Child Protection & Safeguarding

Introduction 

Children[1] have the right to protection from neglect, physical, emotional and sexual abuse. Safeguarding is everyone’s responsibility - Everyone who works with children has a responsibility to keep them safe and report any concerns about a child’s welfare or safety. As you are working closely with children you will have an important role to play in identifying concerns, sharing information and taking prompt action.   

Dealing with suspected or actual safeguarding issues can be stressful and upsetting so it is important that you know how to recognise the indications of abuse, what action you should take and where to access personal support.  

It is hoped that the guidance provided by the Outreach team will assist you in understanding the recognition and referral processes in relation to suspected safeguarding issues.  

If you are interested in the Legislation around this area, you could start by looking at: The Children and Young Persons Act 2008, Chapter 23, Section 20, which can be viewed from the following link: http://www.legislation.gov.uk/ukpga/2008/23/contents 

Safeguarding Statutory Guidance: 

Working together to safeguard children, HM Government (2015)

https://www.gov.uk/government/publications/working-together-to-safeguard-children--2

What is Abuse?[2] 

 It is generally accepted that there are four main forms of abuse. The following definitions are based on those from Working Together to Safeguard Children (HM Government 2005 and National Assembly for Wales 2000); Protecting Children – A Shared Responsibility (Scottish Executive 1998). Co-operating to Safeguard Children (NI 2002) and the Regional ACPC Policies and Procedures (2005) have slightly different definitions. 

1. Physical abuse

Physical abuse is deliberately physically hurting a child. It might take a variety of different forms, including hitting, pinching, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical abuse can also include giving a child harmful substances, such as drugs, alcohol or poison. Physical abuse can happen in any family, but children may be more at risk if their parents have problems with drugs, alcohol and mental health or if they live in a home where domestic abuse happens. Disabled children also have a higher risk of suffering physical abuse. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child. Physical abuse, as well as being a result of an act of commission can also be caused through omission or the failure to act to protect. 

2. Emotional abuse

Emotional abuse is the persistent emotional maltreatment of a child. It is also sometimes called psychological abuse and it can have severe and persistent adverse effects on a child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate or valued only insofar as they meet the needs of another person. It may It may include not giving a 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 the 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. It may involve 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 ill-treatment of a child, though it may occur alone. 

3. Sexual abuse

You should be aware that many children and young people who are victims of sexual abuse do not recognise themselves as such. A child may not understand what is happening or that it is wrong and can have a long-term impact on mental health. Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, including prostitution. 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). Sexual abuse is not solely perpetrated by adult males. Women can commit acts of sexual abuse, as can other children. This includes people from all different walks of life. 

Child sexual exploitation is a form of sexual abuse where children are sexually exploited for money, power or status. It can involve violent, humiliating and degrading sexual assaults. In some cases, young people are persuaded or forced into exchanging sexual activity for money, drugs, gifts, affection or status. Consent cannot be given, even where a child may believe they are voluntarily engaging in sexual activity with the person who is exploiting them. Child sexual exploitation doesn't always involve physical contact and can happen online. A significant number of children who are victims of sexual exploitation go missing from home, care and education at some point 

4. Neglect

Neglect is the persistent failure to provide for a child’s basic needs, whether it be adequate food, clothing, hygiene, supervision or shelter. It is likely to result in the serious impairment of a child’s health or development. Children who are neglected often also suffer from other types of abuse. Neglect may occur if a parent becomes physically or mentally unable to care for a child. A parent may also have an addiction to alcohol or drugs, which could impair their ability to keep a child safe or result in them prioritising buying drugs, or alcohol, over food, clothing or warmth for the child or the failure to ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs. Neglect may occur during pregnancy as a result of maternal drug or alcohol abuse. It is accepted that in all forms of abuse there are elements of emotional abuse, and that some children are subjected to more than one form of abuse at any one time. These four definitions do not minimise other forms of maltreatment. 

Other areas to be aware of

1. Domestic violence

Domestic violence can affect anyone. It usually happens between two people who are in a relationship now or have been in the past. It is usually men being abusive to women, and sometimes there are other family members involved. But men can experience it too, and it can also happen in same-sex relationships. Domestic violence can include physical, sexual and emotional abuse.

2. Bullying

There are various types of bullying, but most have the following in common:

• It is deliberately hurtful behaviour, it is repeated over time and there is an imbalance of power, which makes it hard for those being bullied to defend themselves.

• Bullying is a form of emotional abuse and would include online bullying through social media networks, online games or mobile phones – by a child’s peers. 

Other forms of harm

Chapter 10 of Working Together to Safeguard Children (HM Government 2005) and other inter-agency guidance draws attention to other sources of stress or harm for children and families such as social exclusion, domestic violence, the untreated mental illness of a parent or carer, or drug or alcohol misuse. All these areas may have a negative impact on a child’s health and development and may be noticed by someone caring for a child. If it is felt that a child’s well-being is adversely affected by any of these circumstances, the same procedure for reporting concerns should be followed. For example, children who are involved in prostitution and other forms of commercial sexual exploitation should also be treated primarily as victims of abuse and their circumstances require careful assessment by the statutory agencies.

Recognising Abuse 

Recognising abuse is not easy, and it is not your responsibility to decide whether or not child abuse has taken place or if a child is at significant risk. You do, however, have a responsibility to act if you have a concern about a child’s welfare or safety. 

The following information is not designed to turn you into an expert but it will help you to be more alert to the possible signs of abuse. 

1. Physical Abuse

Most children will collect cuts and bruises in their daily life. These are likely to be in places where there are bony parts of their body, like elbows, knees and shins. Some children, however, will have bruising which can almost only have been caused non-accidentally. An important indicator of physical abuse is where bruises or injuries are unexplained or the explanation does not fit the injury. A delay in seeking medical treatment for a child when it is obviously necessary is also a cause for concern. Bruising may be more or less noticeable on children with different skin tones or from different racial groups and specialist advice may need to be taken. 

Patterns of bruising that are suggestive of physical child abuse include:

• bruising in children who are not independently mobile

• bruises that are seen away from bony prominences

• bruises to the face, back, stomach, arms, buttocks, ears and hands

• multiple bruises in clusters multiple bruises of uniform shape

• bruises that carry the imprint of an implement used, hand marks or fingertips

• although bruising is the most common injury in physical abuse, fatal non-accidental head injury and non-accidental fractures can occur without bruising. Any child who has unexplained signs of pain or illness should be seen promptly by a doctor

Other physical signs of abuse may include:

• cigarette burns or adult bite marks

• broken bones or scalds

• scars (lots of them at different ages)

Changes in behaviour which can also indicate physical abuse:

• fear of parents being approached for an explanation

• aggressive behaviour or severe temper outbursts

• flinching when approached or touched

• reluctance to get changed, for example wearing long sleeves in hot weather

• depression or withdrawn behaviour

• running away from home

2. Emotional abuse

Emotional abuse is not always easily identifiable and can be difficult to measure. Often children who appear well cared for may be emotionally abused by being taunted, put down or belittled. The abuse can vary from receiving little love, affection or attention, to complete rejection from their parents or carers. It may also be from parents or carers blaming their problems on their child; and humiliating them for example, by name-calling or making negative comparisons. Emotional abuse can also take the form of children not being allowed to mix/play with other children, through to continual severe criticism and other ways of verbally "terrorising" a child. The effects are damaging and long lasting. They can lead to serious behavioural, learning, emotional or mental disorders. All of which affect the child's chances of developing into a healthy, well-adjusted adult. Parents from all types of backgrounds may emotionally abuse their children.

 The physical signs of emotional abuse may include: 

• a failure to thrive or grow, particularly if the child puts on weight in other circumstances, e.g., in hospital or away from their parents’ care

• sudden speech disorders

• developmental delay, either in terms of physical or emotional progress

• weight or height disproportionate to age

Changes in behaviour which can also indicate emotional abuse include: 

•  neurotic behaviour, e.g., sulking, hair twisting, rocking

• being unable to play or having seriously delayed social development

• fear of making mistakes

• fear of parent being approached regarding their behaviour

• abnormally passive, lethargic or attention seeking behaviour

• specific habit disorders e.g., soiling, eating inedible substances, self-mutilation or harm

• nervous behavior

3. Sexual abuse

Adults who use children to meet their own sexual needs abuse both girls and boys of all ages, including infants and toddlers. Usually, in cases of sexual abuse it is the child’s behaviour which may cause you to become concerned, although physical signs can also be present. In all cases, children who talk about sexual abuse do so because they want it to stop. It is important, therefore, that they are listened to and taken seriously. 

Child sex abusers can come from any professional, racial or religious background, and can be male or female. They are not always adults - children and young people can also behave in a sexually abusive way. Usually the abuser is a family member or someone known to the child, such as a family friend. Abusers may act alone or as part of an organised group. They sometimes prefer children of a particular age, sex, physical type or ethnic background. After the abuse, they will put the child under great pressure not to tell anyone about it. They will go to great lengths to get close to children and win their trust. For example, by choosing employment that brings them into contact with children, or by pretending to be children in internet chat rooms run for children and young people.

Child sex abusers are sometimes referred to as "paedophiles" or "sex offenders", especially when they are not family members.

The physical signs of sexual abuse may include: 

• pain, itching, bruising or bleeding near/in the genital/anal areas

• recurrent urinary infections or vaginal discharge or infection

• sexually transmitted infections

• stomach pains which can include discomfort when walking or sitting down

• pregnancy

Changes in behaviour which can also indicate sexual abuse include:

• sudden or unexplained changes in behaviour e.g. becoming aggressive or withdrawn

• fear of being left with a specific person or group of people

• having nightmares or bedwetting

• running away from home/missing for long periods of time/regularly come home late

• sexual knowledge which is beyond their age or developmental level

• sexual drawings or language 

• eating problems such as overeating or anorexia

• self-harm or mutilation, sometimes leading to suicide attempts

• saying they have secrets they cannot tell anyone about

• substance, drug or alcohol abuse

• suddenly having unexplained gifts, new possessions or sources of money

• not allowed to have friends (particularly in adolescence)

• acting in a sexually explicit way towards adults or other children

• having older boyfriends or girlfriends 

4. Neglect 

Neglect is the persistent lack of appropriate care of children, including love, stimulation, safety, nourishment, warmth, education and medical attention. Neglect can be a difficult form of abuse to recognise, yet have some of the most lasting and damaging effects on a child's physical, mental and emotional development. 

The physical signs of neglect may include: 

• constant hunger, sometimes stealing food from other children

• constantly dirty or smelly

• loss of weight, or being constantly underweight

• inappropriate dress for the conditions

Changes in behaviour which can also indicate neglect may include: 

• complaining of being tired or hungry all the time

• not requesting medical assistance and/or failing to attend appointments

• having few friends

• mentioning their being left alone or unsupervised

The above list is not meant to be definitive but a guide to assist you. It is important to remember that many children and young people will exhibit some of these indicators at some time, and the presence of one or more should not be taken as proof that abuse is occurring. 

There may well be other reasons for changes in behaviour, such as a death, or the birth of a new baby in their family, relationship problems between their parents/carers, etc.

Responding to a disclosure/allegation of abuse

If you encounter a safeguarding incident you should follow these basic guidelines, which are based on material produced by the NSPCC.

• Stay calm.

• Listen carefully to what is said.

• Take them seriously

• Find an appropriate early opportunity to explain that it is likely that the information will need to be shared with others to keep them safe – do not promise to keep secrets.

• Allow the child to continue at her/his own pace. 

• Ask questions for clarification only, and at all times avoid asking questions that suggest a particular answer.

• Reassure the child that they have done the right thing in telling you.

• Tell them what you will do next and with whom the information will be shared. Tell them that you will be speaking to the people at both at their school/college and at the University who are responsible for their protection and that those people may contact the Local Safeguarding Children Board if it is deemed necessary, who will then advise as to what should be done next.

• Record in writing what was said using the child’s own words as soon as possible – note date, time, any names mentioned, to whom the information was given and ensure that the record is signed and dated. Use the ‘Safeguarding Incident Report Form’ a and b found at the back of this booklet to report any incidents or conversations that may relate to a safeguarding issue.

• Contact a Child Protection Officer at the school/college for further advice and for onwards referral, as necessary. Speak to the School Coordinator where the CPO is not available.

• Inform a member of the USiSM Team at the University over the phone or by email, arrange to meet with the team and bring the forms with you.

• DO NOT talk to other people/mentor team members about the incident. Others should only be made aware of this on a ‘need to know’ basis.

• DO NOT promise confidentiality to the young person who has made the disclosure.

• DO NOT probe for more information from the young person.

• DO NOT ask the young person to repeat what they have told you.

• DO NOT use leading questions.

What to do if you have concerns 

Who to tell and what to tell them

If you have concerns about the wellbeing of a child, you have a duty to refer the matter to a designated member of staff with whom you are working. This will generally be the School Coordinator, but you will have been introduced to the School Child Protection/Safeguarding Officer so you should initially refer the matter to them.

In many cases the school or college may already be aware of the issue, but you should not let this deter you from informing them of your concerns. Always inform the USiSM Team, by email initially stating you wish to call in to discuss a ‘Safeguarding Issue’. We will then ask you to complete the ‘Safeguarding Incident Report Form’ a and b found at the back of this booklet (if you have not already).

You can use these documents to record any concerns that you may have. It is important that your records are clear, accurate and chronological so that they give a documented account of the events and concerns. Records should be in plain English and always reflect fact and not opinion or judgement. Please keep these records secure until you hand them over to the USiSM Team. 

If you are unsure of whether to write down your concerns, it is best practice to do so and destroy them afterwards should your concern turn out to be unfounded. In all cases you should speak to the appropriate member of staff as soon as possible. Details you should record include: 

• The child’s name and any other personal details known

• The reason for your concern including times, dates, locations, persons involved

• Any other known factors which may be contributing to the problem

Support

The University has people available who can offer you support should any issues arise in relation to safeguarding children which concern you. In the first instance you should contact a member of the USiSM Team.

If the incident of concern happens whilst you are working in another organisation such as a school or college unsupervised by University staff, you should always discuss your concerns with the designated Child Protection/Safeguarding Officer for the school or college.  

Sheffield City Council also has advisors who are experienced in the area of Child Protection/Safeguarding and can offer support and guidance where necessary.

The Sheffield Safeguarding Children Board (SSCB) can be contacted by phone or email:

0114 273 4450     /    sscb@sheffield.gov.uk

Opening Hours

8.45am to 5.15pm Monday - Thursday

and 8.45am to 4.45pm Friday

A number of charities can also provide support and guidance in relation to Child Protection:

 If you raise concerns, what happens next?

In the first instance, your concerns will be assessed by the appropriate member of staff (be it at the University or in the young person’s school/college) to determine whether any further action needs to be taken. If it is decided that further action is required, they will refer the case to the Social Services and/or Police to establish the facts and to clarify the grounds for concern. The initial investigation seeks to identify the sources and levels of risk and to agree what protective action may be necessary. If the child is not at risk of actual or likely harm, social workers will discuss next steps with the child, family and colleagues, and implement any necessary support or action. If the investigation finds sufficient concern, a Child Protection Conference will be called within fifteen days.  

The Child Protection Conference is a meeting organised by social services involving professionals who know the family, the parents, investigators and others who can contribute to the decision making. Depending on the age and understanding of the child, the child in question may be invited. You may be invited to attend (or send a written statement) to share your knowledge of the family and concerns about the child, but this is highly unlikely. 

The purpose of the conference is to establish whether or not the child is suffering or at risk of suffering significant harm, and to agree an action plan (called a child protection plan) to protect the child and support the family. If the child is considered to be suffering significant harm or at risk of immediate serious harm, an agency with statutory child protection powers, children’s social care, the police or the NSPCC, must act quickly to secure the immediate safety of the child. This can be via an emergency protection order (under section 44 of the Children Act 1989) or police protection powers (under section 46 The Children Act 1989). 

If the local authority believes that a child is at risk of significant harm they may decide that it's necessary to take the child into care to help keep them safe. The NSPCC website takes you through the Care Proceedings for England. 

https://www.nspcc.org.uk/preventing-abuse/child-protection-system/england/care-proceedings/ 

You will not hear anything further from us or the school in relation to your concerns.

Referral/Reporting Stages 

Make a record of the conversation as soon as you can after the initial disclosure using the ‘Safeguarding Incident Report Form a’

Use the words the young person used – Just the Facts

Sign and date your written record

Speak to the School Safeguarding Officer

Report back to the USiSM Team – complete the ‘Safeguarding Incident Report Form b’ and call into the office. 

*Record the details relating to your concerns using the Safeguarding Incident Report Forms (a and b).

** You must report the details to the designated Child Protection/Safeguarding Officer in school and report the fact that you have reported an issue in school/college to a member of the USiSM team at the University (do not pass on any details unless instructed to by the school) 

NOTE: If your concerns relate to the behaviour of a member of staff at The University of Sheffield, contact should be made with the Human Resources Department so that a decision can be taken on whether additional HR procedures should be followed.

Best practice 

Best practice starts with the recognition that anyone working with children is open to allegations, and in particular those working with children who are vulnerable and needy or at risk of or suffering significant harm.  

 Such children and young people may not be able to respond appropriately to the positive regard shown to them by workers, they may have learned or been groomed to respond inappropriately or may simply not have had a healthy experience of adults. This can lead to misinterpretation of normal interactions and displacement of feelings, emotions or perceptions of a workers actions, intentions or words. 

Like other professionals working with children and young people, you must have a regard for your own conduct and safety and avoid any situation which may either be misinterpreted by the child or which would leave you vulnerable to allegations of misconduct or abuse. 

• Never put yourself in a position where you might find yourself alone with a young person or out of public view. Always try to ensure that you are working in an area in which you can be seen and you can see others

• Never make sexually suggestive comments to any young person

• Never engage in rough physical or provocative games or horseplay with any young person

• Never take, or arrange to meet young people outside of your work or placement

• Never provide young people with lifts in your car

• Never provide gifts to individual young people as they can be misconstrued by the individual and others

• Avoid doing anything that is not totally open and make sure you treat all young people in the same way; avoid any favouritism

• Avoid being overly tactile

• Avoid fitting any specialised equipment e.g. ice-skates. Try to get the young person to put their own equipment on themselves. If you assist a young person to put on specialist clothing make sure you do so openly and in sight of other participants

• If physical contact is inevitable or you are required to lift, carry or support young persons, avoid making contact with sensitive parts of the body and explain what you are doing while you are doing it and where possible gain their consent

• Never physically restrain a child/young person unless the restraint is to prevent physical injury to the child/other children/visitors or staff

• Avoid making contact with any young person’s genitalia and in the case of girls their chests as well

• Always ensure your language is appropriate. You have a professional role and should behave accordingly – don’t call young people by nick names, don’t get involved in arguments and never swear at, or in front of young people

• Never agree to accept information from a young person in confidence. Do not exchange personal information such as telephone numbers, e-mail or home addresses, or engage with young people via Facebook or Twitter etc. Check your settings on Social Media – ensure they are secure

If you are working on an event in a school or college, regard anything you hear in the staffroom as confidential and not to be repeated to anyone.

If a young person makes approaches to you, or is overly familiar you should remove yourself from the situation and report the matter to the School/College Coordinator. 

If a young person becomes unwell whilst you are working with them, follow the school/college procedure for dealing with this situation. If the situation requires first aid as a matter of urgency, you should seek out a qualified first aider who will take any action necessary, both in school and on the University Campus. You should never undertake any first aid yourself, even if you are qualified to do so.

Further information

For any queries or questions please don’t hesitate to contact the USiSM Team at the University.

Please also ensure that you have been provided with the relevant school/college policies regarding Child Safeguarding and Health & Safety. 

[1] ’Children’ means any person under the age of 18

[2] Definitions and indicators of abuse: extracted from the NSPCC ‘First Check’ publication and the NSPCC Website and more recently updated from the HM Government publication https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/419604/What_to_do_if_you_re_worried_a_child_is_being_abused.pdf March 2015