
If it is necessary to view the imagery then the DSL will:
never copy, print or share the imagery; this is illegal
discuss the decision with the headteacher
ensure viewing is undertaken by the DSL or deputy DSL with delegated authority from the headteacher
ensure viewing takes place with another member of staff present in the room, ideally the head teacher, another DSL or a member of the Senior Leadership Team. The other staff member does not need to view the images
wherever possible ensure viewing takes place on school premises, ideally in the headteacher’s or DSL’s office
ensure wherever possible that images are viewed by a staff member of the same sex as the young person in the imagery
record the viewing of the imagery in the pupil’s safeguarding record, including who was present, why the image was viewed and any subsequent actions; and ensure this is signed and dated and meets the wider standards set out by Ofsted for recording safeguarding incidents.
Deletion of images
If the school has decided that other agencies do not need to be involved, then consideration will be given to deleting imagery from devices and online services to limit any further sharing of the imagery.
Cybercrime is criminal activity committed using computers and/or the internet. It is broadly categorised as either ‘cyber-enabled’ (crimes that can happen off-line but are enabled at scale and at speed on-line) or ‘cyber-dependent’ (crimes that can be committed only by using a computer). Cyber-dependent crimes include
unauthorised access to computers (illegal ‘hacking’), for example accessing a school’s computer network to look for test paper answers or change grades awarded
denial of service (DoS or DDoS) attacks or ‘booting’. These are attempts to make a computer, network or website unavailable by overwhelming it with internet traffic from multiple sources
making, supplying or obtaining malware (malicious software) such as viruses, spyware, ransomware, botnets and Remote Access Trojans with the intent to commit further offences, including those above.
Children with particular skill and interest in computing and technology may inadvertently or deliberately stray into cyber-dependent crime.
If there are concerns about a pupil in this area, the DSL (or a deputy) will consider referring into the Cyber Choices programme. This is a nationwide police programme supported by the Home Office and led by the National Crime Agency, working with regional and local policing. It aims to intervene where young people are at risk of committing, or being drawn into, low level cyber-dependent offences and divert them to a more positive use of their skills and interests.
Note that Cyber Choices does not currently cover ‘cyber-enabled’ crime such as fraud, purchasing of illegal drugs online and child sexual abuse and exploitation, nor other areas of concern such as online bullying or general online safety. Additional advice can be found at: National Cyber Security Centre When to call the police
Richard Challoner School has a whole school approach to online safety, which protects and educates pupils and staff in their use of technology and establishes mechanisms to identify, intervene in, and escalate any concerns where appropriate.
Online safety is reflected as required in all relevant policies and is considered when planning the curriculum in all subjects.
Children and young people commonly use electronic equipment including mobile phones, tablets and computers on a daily basis to access the internet and share content and images via social networking sites such as Facebook, TikTok, Twitter, MSN, Tumblr, Snapchat, Instagram and gaming platforms.
Those technologies and the internet are a source of fun, entertainment, communication and education. Unfortunately, however, some adults and young people will use those technologies to harm children. That harm might range from sending hurtful or abusive texts and emails to grooming and enticing children to engage in sexually harmful conversations, webcam photography or face-to-face meetings. Pupils may also be distressed or harmed by accessing inappropriate websites that promote unhealthy lifestyles, extremist behaviour and criminal activity.
Chatrooms and social networking sites are the more obvious sources of inappropriate and harmful behaviour and pupils are not allowed to access those sites in school. Many pupils own or have access to handheld devices and parents are encouraged to consider measures to keep their children safe when using the internet and social media at home and in the community.
Richard Challoner School’s online safety policy explains how we try to keep pupils safe in school and protect and educate pupils in the safe use of technology. Richard Challoner School follows the DfE guidance regarding teaching online safety in schools (2019) Teaching online safety in schools
Online bullying and sharing nudes and semi-nudes by pupils will be treated as seriously as any other type of bullying and will be managed through our anti-bullying procedures (see ‘Sharing nudes and semi-nudes’ below).
So-called ‘honour based’ abuse (HBA) can be described as a collection of practices, which are used to control behaviour within families or other social groups to protect perceived cultural and religious beliefs and/or honour. Such abuse can occur when perpetrators perceive that a relative has shamed the family and/or community by breaking their honour code. Crimes include female genital mutilation (FGM), forced marriage and harmful practices such as breast ironing.
Honour based abuse might be committed against young people in our school who
become involved with a boyfriend or girlfriend from a different culture or religion
want to avoid an arranged marriage
want to avoid a forced marriage
wear clothes or take part in activities that might not be considered traditional within a particular culture.
It is a violation of human rights and may be a form of domestic and/or sexual abuse. There is no, and cannot be, honour in or justification for abusing the human rights of others. Staff at Richard Challoner School will record and report any concerns about a child who might be at risk of HBA to the DSL as with any other safeguarding concern. The DSL will consider the need to make a referral to the police and/or the SPA as with any other child protection concern and may also contact the forced marriage unit for advice as necessary.
Female genital mutilation (FGM) is a form of child abuse. It is the collective name given to a range of procedures involving the partial or total removal of the external female genitalia for non-medical reasons or other injury to the female genital organs. It has no health benefits and harms girls and women in many ways. The practice, which is most commonly carried out without anaesthetic, 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.
These risk indicators may include:
pupil talking about getting ready for a special ceremony
family taking a long trip abroad
pupil’s family being from one of the ‘at risk’ communities for FGM (Kenya, Somalia, Sudan, Sierra Leone, Gambia, Egypt, Nigeria, Eritrea as well as non-African communities including Yemeni, Afghani, Kurdish, Indonesian and Pakistani)
knowledge that the pupil’s sibling has undergone FGM
pupil talking about going abroad to be ‘cut’ or to prepare for marriage
Many such procedures are carried out abroad and staff will be particularly alert to suspicions or concerns expressed by female pupils about going on a long holiday during the summer holiday period. Staff are aware that it is also possible for these procedures to be undertaken in the UK.
In England, Wales and Northern Ireland, the practice is illegal under the Female Genital Mutilation Act 2003. Any person found guilty of an offence under the Female Genital Mutilation Act 2003 is liable to a maximum penalty of 14 years imprisonment or a fine, or both.
(See Female Genital Mutilation Statutory Guidance and Kingston and Richmond Safeguarding Children Partnership FGM Policy for further information)
If staff have a concern that a girl may be at risk of FGM, they will record their concern and inform the DSL as they would any other safeguarding concern.
Signs that may indicate a pupil has undergone FGM:
prolonged absence from school and other activities
behaviour change on return from a holiday abroad, such as being withdrawn and appearing subdued
bladder or menstrual problems
finding it difficult to sit still and looking uncomfortable
complaining about pain between the legs
mentioning something somebody did to them that they are not allowed to talk about
secretive behaviour, including isolating themselves from the group
reluctance to take part in physical activity
repeated urinary tract infection
disclosure
Teachers are subject to a statutory duty defined by Section 5B of the Female Genital Mutilation Act 2003 (as inserted by section 74 of the Serious Crime Act 2015) to report to the police personally where they discover (e.g. by means of a disclosure) that an act of FGM appears to have been carried out on a girl who is aged under 18. This is known as mandatory reporting.
The mandatory reporting duty applies to all persons in Richard Challoner School who are employed or engaged to carry out ‘teaching work’ in the school, whether or not they have qualified teacher status. The duty applies to the individual who becomes aware of the case to make a report to the police.
In Richard Challoner School teachers in this situation will record their concerns on CPOMS or Appendix 2 and inform the DSL, who will support the teacher in making a direct report to the police.
There are no circumstances in which a teacher or other member of staff will examine a girl.
Further information can be found from the Home office here: FGM Mandatory Reporting procedure
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.
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 or not to accept the arrangement remains with the prospective spouses.
Children may be married at a very young age, and well below the age of consent in England. School staff should be particularly alert to suspicions or concerns raised by a pupil about being taken abroad and not being allowed to return to England.
Since June 2014, forcing someone to marry has become a criminal offence in England and Wales under the Anti-Social Behaviour, Crime and Policing Act 2014.
For further information see: Guidance forced marriage
School staff will never attempt to intervene directly as a school or through a third party. Contact will be made with the Single Point of Access or the Forced Marriage Unit (020 7008 0151) for advice and support.
Human trafficking, is defined in the UN Protocol on trafficking, adopted in 2000, as the acquisition of a person, by means of deception or coercion, for the purposes of exploitation. Human trafficking, or modern slavery as it is often referred to, is a crime and a safeguarding issue affecting millions across the world and in the United Kingdom.
Staff at Richard Challoner School are alert to the existence of modern slavery and child trafficking and concerns will be recorded and reported to SPA as appropriate.
Types of Modern Slavery
Examples of industries and services where slavery exist in the UK today, the victims of which include children and young people are (with examples)
the sex industry, including brothels
retail: nail bars, hand car washes
factories: food packing
hospitality: fast-food outlets
agriculture: fruit picking
domestic labour: cooking, cleaning and childminding
additionally, victims can be forced into criminal activities such as cannabis production, theft or begging.
Modern slavery is an issue that transcends age, gender and ethnicities. It can include victims that have been brought to the UK from overseas or vulnerable people in the UK being forced illegally to work against their will. Children and young people have an increased vulnerability to slavery.
Poverty, limited opportunities at home, lack of education, unstable social and political conditions and war are some of the situations that contribute to trafficking of victims and slavery.
Slavery can be linked to a number of safeguarding issues, including child sexual exploitation, but normally includes at least one of the following specific situations.
Child trafficking: young people being moved internationally or domestically so that they can be exploited.
Forced labour: victims are forced to work through physical or mental threat, against their will, often for very long hours for little or no pay, in conditions that can affect their physical and mental health. They are often subjected to verbal or physical threats of violence against them as individuals or their families.
Debt bondage: victims forced to work to pay off debts that they will never be able to. Debts can be passed down to children. Extreme examples include where a victim may be owned or controlled by an ‘employer’ or sold as a commodity.
Possible signs and indicators that someone is a victim of modern slavery that anyone working with children and young people should be aware of include:
physical appearance: poor physical condition, malnourishment, untreated injuries and looking neglected
isolation: victims may not be allowed out on their own and may appear to be under the control or influence of people accompanying them, with the absence of a parent or legal guardian. They may not interact and be unfamiliar in their local community
poor living conditions: victims may be living in dirty, cramped or overcrowded accommodation, with multiple children living and working at the same address or premises
personal belongings: few possessions, wearing the same clothes each day and no identification documents
restricted freedom: victims have little opportunity to move freely and may be kept from having access to their passport
unusual travel times: victims may be dropped off or collected from work on a regular basis either very early or late at night
reluctant to seek help: victims may avoid eye contact, appear frightened or hesitant to approach people and have lack of trust or concern about making a report should they be deportation or fear of violence on their family
If a member of Richard Challoner School staff suspects that a pupil may be a victim they will, in the first instance, report their concerns to the DSL.
The DSL will seek advice and support from SPA who may in turn make a referral to the National Crime Agency via the National Referral Mechanism (NRM).
Further advice can be provided directly by the modern slavery helpline on 0800 012 1700.
Modern slavery: how to identify and support victims
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. Close relatives are defined as step parents, grandparents, brothers, sisters, uncles or aunts. It applies to children under the age of 16, or under 18 if the child is disabled. Children looked after by the local authority or who are placed in a residential school, children’s home or hospital are not considered to be privately fostered.
Private fostering occurs in all cultures, including British culture and children may be privately fostered at any age.
Richard Challoner School recognises that most privately fostered children remain safe and well, but safeguarding concerns have been raised in some cases. Therefore all staff are alert to possible safeguarding issues, including the possibility that a child has been trafficked into the country.
By law, a parent, private foster carer or other persons involved in making a private fostering arrangement must notify Children’s Social Care as soon as possible. When Richard Challoner School becomes aware of a private fostering arrangement for a pupil that has not been notified to Children’s Social Care, we will encourage parents and private foster carers to notify Children’s Social Care themselves in the first instance, but also alert them to our mandatory duty as a school to inform the local authority of children in such arrangements.
Looking after someone else's child
Protecting children from the risk of radicalisation is part of Richard Challoner School’s wider safeguarding duties and is similar in nature to protecting children from other forms of harm and abuse.
Section 26 of the Counter-Terrorism and Security Act 2015 places a duty on education and other children’s services (‘specified authorities’) to have ‘due regard to the need to prevent people from being drawn into terrorism’.
Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism. The government defines extremism as vocal or active opposition to fundamental British values.
Richard Challoner School seeks to protect children and young people against the messages of all violent extremism including, but not restricted to, those linked to Islamist ideology, or to far right/neo-Nazi/white supremacist ideology, Irish Nationalist and Loyalist paramilitary groups, and extremist animal rights movements.
Even very young children have been exposed, in rare circumstances, to extremism at home and elsewhere including online.
As children get older, they look for adventure and excitement and they may start to ask questions about their identity and belonging. During this stage of their development they are vulnerable to extremist groups that may claim to offer answers, identity and a social network apparently providing a sense of belonging. Many of those extremist groups make sophisticated use of the internet and social media to target young people and spread their ideology, making young people more vulnerable to being influenced by extremist ideas.
Richard Challoner School takes seriously our responsibility to ensure that children are safe from terrorist and extremist material when accessing the internet in school.
During the process of radicalisation, it is possible to intervene to prevent vulnerable people being radicalised. Richard Challoner School is committed to preventing pupils from being radicalised and drawn into any form of extremism or terrorism. Richard Challoner School promotes the values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs by providing pupils with opportunities through the curriculum to discuss issues of religion, ethnicity and culture and learn how to discuss and debate points of view; and by ensuring that all pupils are valued and listened to within school.
Richard Challoner School staff receive training that provides them with both the information they need to understand the risks affecting children and young people in this area and a specific understanding of how to identify and support individual children who may be at risk of radicalisation. Staff are trained to report all concerns about possible radicalisation and extremism to the DSL immediately as they would any other safeguarding concern.
Richard Challoner School recognises the importance of providing a safe space for children to discuss controversial issues and build the resilience and critical thinking skills needed to challenge extremist perspectives.
When any member of staff has concerns that a pupil may be at risk of radicalisation or involvement in terrorism, they will speak with the DSL.
Richard Challoner School will discuss any concerns about possible radicalisation identified in school with a pupil’s parents and carers as with any other safeguarding or child protection issue unless there is reason to believe that doing so would place the child at risk. They will also support parents and carers who raise concerns about their children being vulnerable to radicalisation.
We will then follow normal safeguarding procedures, which may involve contacting the Single Point of Access for consultation and further advice and/or making appropriate referrals to the police PREVENT team and Channel programme for any pupil whose behaviour or comments suggest that they are vulnerable to being radicalised and drawn into extremism and terrorism in order to ensure that children receive appropriate support.
The Department for Education has also set up a dedicated telephone helpline for staff and governors to raise concerns around Prevent (020-7340 7264).
We expect all staff, volunteers, governors, visiting professionals, contractors and individuals or agencies that hire school premises to behave in accordance with the school’s staff behaviour policy (code of conduct). We will challenge the expression and/or promotion of extremist views and ideas by any adult on school premises or at school events and, when necessary, will make appropriate referrals in respect of any such adult.
Parents and staff may find the following websites informative and useful:
Protecting children from radicalisation: the prevent duty
Contact for Kingston:
Stephanie Royston-Mitchell, Community Safety and Resilience Principal
stephanie.royston-mitchell@kingston.gov.uk
Contact for Richmond and Wandsworth:
Naheem Bashir, Vulnerabilities Manager
Naheem.Bashir@richmondandwandsworth.gov.uk
Suicide: an act of deliberate self-harm which results in death.
Self-harm: self-poisoning or self-injury, irrespective of the apparent purpose of the act.
Suicide and self-harm links: self-harm is generally a way of coping with overwhelming emotional distress. Many young people self-harm where there is no suicidal intent. However, research shows that young people who self-harm can be at a higher risk of suicide.
Self-harm is a coping mechanism that enables a person to express difficult emotions. Young people who hurt themselves often feel that physical pain is easier to deal with than the emotional pain they are experiencing, because it is tangible. But the behaviour only provides temporary relief and fails to deal with the underlying issues that a young person is facing. For some people, self-harm may last for a short time. For others, it can become a long-term problem. Some people self-harm, stop for a while, and return to it months, even years, later, in times of distress.
Risk factors that indicate a child or young person may be at risk of taking actions to harm themselves or attempt suicide can cover a wide range of life events such as bereavement; bullying; online bullying; mental health problems including eating disorders; family problems such as domestic violence; or any form of abuse or conflict between the child and parents.
The most common forms of self-harm are
cutting
biting self
burning, scalding, branding
picking at skin, reopening old wounds
breaking bones, punching
hair pulling
head banging
ingesting objects or toxic substances
overdosing with a medicine
Self-harm is usually a secretive behaviour but signs may include:
wearing long sleeves at inappropriate times
spending more time in the bathroom
unexplained cuts or bruises, burns or other injuries
unexplained smell of Dettol, TCP, etc.
low mood - seems to be depressed or unhappy, low self-esteem, feelings of worthlessness
any mood changes - anger, sadness
changes in eating or sleeping patterns
losing friendships, spending more time by themselves and becoming more private or defensive
withdrawal from activities that used to be enjoyed
abuse of alcohol and/or drugs
Richard Challoner School recognises that any pupil who self-harms or expresses thoughts about self-harm and/or suicide must be taken seriously and appropriate help and intervention will be offered at the earliest point. Any member of staff who is made aware that a pupil has self-harmed, or is contemplating self-harm or suicide, will record and report the matter to the DSL as soon as possible as with any other safeguarding concern.
A safety plan will be developed for any pupil at risk of suicide.
Staff at Richard Challoner School are alert to the issues surrounding fabricated or induced illnesses.
Fabricated or induced illness (FII) is a rare form of child abuse. It happens when a parent or carer, usually the child's biological mother, exaggerates or deliberately causes symptoms of illness in the child.
There are many ways that the parent/carer may fabricate (make up or lie about) or induce illness in a child:
lying about their child's symptoms
deliberately contaminating or manipulating clinical tests to fake evidence of illness. For example, by adding blood or glucose to urine samples, placing their blood on the child's clothing to suggest unusual bleeding, or heating thermometers to suggest the presence of a fever
poisoning their child with unsuitable and non-prescribed medicine
infecting their child’s wounds or injecting the child with dirt or poo
inducing unconsciousness by suffocating their child
not treating or mistreating genuine conditions so they get worse
withholding food, resulting in the child failing to develop physically and mentally at the expected rate.
The very presence of an illness can act as a stimulus to the abnormal behaviour and also provide the parent with opportunities for inducing symptoms.
Fabricated or induced illness is most commonly identified in younger children. Although some of these children die, there are many that do not die as a result of having their illness fabricated or induced, but who suffer significant long term physical or psychological health consequences.
Fabrication of illness may not necessarily result in a child experiencing physical harm, but there may be concerns about the child suffering emotional harm. They may suffer emotional harm and/or disturbed family relationships as a result of an abnormal relationship with their parent.
Staff at Richard Challoner School will record and report any concerns about a child who might be experiencing fabricated or induced illness to the DSL as with any other safeguarding concern. The DSL will consider the need to make a referral or consult with the Single Point of Access as with any other child protection concern.
The Royal College of Paediatrics and Child Health (RCPCH) has issued updated guidance: https://childprotection.rcpch.ac.uk/resources/perplexing-presentations-and-fii/
Click on the title above to access the PDF document.
Click on the title above to access the PDF document.
Click on the title above to access the PDF document.
Children Act 1989 Care Planning, Placement and Case Review:
www.gov.uk/government/publications/children-act-1989-care-planning-placement-and-case-review
Children Act 2004:
www.legislation.gov.uk/ukpga/2004/31/contents
Education Act 2002:
www.legislation.gov.uk/ukpga/2002/32/section/175
London Child Protection Procedures and Practice Guidance:
www.londoncp.co.uk
Keeping Children Safe in Education 2021:
www.gov.uk/government/publications/keeping-children-safe-in-education--2
Working Together to Safeguard Children 2018:
www.gov.uk/government/publications/working-together-to-safeguard-children--2
Inspecting Safeguarding in Early Years, Education and Skills:
https://www.gov.uk/government/publications/inspecting-safeguarding-in-early-years-education-and-skills/inspecting-safeguarding-in-early-years-education-and-skills
Teachers’ Standards:
https://www.gov.uk/government/publications/teachers-standards
What to do if You’re Worried a Child is Being Abused:
www.gov.uk/government/publications/what-to-do-if-youre-worried-a-child-is-being-abused--2
Information Sharing:
www.gov.uk/government/publications/safeguarding-practitioners-information-sharing-advice
Schools Covid-19 0perational guidance:
https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/schools-covid-19-operational-guidance
Statutory framework for the early years foundation stage:
https://d.docs.live.net/9b48153fdb534d79/Documents/AfC%20Work/KCSIE_2021_September_guidance.pdf
Statutory guidance for alternative provision:
https://www.gov.uk/government/publications/alternative-provision
Engaging Neglectful Parents from Affluent Backgrounds:
https://www.gold.ac.uk/media/documents-by-section/departments/social-therapeutic-and-comms-studies/Report---Neglect-in-Affluent-Families-1-December-2017.pdf
Neglect Toolkit:
https://kingstonandrichmondsafeguardingchildrenpartnership.org.uk/news-resources/policies-and-procedures-87/child-neglect-toolkit-181.php
KRSCP Multi-agency Threshold Document:
https://kingstonandrichmondsafeguardingchildrenpartnership.org.uk/news-resources/policies-and-procedures-87/multi-agency-threshold-document-144.php
ACEs video:
https://www.youtube.com/watch?v=XHgLYI9KZ-A
Mental health and behaviour in schools guidance:
https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2
NSPCC:
https://www.nspcc.org.uk/keeping-children-safe/childrens-mental-health/
Kooth:
https://www.kooth.com/
Domestic Abuse Act 2021:
https://www.legislation.gov.uk/ukpga/2021/17/contents/enacted
Children Missing Education Statutory Guidance:
https://www.gov.uk/government/publications/children-missing-education
Sexual Violence and Sexual Harassment Between Children in Schools and Colleges (DfE September 2021):
https://www.gov.uk/government/publications/sexual-violence-and-sexual-harassment-between-children-in-schools-and-colleges
Beyond Referrals Toolkit:
https://www.csnetwork.org.uk/assets/documents/CSN_BeyondReferrals_SchoolsGuidance_ARTWORK.pdf
When to call the police:
https://www.npcc.police.uk/documents/Children%20and%20Young%20people/When%20to%20call%20the%20police%20guidance%20for%20schools%20and%20colleges.pdf
Beyond Referrals:
https://www.csnetwork.org.uk/en/beyond-referrals-levers-for-addressing-harmful-sexual-behaviour-in-schools
Safeguarding Children from Sexual Exploitation:
https://www.londoncp.co.uk/sg_sex_exploit_ch.html?zoom_highlight=child+sexual+exploitation
Child Sexual Exploitation Definition and Guide:
www.gov.uk/government/publications/child-sexual-exploitation-definition-and-guide-for-practitioners
Cyber Choices:
https://nationalcrimeagency.gov.uk/what-we-do/crime-threats/cyber-crime/cyberchoices
National Cyber Security Centre:
National Cyber Security Centre
Preventing youth violence and gang involvement:
https://www.gov.uk/government/publications/advice-to-schools-and-colleges-on-gangs-and-youth-violence
Criminal exploitation of children and vulnerable adults: county lines:
https://www.gov.uk/government/publications/criminal-exploitation-of-children-and-vulnerable-adults-county-lines
Sharing nudes and semi-nudes: how to respond to an incident:
https://www.gov.uk/government/publications/sharing-nudes-and-semi-nudes-advice-for-education-settings-working-with-children-and-young-people/sharing-nudes-and-semi-nudes-how-to-respond-to-an-incident-overview
Searching, Screening and Confiscation:
www.gov.uk/government/uploads/system/uploads/attachment_data/file/554415/searching_screening_confiscation_advice_Sept_2016.pdf
Female Genital Mutilation Statutory Guidance:
www.gov.uk/government/publications/multi-agency-statutory-guidance-on-female-genital-mutilation
Kingston and Richmond Safeguarding Children Partnership Female Genital Mutilation Policy:
https://kingstonandrichmondlscb.org.uk/news-resources/policies-and-procedures-87/female-genital-mutilation-policy-203.php
Guidance Forced Marriage:
www.gov.uk/guidance/forced-marriage
Asian Women’s Resource Centre:
https://www.asianwomencentre.org.uk/
Modern slavery: how to identify and support victims:
https://www.gov.uk/government/publications/modern-slavery-how-to-identify-and-support-victims
Looking After Someone Else’s Child:
www.gov.uk/looking-after-someone-elses-child
Protecting Children from Radicalisation: The Prevent Duty:
www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty
Educate Against Hate:
Educate against hate
Papyrus:
https://www.papyrus-uk.org/suicide-prevention/
RCPCH updated guidance on fabricated or induced illness:
https://childprotection.rcpch.ac.uk/resources/perplexing-presentations-and-fii/
Role and Responsibilities of the Designated Teacher:
www.gov.uk/government/uploads/system/uploads/attachment_data/file/269764/role_and_responsibilities_of_the_designated_teacher_for_looked_after_children.pdf
AfC Virtual School:
www.afcvirtualschool.org.uk
Early Help Assessment:
www.achievingforchildren.org.uk/early-help-assessment
Guidance for Safer Working Practice:
www.safeguardinginschools.co.uk/wp-content/uploads/2015/10/Guidance-for-Safer-Working-Practices-2015-final1.pdf
London Child Protection Procedures: Allegations:
https://www.londoncp.co.uk/alleg_staff.html?zoom_highlight=allegations
Contextual Safeguarding:
https://contextualsafeguarding.org.uk/about/what-is-contextual-safeguarding
KRSCP guidance to MARVE:
https://kingstonandrichmondsafeguardingchildrenpartnership.org.uk/news-resources/policies-and-procedures-87/child-exploitation-marve-88.php
The Assessment Triangle:
https://www.csnetwork.org.uk/assets/documents/Context-Assessment-Triangles.pdf
Missing Protocol:
https://kingstonandrichmondsafeguardingchildrenpartnership.org.uk/news-resources/policies-and-procedures-87/missing-protocol-211.php
Early Help Strategy:
https://kingstonandrichmondsafeguardingchildrenpartnership.org.uk/media/upload/fck/file/EH%20Partnership%20Strategy%209%20Nov%202020%20(1)F.pdf
Criminal Exploitation of Children and Vulnerable Adults: County Lines:
https://www.gov.uk/government/publications/criminal-exploitation-of-children-and-vulnerable-adults-county-lines
Teaching Online Safety:
https://www.gov.uk/government/publications/teaching-online-safety-in-schools
Children who run away or go missing from home or care:
https://www.gov.uk/government/publications/children-who-run-away-or-go-missing-from-home-or-care
NSPCC Responding to a child’s disclosure of abuse:
https://www.youtube.com/watch?v=bvJ5uBlGYgE
SPA online referral form:
https://www.richmond.gov.uk/services/children_and_family_care/single_point_of_access/single_point_of_access_for_professionals
Guidance for safer working practice 2019:
https://d.docs.live.net/9b48153fdb534d79/Documents/AfC%20Work/keeping-children-safe-in-education-2021-caspar-briefing.pdf
Guidance for safer working practice addendum April 2020:
https://www.safeguardingchildren.co.uk/wp-content/uploads/2020/04/Guidance-For-Safer-Working-Practice-COVID-addendum-April-2020.pdf
AfC physical intervention training (primary):
https://5f2fe3253cd1dfa0d089-bf8b2cdb6a1dc2999fecbc372702016c.ssl.cf3.rackcdn.com/uploads/ckeditor/attachments/7799/EISS_Physical_Intervention.pdf
Price training:
https://www.pricetraining.co.uk/your-sector/schools-education/
Positive environments where children can flourish:
https://www.gov.uk/government/publications/positive-environments-where-children-can-flourish/positive-environments-where-children-can-flourish
Use of reasonable force:
https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools
Receive
Listen to what is being said, without displaying shock or disbelief. Accept what is said and take it seriously. Make a note of what has been said as soon as practicable.
Reassure
Reassure the pupil /student, but only as far as is honest and reliable. Do not make promises you may not be able to keep, e.g.: “I’ll stay with you”, or “everything will be alright now” or “I’ll keep this confidential”. Do reassure, e.g. you could say “I believe you”, “I am glad you came to me”, “I am sorry this has happened”, “we are going to do something together to get help”.
Respond
Respond to the pupil/student only as far as is necessary for you to establish whether or not you need to refer this matter, but do not interrogate for full details.
Do not ask ‘leading’ questions, i.e. “did he touch your private parts?” or “did she hurt you?”. Such questions may invalidate your evidence (and the child’s) in any later court proceedings.
Instead, make use of open ended questions which offers the child the opportunity to provide more information about an event in a way that is not leading, suggestive or putting them under pressure. Open questions may use: How? When? Who? Where?
Questions beginning with the phrases “tell me”, “describe” or “explain” are useful:
Tell me what happened, tell me who was there….
Explain what you mean when you say….
Describe the place to me….
Do not criticise the alleged perpetrator; the pupil may care about him/her, and reconciliation may be possible.
Do not ask the pupil to repeat it all for another member of staff. Explain what you have to do next and whom you have to talk to. Reassure the pupil that it will be the designated lead for safeguarding or Headteacher.
Report
Share concerns with the DSL as soon as possible. If you are unable to contact your DSL, deputy DSL, or most senior member of staff, if the child is at risk of immediate harm, you MUST contact Achieving for Children SPA service or Police.
If you are dissatisfied with the response from the DSL or children’s social work, you should ask for the decision to be reconsidered, giving your reasons for this.
A formal referral or any urgent medical treatment must not be delayed by the unavailability of designated staff.
Record
If possible, make some very brief notes at the time and write them up as soon as possible. Keep your original notes on file.
Any member of staff receiving a disclosure of abuse from a child or young person, or noticing signs or symptoms of possible abuse in a child or young person, will make a written record as soon as practical, recording the disclosure using the child’s own words, what was said or seen and the location both of the abuse and the disclosure.
Record the date, time, place, person’s present and noticeable non-verbal behaviour, and the words used by the child. If the child uses sexual ‘pet’ words, record the actual words used, rather than translating them into proper words.
A record of a concern, suspicion or allegation should be made at the time of or as soon as possible after the event. Dates and times of events should be recorded as accurately as possible, together with a note of when the record was made.
Record facts and observable things, rather than your ‘interpretations’ or ‘assumptions’.
A record should be made of any visible marks, bruising or injuries to a child that give cause for concern. This may be completed on a body map. (See Appendix 3). The child should not be examined intimately or pictures taken of any injuries / marks.
All records must be signed and dated clearly with the name of the signatory clearly printed. Children MUST NOT be asked to make a written statement themselves or to sign any records. All records of a child protection nature (handwritten or typed) are passed to the DSL.
Remember
Support the child: listen, reassure, and be available. Complete confidentiality is essential. Share your knowledge only with appropriate professional colleagues.
Try to get some support for yourself if you need it.
Review
Has the action taken provided good outcomes for the child?
Did the procedure work?
Were any deficiencies or weaknesses identified in the procedure?
Have these been remedied?
Is further training required?