Safeguarding: Difference between revisions

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UPDATED FOR 2022-23
UPDATED FOR SEPTEMBER 2023
==Key People==
At Bourne Grammar School the personnel with designated responsibility for safeguarding are:


=Key People=
==Safeguarding Leads at Bourne Grammar School==
{| class="wikitable"
{| class="wikitable"
! Designated Safeguarding Lead
! Designated Safeguarding Lead
! Deputy Designated Safeguarding Leads
! Link Safeguarding Governor
! Safeguarding Governor
|-
|-
|Mr Mark Brunker
|Mr Mark Brunker
|Miss Flo Leftley-Gynn, Mrs Sarah Shales, Mr Stephen Chamberlain, Mrs Mary Ford
|Mr Geoff Greatwood
|Mr Geoff Greatwood
|}
|}


The personnel with Designated Responsibility regarding allegations against staff are:
{| class="wikitable"
! Safeguarding Officer and Deputy Designated Safeguarding Lead
|-
|Miss Flo Leftley-Gynn
|}
 
{| class="wikitable"
! Additional Deputy Designated Safeguarding Leads
|-
|Mrs Sarah Shales, Mr Stephen Chamberlain, Mrs Mary Ford
|}
 
==Personnel with Designated Responsibility Regarding Allegations Against Staff==


{| class="wikitable"
{| class="wikitable"
Line 23: Line 33:
|Mr Alastair Anderson
|Mr Alastair Anderson
|Mr Mark Brunker
|Mr Mark Brunker
|Mr Ian Mears (via the Clerk to the Governors)
|Mr Ian Mears (via the Governance Professional)
|}
|}
The '''Local Authority Designated Officer (LADO)''' can be contacted on: 01522 554674 or through [email protected]


==Introduction==
=Aims=
At Bourne Grammar School we recognise the responsibility we have under Section 157 (Academies and Independent Schools) of the [https://www.legislation.gov.uk/id/ukpga/2006/40 Education and Inspections Act 2006], to have arrangements for safeguarding and promoting the welfare of children.  This policy demonstrates the School’s commitment and compliance with safeguarding legislation. Through day-to-day contact with students and direct work with families, staff at our School have a crucial role to play in noticing indicators of possible abuse or neglect and referring them to Children’s Services (in Lincolnshire or neighbouring authorities, depending on the child’s area of residence). This also involves understanding serious case reviews and how to improve practice to prevent children at risk going unnoticed. The procedures contained in this policy apply to all staff, governors, volunteers, sessional workers, students, agency staff or anyone working on behalf of Bourne Grammar School.
#The School aims to ensure that:
##Appropriate action is taken in a timely manner to safeguard and promote children’s welfare.
##All staff are aware of their statutory responsibilities with respect to safeguarding.
##Staff are properly trained in recognising and reporting safeguarding issues.


==Legislation and Statutory Guidance==
=Legislation and Statutory Guidance=
#This policy is based on the Department for Education’s statutory guidance, [https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 Keeping Children Safe in Education 2022] and [https://www.gov.uk/government/publications/working-together-to-safeguard-children--2 Working Together to Safeguard Children 2018], and the [https://www.gov.uk/government/publications/governance-handbook Governance Handbook].  
#This policy is based on the Department for Education’s (DfE’s) statutory guidance [https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 Keeping Children Safe in Education (2023)] and [https://www.gov.uk/government/publications/working-together-to-safeguard-children--2 Working Together to Safeguard Children (2018)], and the [https://www.gov.uk/government/publications/governance-handbook Governance Handbook]. The School complies with this guidance and the arrangements agreed and published by our 3 local safeguarding partners.  
#We comply with this guidance and the arrangements agreed and published by our 3 local safeguarding partners.
##The following 3 safeguarding partners are identified in Keeping Children Safe in Education (and defined in the Children Act 2004, as amended by chapter 2 of the Children and Social Work Act 2017). They will make arrangements to work together to safeguard and promote the welfare of local children, including identifying and responding to their needs:
###The local authority (LA).
###A clinical commissioning group for an area within the LA.
###The chief officer of police for a police area in the LA area.
#The School complies with this guidance and the policy is consistent with the [https://www.lincolnshire.gov.uk/safeguarding/lscp Lincolnshire Safeguarding Children Partnership] (LSCP) multi-agency child protection procedures.
#This policy is also based on the following legislation:
#This policy is also based on the following legislation:
##Part 3 of the schedule to the [http://www.legislation.gov.uk/uksi/2014/3283/schedule/part/3/made Education (Independent School Standards) Regulations 2014], which places a duty on academies and independent schools to safeguard and promote the welfare of pupils at the School.  
##Part 3 of the schedule to the [http://www.legislation.gov.uk/uksi/2014/3283/schedule/part/3/made Education (Independent School Standards) Regulations 2014], which places a duty on academies and independent schools to safeguard and promote the welfare of students at the School.  
##The [http://www.legislation.gov.uk/ukpga/1989/41 Children Act 1989] (and [http://www.legislation.gov.uk/ukpga/2004/31/contents 2004] amendment), which provides a framework for the care and protection of children.
##[http://www.legislation.gov.uk/ukpga/1989/41 The Children Act 1989]([http://www.legislation.gov.uk/ukpga/2004/31/contentsand 2004 amendment]), which provides a framework for the care and protection of children.
##Section 5B(11) of the Female Genital Mutilation Act 2003, as inserted by section 74 of the [http://www.legislation.gov.uk/ukpga/2015/9/part/5/crossheading/female-genital-mutilation Serious Crime Act 2015], which places a statutory duty on teachers to report to the police where they discover that female genital mutilation (FGM) appears to have been carried out on a girl under 18.
##Section 5B(11) of the Female Genital Mutilation Act 2003, as inserted by [http://www.legislation.gov.uk/ukpga/2015/9/part/5/crossheading/female-genital-mutilation Serious Crime Act 2015], which places a statutory duty on teachers to report to the police where they discover that female genital mutilation (FGM) appears to have been carried out on a girl under 18.
##Statutory guidance on [https://www.gov.uk/government/publications/multi-agency-statutory-guidance-on-female-genital-mutilation FGM], which sets out responsibilities with regards to safeguarding and supporting girls affected by FGM  
##[https://www.gov.uk/government/publications/multi-agency-statutory-guidance-on-female-genital-mutilation Statutory guidance on FGM], which sets out responsibilities with regards to safeguarding and supporting girls affected by FGM.
##The [http://www.legislation.gov.uk/ukpga/1974/53 Rehabilitation of Offenders Act 1974], which outlines when people with criminal convictions can work with children.
##The [http://www.legislation.gov.uk/ukpga/1974/53 Rehabilitation of Offenders Act 1974], which outlines when people with criminal convictions can work with children.
##Schedule 4 of the [http://www.legislation.gov.uk/ukpga/2006/47/schedule/4 Safeguarding Vulnerable Groups Act 2006], which defines what ‘regulated activity’ is in relation to children.
##Schedule 4 of the [http://www.legislation.gov.uk/ukpga/2006/47/schedule/4 Safeguarding Vulnerable Groups Act 2006], which defines what ‘regulated activity’ is in relation to children.
##Statutory guidance on the [https://www.gov.uk/government/publications/prevent-duty-guidance Prevent duty], which explains schools’ duties under the Counter-Terrorism and Security Act 2015 with respect to protecting people from the risk of radicalisation and extremism.
##[https://www.gov.uk/government/publications/prevent-duty-guidance Statutory guidance on the Prevent duty], which explains schools’ duties under the Counter-Terrorism and Security Act 2015 with respect to protecting people from the risk of radicalisation and extremism.
##The Human Rights Act 1998, which explains that being subjected to harassment, violence and/or abuse, including that of a sexual nature, may breach any or all of the rights which apply to individuals under the European Convention on Human Rights (ECHR).   
##The [https://www.legislation.gov.uk/ukpga/1998/42/contents Human Rights Act 1998], which explains that being subjected to harassment, violence and/or abuse, including that of a sexual nature, may breach any or all of the rights which apply to individuals under the [https://www.echr.coe.int/Pages/home.aspx?p=basictexts&c European Convention on Human Rights] (ECHR).   
##The Equality Act 2010, which makes it unlawful to discriminate against people regarding particular protected characteristics (including disability, sex, sexual orientation, gender reassignment and race).  
##The [https://www.legislation.gov.uk/ukpga/2010/15/contents Equality Act 2010], which makes it unlawful to discriminate against people regarding particular protected characteristics (including disability, sex, sexual orientation, gender reassignment and race). This means our governors and Headteacher should carefully consider how they are supporting their students with regard to these characteristics. The Act allows our school to take positive action to deal with particular disadvantages affecting students (where we can show it’s proportionate). This includes making reasonable adjustments for disabled students. For example, it could include taking positive action to support girls where there’s evidence that they’re being disproportionately subjected to sexual violence or harassment.
##The Public Sector Equality Duty (PSED), which explains that we must have due regard to eliminating unlawful discrimination, harassment and victimisation. The PSED helps us to focus on key issues of concern and how to improve student outcomes. Some students may be more at risk of harm from issues such as sexual violence; homophobic, biphobic or transphobic bullying; or racial discrimination.
##The [https://www.equalityhumanrights.com/en/advice-and-guidance/public-sector-equality-duty Public Sector Equality Duty] (PSED), which explains that we must have due regard to eliminating unlawful discrimination, harassment and victimisation. The PSED helps us to focus on key issues of concern and how to improve student outcomes. Some students may be more at risk of harm from issues such as sexual violence; homophobic, biphobic or transphobic bullying; or racial discrimination
##This policy also complies with the School's funding agreement and articles of association.


==Aims==
=Links with Other Policies=
#The purpose of the policy is to ensure that:
This policy links to the following policies and procedures:
##The welfare of children is the highest priority.
#[https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Anti-bullying Anti-bullying]
##There is a whole-school approach to safeguarding children, developed through listening to, and working in collaboration with, pupils, parents, staff, local safeguarding partners, and external sources of support.  
#[https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Attendance Attendance]
##Appropriate action is taken in a timely manner to safeguard and promote children's welfare.
#[https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Behaviour_for_Learning Behaviour for Learning]
##All students at the School and other children regardless of age, gender, ability, culture, race, language, religion or sexual identity have equal rights to protection and feel safe.
#[https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Student_BYOD BYOD] (Bring your own Device)
##All staff are aware of their statutory responsibilities and understand that they have an equal responsibility to act on suspicion or a disclosure that may suggest a child is at risk of harm.
#[https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Designated_Teacher_Policy Designated teacher for looked-after and previously looked-after children]
##Staff are properly trained in recognising and reporting safeguarding issues.  
#[https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Drugs_and_Alcohol Drugs and Alcohol]
##Pupils and staff involved in safeguarding issues receive appropriate support.
#[https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Equal_Opportunities Equal Opportunities]
##Staff adhere to a code of conduct and understand what to do if a child discloses any allegations against teaching staff, the Headteacher or any member of the Governing Body.
#[https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=ESafety eSafety]
#[https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Sex_Education RSE] (Relationships and Sex Education)
#[https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Staff_Code_of_Conduct Staff Code of Conduct]
#[https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Whistleblowing Whistleblowing]


==Terminology==
=Definitions=
#Safeguarding and promoting the welfare of children means:
#Safeguarding and promoting the welfare of children means:  
##Protecting children from maltreatment.
##Protecting children from maltreatment
##Preventing the impairment of children’s mental and physical health or development.
##Preventing impairment of children’s mental and physical health or development
##Ensuring that children grow up in circumstances consistent with the provision of safe and effective care.
##Ensuring that children grow up in circumstances consistent with the provision of safe and effective care
##Taking action to enable all children to have the best outcomes.
##Taking action to enable all children to have the best outcomes
#Child Protection refers to the action taken to protect specific children who are suffering, or are likely to suffer significant harm.
#Child protection is part of this definition and refers to activities undertaken to prevent children suffering, or being likely to suffer, significant harm.  
#'Staff' refers to all those working for or on behalf of the School in either a paid or voluntary capacity.
#Abuse is a form of maltreatment of a child, and may involve inflicting harm or failing to act to prevent harm. [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#APPENDIX_2:_Types_of_Abuse Appendix 2] explains the different types of abuse.
#'Child' refers to all young people who have not yet reached the age of 18 (although the School safeguards all students at Bourne Grammar School, even if they are over the age of 18 - the term 'student' is therefore used regularly in this policy).
#Neglect is a form of abuse and 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.
#'Parent' refers to birth parents and other adults who are in a parenting role (step-parents, foster parents, carers and adoptive parents).
#Additional information in relation to these definitions can be found in [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#APPENDIX_2:_Types_of_Abuse Appendix 2].
#Victim is a widely understood and recognised term, but we understand that not everyone who has been subjected to abuse considers themselves a victim, or would want to be described that way. When managing an incident, we will be prepared to use any term that the child involved feels most comfortable with.
#Sharing of nudes and semi-nudes (also known as sexting or youth-produced sexual imagery) is where children share nude or semi-nude images, videos or live streams.
#Alleged perpetrator(s) and perpetrator(s) are widely used and recognised terms. However, we will think carefully about what terminology we use (especially in front of children) as, in some cases, abusive behaviour can be harmful to the perpetrator too. We will decide what’s appropriate and which terms to use on a case-by-case basis.
#Children includes everyone under the age of 18, but all; students of the School will be safeguarded. 
#The following 3 safeguarding partners are identified in Keeping Children Safe in Education (and defined in the Children Act 2004, as amended by chapter 2 of the Children and Social Work Act 2017). They will make arrangements to work together to safeguard and promote the welfare of local children, including identifying and responding to their needs: 
##The local authority (LA).
##Integrated care boards (previously known as clinical commissioning groups) for an area within the LA.
##The chief officer of police for a police area in the LA area.
#Victim is a widely understood and recognised term, but the School understands that not everyone who has been subjected to abuse considers themselves a victim, or would want to be described that way. When managing an incident, the School will be prepared to use any term that the child involved feels most comfortable with.
#Alleged perpetrator(s) and perpetrator(s) are widely used and recognised terms. However, the School will carefully consider the terminology uses (especially in front of children) as, in some cases, abusive behaviour can be harmful to the perpetrator too. The School will decide what’s appropriate and which terms to use on a case-by-case basis.


==Equality Statement==
=Equality Statement=
#Some children have an increased risk of abuse, and additional barriers can exist for some children with respect to recognising or disclosing it. The School is committed to anti-discriminatory practice and recognises children’s diverse circumstances. The School ensures that all children have the same protection, regardless of any barriers they may face.
#Some children have an increased risk of abuse, both online and offline, and additional barriers can exist for some children with respect to recognising or disclosing it. The School is committed to anti-discriminatory practice and recognises children’s diverse circumstances. The School ensures that all children have the same protection, regardless of any barriers they may face.
#We give special consideration to children who:
#Special consideration is given to children who:
##Have special educational needs or disabilities, or health conditions.  
##Have special educational needs and/or disabilities (SEND) or health conditions (see [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#Students_with_Special_Educational_Needs.2C_Disabilities_or_Health_Issues Section 19]).
##Are young carers.
##Are young carers.
##May experience discrimination due to their race, ethnicity, religion, gender identification or sexuality.  
##May experience discrimination due to their race, ethnicity, religion, gender identification or sexuality.  
##Have English as an additional language.
##Have English as an additional language.
##Are known to be living in difficult situations – for example, temporary accommodation or where there are issues such as substance abuse or domestic violence.
##Are known to be living in difficult situations – for example, temporary accommodation or where there are issues such as substance abuse or domestic violence.  
##Are at risk of FGM, sexual exploitation, forced marriage, or radicalisation.  
##Are at risk of FGM, sexual exploitation, forced marriage, or radicalisation.
##Are asylum seekers.
##Are asylum seekers.
##Are at risk due to either their own or a family member’s mental health needs.  
##Are at risk due to either their own or a family member’s mental health needs.  
##Are a 'Looked After Child' or are 'Previously Looked After'.
##Are looked after or previously looked after.
##Are missing from education.
##Are missing or absent from education for prolonged periods and/or repeat occasions.
##Whose parent/carer has expressed an intention to remove them from school to be home educated.
##Whose parent/carer has expressed an intention to remove them from school to be home educated.


==Roles and Responsibilities==
=Roles and Responsibilities=
Safeguarding and child protection is everyone’s responsibility. The below points outline the specific areas of responsibility across the School.  
#Safeguarding and child protection is everyone’s responsibility. This policy applies to all staff, volunteers and governors in the School and is consistent with the procedures of the 3 safeguarding partners. Our policy and procedures also apply to extended school and off-site activities.
#The School plays a crucial role in preventative education. This is in the context of a whole-school approach to preparing students for life in modern Britain, and a culture of zero tolerance of sexism, misogyny/misandry, homophobia, biphobia, transphobia and sexual violence/harassment. This will be underpinned by our:
##Behaviour for Learning policy.
##Pastoral support system.
##Planned programme of relationships, sex and health education (RSHE), which is inclusive and delivered regularly, tackling issues such as:
###Healthy and respectful relationships.
##Boundaries and consent.
##Stereotyping, prejudice and equality.
##Body confidence and self-esteem.
##How to recognise an abusive relationship (including coercive and controlling behaviour).
##The concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, so-called honour-based violence such as forced marriage and FGM and how to access support.
##What constitutes sexual harassment and sexual violence and why they’re always unacceptable.
 
==All Staff==
#All staff working directly with children will:
##Read and understand Part 1 and Annex B of the Department for Education’s statutory safeguarding guidance, [https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 Keeping Children Safe in Education], and review this guidance at least annually.
#All staff not working directly with children will read and understand Annex A of the Department for Education’s statutory safeguarding guidance, [https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 Keeping Children Safe in Education], and review this guidance at least annually.
#All staff will:
##Complete a declaration at the beginning of each academic year to say that they have reviewed the guidance.
##Reinforce the importance of online safety, where possible, when communicating with parents and carers. This includes making parents and carers aware of what we ask children to do online (e.g. sites they need to visit or who they’ll be interacting with online).
##Provide a safe space for students who are LGBTQ+ to speak out and share their concerns.
#All staff will be aware of:
##School systems which support safeguarding, including this child protection and safeguarding policy, the Staff Code of Conduct, the role and identity of the Designated Safeguarding Lead (DSL) and Deputies, the Behaviour for Learning policy, the Drugs and Alcohol policy, the eSafety Policy, and the safeguarding response to children who go missing from education.
##The Early Help Assessment (EHA) process and their role in it, including identifying emerging problems, liaising with the DSL, and sharing information with other professionals to support early identification and assessment.
##The process for making referrals to local authority children’s social care and for statutory assessments that may follow a referral, including the role they might be expected to play.
##What to do if they identify a safeguarding issue or a child tells them they are being abused or neglected, including specific issues such as FGM, and how to maintain an appropriate level of confidentiality while liaising with relevant professionals.
##The signs of different types of abuse and neglect, as well as specific safeguarding issues, such as child-on-child abuse, child sexual exploitation (CSE), child criminal exploitation (CCE), indicators of being at risk from or involved with serious violent crime, FGM, radicalisation and serious violence (including that linked to county lines).
##The importance of reassuring victims that they are being taken seriously and that they will be supported and kept safe.
##The fact that children can be at risk of harm inside and outside of their home, at school and online.
##The fact that children who are (or who are perceived to be) lesbian, gay, bi or trans (LGBTQ+) can be targeted by other children.
##What to look for to identify children who need help or protection.
#[https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#Training Section 25: Training] and Appendix 3-14 detail how staff are supported to achieve the above.


ALL STAFF
==The Designated Safeguarding Lead (DSL)==
#The School will ensure, through regular briefings and by other means, that every member of staff and person working on behalf of the School:
#The DSL is a member of the Leadership Team. Our DSL is Mark Brunker, Deputy Headteacher (Pastoral). The DSL takes lead responsibility for child protection and wider safeguarding in the school. This includes online safety, and understanding filtering and monitoring processes on school devices and school networks to keep students safe online.
##Knows the name of the DSL and Deputy DSL(s) in addition to their role and responsibility
#During term time, the DSL will be available during school hours for staff to discuss any safeguarding concerns.
##Has read and understood part 1 and Annex B of [https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 Keeping Children Safe in Education] - DfE, 2022, and will review it annually. The School has made the decision that every member of staff will read Part 1 as opposed to Annex A.
#The DSL can also be contacted out of school hours, if necessary, by emailing mark.brunker@bourne-grammar.lincs.sch.uk  
##Has an individual responsibility to refer Safeguarding (Child Protection) concerns
#When the DSL is absent, the Deputies will act as cover:  
##Knows what to do if a child tells them that he/she is being abused or neglected (appendix 5) and [https://www.gov.uk/government/publications/what-to-do-if-youre-worried-a-child-is-being-abused--2 What to do if you are worried that a child is being abused – Advice for practitioners].
##Flo Leftley-Gynn (Safeguarding Officer)
##Reinforces the importance of online safety when communicating with parents. This includes making parents aware of what we ask children to do online (e.g. sites they need to visit or who they’ll be interacting with online)
##Mary Ford (Student Manager)
##Provides a safe space for pupils who are LGBT to speak out and share their concerns.
##Sarah Shales (Head of Sixth Form)
##Will receive training at the point of induction and at regular intervals as required, but at least annually, so that they know:
##Steve Chamberlain (Head of Year 7)
###Their personal responsibility/code of conduct/teaching standards.
#If the DSL and Deputies are not available, Alastair Anderson, Headteacher, will coordinate any necessary safeguarding response.
###School and LSCB child protection procedures and how to access them.
#The DSL will be given the time, funding, training, resources and support to:
###The signs of different types of abuse and neglect, as well as specific safeguarding issues, such as child sexual exploitation (CSE), indicators of being at risk from or involved with serious violent crime (including anything linked to County Lines), FGM and radicalisation.  
##Provide advice and support to other staff on child welfare and child protection matters.
###The need to be vigilant in identifying cases of abuse at the earliest opportunity.
##Take part in strategy discussions and inter-agency meetings and/or support other staff to do so.
###How to support and respond to a child who discloses significant harm, including specific issues such as FGM, and how to maintain an appropriate level of confidentiality while liaising with relevant professionals.
##Contribute to the assessment of children.
###Their role in the Early Help Process.
##Refer suspected cases, as appropriate, to the relevant body (local authority children’s social care, Channel programme, Disclosure and Barring Service, and/or police), and support staff who make such referrals directly.
###Their duty concerning unsafe practices in regard to children by a colleague or any other adult that works with children.
##Have a good understanding of harmful sexual behaviour.  
###That children can be at risk of harm inside and outside of their home, at school and online.
##Have a good understanding of the filtering and monitoring systems and processes in place at the school.
###That children who are (or who are perceived to be) lesbian, gay, bi or trans (LGBT) can be targeted by other children.
#The DSL will also:
###What to look for to identify children who need help or protection
##Keep the Headteacher informed of any issues.
THE SCHOOL
##Liaise with local authority case managers and designated officers for child protection concerns as appropriate.
#The School will:
##Understand the local response to sexual violence and sexual harassment with police and local authority children’s social care colleagues to prepare the School’s policies.
##Undertake appropriate discussion with parents prior to involvement with other agencies unless the circumstances preclude this.
##Be confident that they know what local specialist support is available to support all children involved (including victims and alleged perpetrators) in sexual violence and sexual harassment, and be confident as to how to access this support.
##Work to develop effective links with relevant agencies in relation to Safeguarding (Child Protection).
##Be aware that children must have an ‘appropriate adult’ to support and help them in the case of a police investigation or search.  
##Ensure that, where there are unmet needs, an Early Help discussion is initiated. Advice may be sought from the [http://microsites.lincolnshire.gov.uk/children/practitioners/team-around-the-child/contacts/107481.article Early Help Consultants] in the locality.
#The full responsibilities of the DSL and Deputies are set out in their job descriptions.
##Complete reports and send representatives to case conferences, core groups and Child Protection review meetings.
##Follow Lincolnshire’s policy and statutory guidance on Children Missing Education (CME).
##Ensure all staff in scope of the [https://www.gov.uk/government/publications/disqualification-under-the-childcare-act-2006 Disqualification by Association 'Disqualification Under the Childcare Act 2006]' have completed a Disqualification Declaration.
##Ensure that all staff are aware of their duties under the [https://www.gov.uk/government/publications/mandatory-reporting-of-female-genital-mutilation-procedural-information Serious Crimes Act 2015] to report known instances of female genital mutilation (FGM) to the police via the 101 number
##Ensure all staff have the skills, knowledge and understanding necessary to keep looked after children safe.
##Notify an allocated social worker if:
###A student subject to a Child Protection Plan (CPP) is excluded (fixed-term or permanent).
###There is an unexplained absence of a pupil on a CPP of more than 2 days or 1 day following a weekend, or as agreed as part of a CPP.
##Ensure that all students are taught about safeguarding, including online safety and relationships an sex education.
DESIGNATED SAFEGUARDING LEAD
#DSL Responsibilities:
##The DSL will disclose any information about a pupil to other members of staff on a need-to-know basis.
##The DSL is a member of the senior leadership team and takes lead responsibility for child protection and wider safeguarding
##During term time, the DSL will be available during school hours for staff to discuss any safeguarding concerns.
##When the DSL is absent, the DSL(s) will act as cover, but the DSL will always be contactable remotely when needed.
##The overarching role of the DSL is to: manage referrals; work with all stakeholders regarding safeguarding issues; raise awareness and plan for the delivery of safeguarding training; transfer child protection files to other schools/colleges.
##The DSL will be given the time, funding, training, resources and support to:
###Provide advice and support to other staff on child welfare and child protection matters.
###Take part in strategy discussions and inter-agency meetings and/or support other staff to do so.
###Contribute to the assessment of children.
###Refer suspected cases, as appropriate, to the relevant body (local authority children’s social care, Channel programme, Disclosure and Barring Service, and/or police), and support staff who make such referrals directly.
###Have a good understanding of harmful sexual behaviour.
###Discuss the local response to sexual violence and sexual harassment with police and local authority children’s social care colleagues to prepare the school’s policies.
###Be confident that they know what local specialist support is available to support all children involved (including victims and alleged perpetrators) in sexual violence and sexual harassment, and be confident as to how to access this support  
###Be aware that children must have an ‘appropriate adult’ to support and help them in the case of a police investigation or search  
##The DSL will also keep the Headteacher informed of any issues, and liaise with local authority case managers and designated officers for child protection concerns as appropriate.
HEADTEACHER
#The headteacher is responsible for the implementation of this policy, including:
##Ensuring that staff (including temporary staff) and volunteers:
###Are informed of our systems which support safeguarding, including this policy, as part of their induction.
###Understand and follow the procedures included in this policy, particularly those concerning referrals of cases of suspected abuse and neglect.
##Communicating this policy to parents/carers when their child joins the school and via the school website.
##Ensuring that the DSL has appropriate time, funding, training and resources, and that there is always adequate cover if the DSL is absent.
##Ensuring that all staff undertake appropriate safeguarding and child protection training, and updating the content of the training regularly
##Acting as the ‘case manager’ in the event of an allegation of abuse made against another member of staff or volunteer, where appropriate.
##Making decisions regarding all low-level concerns, though they may wish to collaborate with the DSL on this


GOVERNING BODY
==The Governing Body==
#The governing body will:
#The Governing Body will:
##Facilitate a whole-school approach to safeguarding, ensuring that safeguarding and child protection are at the forefront of, and underpin, all relevant aspects of process and policy development.
##Facilitate a whole-school approach to safeguarding, ensuring that safeguarding and child protection are at the forefront of, and underpin, all relevant aspects of process and policy development.
##Evaluate and approve this policy at each review, ensuring it complies with the law, and hold the headteacher to account for its implementation.
##Evaluate and approve this policy at each review, ensuring it complies with the law, and hold the Headteacher to account for its implementation.
##Be aware of its obligations under the Human Rights Act 1998, the Equality Act 2010 (including the Public Sector Equality Duty), and the School’s local multi-agency safeguarding arrangements.  
##Be aware of its obligations under the Human Rights Act 1998, the Equality Act 2010 (including the Public Sector Equality Duty), and the School’s local multi-agency safeguarding arrangements.  
##Appoint a link governor to monitor the effectiveness of this policy in conjunction with the full governing body. This is always a different person from the DSL.
##Appoint a Link Governor to monitor the effectiveness of this policy in conjunction with the full Governing Body. This is always a different person from the DSL.
#Read Keeping Children Safe in Education (2022) in its entirety.  
##Ensure all staff undergo safeguarding and child protection training, including online safety, and that such training is regularly updated and is in line with advice from the safeguarding partners.
#Carry out an annual review of the Safeguarding policy and procedures, ensuring they comply with the law and hold the Headteacher to account for its implementation.
##Ensure that the School has appropriate filtering and monitoring systems in place, and review their effectiveness. This includes:
#Carry out an annual Safeguarding Audit in consultation with the Governing Body, sharing this with the LSCB/Safeguarding in Schools team on request.
###Making sure that the Leadership Team and staff are aware of the provisions in place, and that they understand their expectations, roles and responsibilities around filtering and monitoring as part of safeguarding training.
#The governing body will make sure:
###Reviewing the  [https://www.gov.uk/guidance/meeting-digital-and-technology-standards-in-schools-and-colleges/filtering-and-monitoring-standards-for-schools-and-colleges DfE’s Filtering and Monitoring Standards], and discussing with IT staff and service providers what needs to be done to support the School in meeting these standards.
##The DSL has the appropriate status and authority to carry out their job, including additional time, funding, training, resources and support.  
##Make sure:
##Online safety is a running and interrelated theme within the whole-school approach to safeguarding and related policies.  
###The DSL has the appropriate status and authority to carry out their job, including additional time, funding, training, resources and support.  
##The leadership team and relevant staff are aware of and understand the IT filters and monitoring systems in place, manage them effectively and know how to escalate concerns.  
###Online safety is a running and interrelated theme within the whole-school approach to safeguarding and related policies.  
##The school has procedures to manage any safeguarding concerns (no matter how small) or allegations that do not meet the harm threshold (low-level concerns) about staff members (including supply staff, volunteers and contractors).
###The DSL has lead authority for safeguarding, including online safety and understanding the filtering and monitoring systems and processes in place.  
##That this policy reflects that children with SEND, or certain medical or physical health conditions, can face additional barriers to any abuse or neglect being recognised     
###The School has procedures to manage any safeguarding concerns (no matter how small) or allegations that do not meet the harm threshold (low-level concerns) about staff members (including supply staff, volunteers and contractors). See [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#APPENDIX_1:_Allegations_against_staff_.28including_low-level_concerns.29 Appendix 1] for further details.  
#The chair of governors will act as the ‘case manager’ in the event that an allegation of abuse is made against the headteacher, where appropriate.
###That this policy reflects that children with SEND, or certain medical or physical health conditions, can face additional barriers to any abuse or neglect being recognised.    
ALTERNATIVE PROVISION
##Where another body is providing services or activities (regardless of whether or not the children who attend these services/activities are children on the School roll):
#The School is committed to safeguarding children even if they are placed in alternative provision for a period of time within the school day/week. Written reassurance is sought to ensure the Alternative Provision provider has acceptable safeguarding practices in place including; their response to concerns about a child; safer recruitment processes; attendance and child missing education procedures; and appropriate information sharing procedures. The School will also obtain a written statement from the provider that they have completed all the vetting and barring checks that are necessary on their staff.
###Seek assurance that the other body has appropriate safeguarding and child protection policies/procedures in place, and inspect them if needed.
#When organising work placements the school will ensure that the placement provider has policies and procedures in place to safeguard pupils.
###Make sure there are arrangements for the body to liaise with the school about safeguarding arrangements, where appropriate.
###Make sure that safeguarding requirements are a condition of using the school premises, and that any agreement to use the premises would be terminated if the other body fails to comply.
#The Chair of Governors will act as the ‘case manager’ in the event that an allegation of abuse is made against the Headteacher, where appropriate.  
#All governors will read Keeping Children Safe in Education in its entirety.
 
==The Headteacher==
 
The Headteacher is responsible for the implementation of this policy, including ensuring that staff (and temporary staff) and volunteers:
#Are informed of the School's systems which support safeguarding, including this policy, as part of their induction.
#Understand and follow the procedures included in this policy, particularly those concerning referrals of cases of suspected abuse and neglect.
#Communicating this policy to parents/carers when their child joins the School and via the School website.
#Ensuring that the DSL has appropriate time, funding, training and resources, and that there is always adequate cover if the DSL is absent.
#Acting as the ‘case manager’ in the event of an allegation of abuse made against another member of staff or volunteer, where appropriate. See [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#APPENDIX_1:_Allegations_against_staff_.28including_low-level_concerns.29 Appendix 1] for full details.
#Making decisions regarding all low-level concerns, though they may wish to collaborate with the DSL on this.
 
=Confidentiality=
#The School will follow the below confidentiality principles in addition to our GDPR: Data Protection policy:
##Timely information sharing is essential to effective safeguarding.
##Fears about sharing information must not be allowed to stand in the way of the need to promote the welfare, and protect the safety, of children.
##The Data Protection Act (DPA) 2018 and UK GDPR do not prevent, or limit, the sharing of information for the purposes of keeping children safe.
##If staff need to share ‘special category personal data’, the DPA 2018 contains ‘safeguarding of children and individuals at risk’ as a processing condition that allows practitioners to share information without consent if: it is not possible to gain consent; it cannot be reasonably expected that a practitioner gains consent; or if to gain consent would place a child at risk.
##Staff should never promise a child that they will not tell anyone about a report of abuse, as this may not be in the child’s best interests.
##If a victim asks the school not to tell anyone about the sexual violence or sexual harassment:
###There’s no definitive answer, because even if a victim doesn’t consent to sharing information, staff may still lawfully share it if there’s another legal basis under the UK GDPR that applies.
###The DSL will have to balance the victim’s wishes against their duty to protect the victim and other children.
###The DSL should consider that:
####Parents or carers should normally be informed (unless this would put the victim at greater risk).
####The basic safeguarding principle is: if a child is at risk of harm, is in immediate danger, or has been harmed, a referral should be made to  local authority children’s social care.
####Rape, assault by penetration and sexual assault are crimes. Where a report of rape, assault by penetration or sexual assault is made, this should be referred to the police. While the age of criminal responsibility is 10, if the alleged perpetrator is under 10, the starting principle of referring to the police remains.
##Regarding anonymity, all staff will:
###Be aware of anonymity, witness support and the criminal process in general where an allegation of sexual violence or sexual harassment is progressing through the criminal justice system.
###Do all they reasonably can to protect the anonymity of any children involved in any report of sexual violence or sexual harassment, for example, carefully considering which staff should know about the report, and any support for children involved.
###Consider the potential impact of social media in facilitating the spreading of rumours and exposing victims’ identities.
##The government’s [https://www.gov.uk/government/publications/safeguarding-practitioners-information-sharing-advice information sharing advice for safeguarding practitioners] includes 7 ‘golden rules’ for sharing information, and will support staff who have to make decisions about sharing information.
##If staff are in any doubt about sharing information, they should speak to the DSL (or deputy).
#Confidentiality is also addressed in this policy with respect to record-keeping in [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#Record-keeping Section 24] and allegations of abuse against staff in [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#APPENDIX_1:_Allegations_against_staff_.28including_low-level_concerns.29 Appendix 1].
 
=Recognising Abuse and Taking Action=
==Immediate Action==
#Staff, volunteers and governors must follow the procedures set out below in the event of a safeguarding issue.
#If a child is suffering or likely to suffer harm, or in immediate danger:
##Make a referral to children’s social care and/or the police (999) immediately if you believe a child is suffering or likely to suffer from harm, or is in immediate danger. Anyone can make a referral.
##Tell the DSL as soon as possible if you make a referral directly.
#If you believe that a child or adult may be a victim of neglect, abuse or cruelty:
##Tell the DSL or Deputies.
##The DSL or a Deputy assess the situation and contact Lincolnshire Children's safeguarding - 01522 782111 (Monday to Friday, 8am to 6pm) or 01522 782333 (outside office hours) if appropriate. Anyone can contact Lincolnshire Children's services - it does not have to be a DSL.
#The following link to the GOV.UK webpage provides further information on reporting child abuse to the local council: [https://www.gov.uk/report-child-abuse-to-local-council Report Child Abuse to Local Council].
 
==If a child makes a disclosure to you==
#If a child discloses a safeguarding issue to you, you should:
##Listen to and believe them. Allow them time to talk freely and do not ask leading questions.
##Stay calm and do not show that you are shocked or upset.
##Tell the child they have done the right thing in telling you. Do not tell them they should have told you sooner.
##Explain what will happen next and that you will have to pass this information on. Do not promise to keep it a secret.
##Write up your conversation on [https://login.thesafeguardingcompany.com/Identity/Account/Login?ReturnUrl=%2F MyConcern] as soon as possible in the child’s own words. Stick to the facts, and do not put your own judgement on it. Mark the concern as 'urgent' if you feel a DSL or a Deputy needs to respond urgently, or speak to them in person without delay.
##If you do not have access to MyConern pass your physical write-up to the DSL or Deputy DSL in person.  
##If it is not possible to contact a DSL, you may make a referral to children’s social care and/or the police directly, updating the DSL as soon as possible that you have done so.
##Aside from these people, do not disclose the information to anyone else unless told to do so by a relevant authority involved in the safeguarding process.
#Bear in mind that some children may:
##Not feel ready, or know how to tell someone that they are being abused, exploited or neglected.
##Not recognise their experiences as harmful.
##Feel embarrassed, humiliated or threatened. This could be due to their vulnerability, disability, sexual orientation and/or language barriers.
#None of this should stop you from having a ‘professional curiosity’ and speaking to the DSL if you have concerns about a child.
 
==If you have a non-urgent concern about a child ==
#Follow this [[https://ext-policies.bourne-grammar.lincs.sch.uk/images/b/b0/Safeguarding_Procedures_Flow_Chart.pdf Flow Chart]] if you have a non-urgent concern about a child (as opposed to believing a child is suffering or likely to suffer from harm, or is in immediate danger).
#Where possible, speak to the DSL first to agree a course of action.
#If in exceptional circumstances the DSL is not available, this should not delay appropriate action being taken. Speak to a member of the senior leadership team and/or take advice from local authority children’s social care. You can also seek advice at any time from the NSPCC helpline on 0808 800 5000. Share details of any actions you take with the DSL as soon as practically possible.
#Make a referral to local authority children’s social care directly, if appropriate (see [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#Referral ‘Referral’]). Share any action taken with the DSL as soon as possible.
 
==Early Help Assessment==
#If an early help assessment is appropriate, the DSL will generally lead on liaising with other agencies and setting up an inter-agency assessment as appropriate. #Staff may be required to support other agencies and professionals in an early help assessment, in some cases acting as the lead practitioner.
#The School will discuss and agree, with statutory safeguarding partners, levels for the different types of assessment, as part of local arrangements.
#The DSL will keep the case under constant review and the School will consider a referral to local authority children’s social care if the situation does not seem to be improving. Timelines of interventions will be monitored and reviewed.
#Early Help is defined as anything that supports children, young people, and their families to achieve their potential, by either preventing difficulties, or stopping those getting worse.
#Early Help is about providing the right help, at the right time, in the right place. Our belief is that children and young people are best supported by people they know and trust.
#All children and young people may need extra help and support at some point in their lives. All of us are committed to continuing to identify and provide support to children and young people who are at risk of poor health and wellbeing.
#The School will identify who their vulnerable children are, ensuring all staff and volunteers know the processes to secure advice, help and support where needed.
#The School will refer to the [http://www.lincolnshire.gov.uk/tac guidance for Early Help] or seek help via [email protected] or [email protected].
#The [https://lincolnshire.fsd.org.uk/kb5/lincs/fsd/home.page Family Services Directory] is a useful tool when discussing early help in addition to the [https://www.lincolnshire.gov.uk/downloads/file/6333/early-help-strategy Lincolnshire Early Help Strategy].
 
==Referral==
#If it is appropriate to refer the case to local authority children’s social care or the police, the DSL will make the referral or support you to do so.
#If you make a referral directly, you must tell the DSL as soon as possible. You can contact Lincolnshire Children's Safeguarding Team on 01522 782111 (Monday to Friday, 8am to 6pm) or 01522 782333 (outside office hours) if appropriate. Anyone can contact Lincolnshire Children's services.
#The local authority will make a decision within 1 working day of a referral about what course of action to take and will let the person who made the referral know the outcome. The DSL or person who made the referral must follow up with the local authority if this information is not made available, and ensure outcomes are properly recorded.
#If the child’s situation does not seem to be improving after the referral, the DSL or person who made the referral must follow local escalation procedures to ensure their concerns have been addressed and that the child’s situation improves.
#The School will follow the [https://lincolnshirescb.proceduresonline.com/files/joint_pr_esc.pdf?zoom_highlight=Escalation#search=%22Escalation%22 Lincolnshire LSCP Professional Resolution & Escalation Protocol]. This allows us to open up a dialogue with other professionals and resolve any issues in an open and honest approach and in the best interests of the child.
 
=Reporting FGM or Suspected FGM=
#Keeping Children Safe in Education explains that FGM comprises “all procedures involving partial or total removal of the external female genitalia, or other injury to the female genital organs”.
#FGM is illegal in the UK and a form of child abuse with long-lasting, harmful consequences. It is also known as ‘female genital cutting’, ‘circumcision’ or ‘initiation’.
#Possible indicators that a student has already been subjected to FGM, and factors that suggest a student may be at risk, are set out in [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#APPENDIX_11:_So-called_.E2.80.98honour-based.E2.80.99_abuse Appendix 11] of this policy.
#Any teacher who either:
##Is informed by a girl under 18 that an act of FGM has been carried out on her; or
##Observes physical signs which appear to show that an act of FGM has been carried out on a girl under 18 and they have no reason to believe that the act was necessary for the girl’s physical or mental health or for purposes connected with labour or birth.
#Must immediately report this to the police, personally. This is a mandatory statutory duty, and teachers will face disciplinary sanctions for failing to meet it.
#Unless they have been specifically told not to disclose, they should also discuss the case with the DSL and involve children’s social care as appropriate.
#Any other member of staff who discovers that an act of FGM appears to have been carried out on a student under 18 must speak to the DSL and follow the local safeguarding procedures.
#The duty for teachers mentioned above does not apply in cases where a student is at risk of FGM or FGM is suspected but is not known to have been carried out. Staff should not examine students.
#Any member of staff who suspects a student is at risk of FGM or suspects that FGM has been carried out or discovers that a student aged 18 or over appears to have been a victim of FGM should speak to the DSL and follow local safeguarding procedures.
#Further guidance can be found here: [https://www.gov.uk/government/publications/mandatory-reporting-of-female-genital-mutilation-procedural-information Mandatory reporting of female genital mutilation: procedural information - GOV.UK (www.gov.uk)].
 
=Concerns about Extremism=
#If a child is not suffering or likely to suffer from harm, or in immediate danger, where possible speak to the DSL first to agree a course of action.
#If in exceptional circumstances the DSL is not available, this should not delay appropriate action being taken. Speak to a member of the senior leadership team and/or seek advice from local authority children’s social care. Make a referral to local authority children’s social care directly, if appropriate (see ‘Referral’ above). #Inform the DSL or deputy as soon as practically possible after the referral.
#Where there is a concern, the DSL will consider the level of risk and decide which agency to make a referral to. This could include [https://www.gov.uk/government/publications/channel-guidance Channel], the government’s programme for identifying and supporting individuals at risk of being drawn into terrorism, or the local authority children’s social care team.
#The DfE also has a dedicated telephone helpline, 020 7340 7264, which school staff and governors can call to raise concerns about extremism with respect to a student. You can also email [email protected]. Note that this is not for use in emergency situations.
#In an emergency, call 999 or the confidential anti-terrorist hotline on 0800 789 321 if you:
##Think someone is in immediate danger.
##Think someone may be planning to travel to join an extremist group.
##See or hear something that may be terrorist-related.


==Prevention==
=Concerns about Mental Health=
#The school plays a crucial role in preventative education. This is in the context of a whole-school approach to preparing pupils for life in modern Britain, and a culture of zero tolerance of sexism, misogyny/misandry, homophobia, biphobia and sexual violence/harassment. This will be underpinned by our:
#Mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation.  
##Behaviour policy.  
#Staff will be alert to behavioural signs that suggest a child may be experiencing a mental health problem or be at risk of developing one.
##Pastoral support system.
#If you have a mental health concern about a child that is also a safeguarding concern, take immediate action by following the steps in [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#Immediate_Action Section 9.1].  
##Planned programme of relationships, sex and health education (RSHE), which is inclusive and delivered regularly, tackling issues such as:  
#If you have a mental health concern that is not also a safeguarding concern, speak to the DSL to agree a course of action.  
###Healthy and respectful relationships.  
#The School is mindful of the [https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2 Department for Education's Guidance on Mental Health and Behaviour in Schools].
###Boundaries and consent.  
 
###Stereotyping, prejudice and equality.  
=Concerns about a Staff Member, Supply Teacher, Volunteer or Contractor=
###Body confidence and self-esteem.  
#If you have concerns about a member of staff (including a supply teacher, volunteer or contractor), or an allegation is made about a member of staff (including a supply teacher, volunteer or contractor) posing a risk of harm to children, speak to the Headteacher as soon as possible. If the concerns/allegations are about the Headteacher, speak to the Chair of Governors.  
###How to recognise an abusive relationship (including coercive and controlling behaviour).
#The Headteacher/Chair of Governors will then follow the procedures set out in [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#APPENDIX_11:_So-called_.E2.80.98honour-based.E2.80.99_abuse Appendix 1].
###The concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, so-called honour-based violence such as forced marriage and female genital mutilation (FGM) and how to access support .
#Where you believe there is a conflict of interest in reporting a concern or allegation about a member of staff (including a supply teacher, volunteer or contractor) to the Headteacher, report it directly to the local authority designated officer (LADO).
###What constitutes sexual harassment and sexual violence and why they’re always unacceptable.  
#If you receive an allegation relating to an incident where an individual or organisation was using the School premises for running an activity for children, follow the School's safeguarding policies and procedures, informing the DSL and the LADO.  
#The School will establish an ethos where:
#The LADO can be contacted on: 01522 554674 or through [email protected].
##Students feel secure in a safe environment in which they can learn and develop.
#A [https://www.lincolnshire.gov.uk/safeguarding/lscp/7 Referral Form for the LADO] should be completed in addition to any phone call.
##Students know that there are adults in the School who they can approach if worried or in difficulty.
 
##Adequate signposting to external sources of support and advice is in place for staff, parents and students. Childline posters are displayed throughout the School.  
=Allegations about Child-on-child Abuse=
##Importance and prioritisation is given to equipping students with the skills needed to stay safe, including providing opportunities for Personal, Social and Health Education.
#The School recognises that children are capable of abusing their peers. Abuse will never be tolerated or passed off as “banter”, “just having a laugh” or “part of growing up”, as this can lead to a culture of unacceptable behaviours and an unsafe environment for students.
##Students develop realistic attitudes to their responsibilities in adult life and learn how to recognise healthy/unhealthy relationships.  
#We also recognise the gendered nature of child-on-child abuse. However, all child-on-child abuse is unacceptable and will be taken seriously.  
##Students are aware of risk management (online and offline) and can judge what type of physical contact is acceptable and unacceptable.
#Most cases of students hurting other students will be dealt with under the School’s Behaviour for Learning policy, but this safeguarding policy will apply to any allegations that raise safeguarding concerns. This might include where the alleged behaviour:
##Students can recognise when pressure from others, including people they know, threatens their personal safety and well-being. Students are supported in developing strategies to resist pressure.  
##Is serious, and potentially a criminal offence.
##All adults feel comfortable and supported to draw safeguarding issues to the attention of the Designated Safeguarding Lead (DSL) and are able to pose safeguarding questions with 'respectful uncertainty' as part of their shared responsibility to safeguard children (‘Think the unthinkable’) [https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 Keeping Children Safe in Education] - DfE, 2022.  
##Could put students in the school at risk.
##Emerging themes are proactively addressed and shared with the local authority and LSCB to ensure a coherent approach so that multi-agency awareness and strategies are developed.  
##Is violent.
##There is a proactive approach to substance misuse. Issues of drugs and substance misuse are recorded and there is a standalone policy which is robustly delivered throughout the School.
##Involves students being forced to use drugs or alcohol.
##Support and planning for young people in custody and their resettlement back into the School community is undertaken, where necessary, as part of our inclusive approach.
##Involves sexual exploitation, sexual abuse or sexual harassment, such as indecent exposure, sexual assault, upskirting or sexually inappropriate pictures or videos (including the sharing of nudes and semi-nudes. For further information, read [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#Sharing_of_Nudes_and_Semi-Nudes_.28.E2.80.98sexting.E2.80.99.29 Section 15], and [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#APPENDIX_2:_Types_of_Abuse Appendix 2], [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#APPENDIX_7:_Child_sexual_exploitation 7], [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#APPENDIX_8:_Child-on-child_abuse 8] and [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#APPENDIX_13:_Sexual_violence_and_sexual_harassment_between_children_in_schools 13].
##It works in accordance with ‘[https://www.gov.uk/government/publications/working-together-to-safeguard-children--2 Working Together to Safeguard Children 2018'] and supports the Lincolnshire Local Safeguarding Children’s Board (LSCB) Continuum of Need (see [[#APPENDIX 2 - Continuum of need|Appendix 2]]) to ensure children and young people receive the most appropriate referral and can access provision; actively supporting multi-agency planning for those children and, in doing so, providing information about the ‘voice of the child’ and the child’s lived experience as evidenced by observations or information provided through the multi-agency forum.
#See [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#APPENDIX_8:_Child-on-child_abuse Appendix 8] for more information on Child-on-child abuse.
##Our School’s arrangements for consulting with, listening and responding to students are shared with staff and scrutinised by Governors.
 
##There is a commitment to the continuous development of staff with regard to safeguarding training.
==Procedures for dealing with allegations of child-on-child abuse==
###All staff follow the LSCB 6-year training pathway (see [[#APPENDIX 6 - 6-year Safeguarding Pathway|Appendix 6]]) and receive a safeguarding update as part of their induction, and safeguarding training at least annually to enable them to understand and fulfil their safeguarding responsibilities effectively. Staff also receive weekly Safeguarding briefings.  
If a student makes an allegation of abuse against another student:
###All staff will have training on the government’s anti-radicalisation strategy, Prevent, to enable them to identify children at risk of being drawn into terrorism and to challenge extremist ideas.
#You must record the allegation and tell the DSL, but do not investigate it.
###Volunteers will receive appropriate training, if applicable (e.g. DofE volunteers).
#The DSL or a Deputy will make a decision about contacting the local authority children’s social care team for advice, as well as the police if the allegation involves a potential criminal offence.
###The DSL(s) completes training at least every 2 years to help them understand their role and responsibilities.
#The DSL or a Deputy will consider conducting a risk assessment and implementing a support plan for all children involved (including the victim(s), the child(ren) against whom the allegation has been made and any others affected) with a named person they can talk to if needed. This will include considering school transport as a potentially vulnerable place for a victim or alleged perpetrator(s).
###The DSL also follows the LSCB 6-year training pathway and attends the LSCB Inter-Agency Safeguarding training.
#The DSL or a Deputy will contact the children and adolescent mental health services (CAMHS), if appropriate.
###Bourne Grammar School has three Deputy DSLs who are trained to the same standard as the DSL.
#If the incident is a criminal offence and there are delays in the criminal process, the DSL or a Deputy will work closely with the police (and other agencies as required) while protecting children and/or taking any disciplinary measures against the alleged perpetrator. The School will ask the police if we have any questions about the investigation.
###The DSL, and/or Deputy remain up to date with any emerging concerns/themes in Lincolnshire.
 
###All Governors receive training about safeguarding, to make sure they have the knowledge and information needed to perform their functions and understand their responsibilities.
==Creating a supportive environment in school and minimising the risk of child-on-child abuse==
#The School recognises the importance of taking proactive action to minimise the risk of child-on-child abuse, and of creating a supportive environment where victims feel confident in reporting incidents.  
#To achieve this, we will:
##Challenge any form of derogatory or sexualised language or inappropriate behaviour between peers, including requesting or sending sexual images.
##Be vigilant to issues that particularly affect different genders – for example, sexualised or aggressive touching or grabbing towards female students, and initiation or hazing type violence with respect to boys.
##Ensure our curriculum helps to educate students about appropriate behaviour and consent.
##Ensure students are able to easily and confidently report abuse using our reporting systems.
##Ensure staff reassure victims that they are being taken seriously.  
##Be alert to reports of sexual violence and/or harassment that may point to environmental or systemic problems that could be addressed by updating policies, processes and the curriculum, or could reflect wider issues in the local area that should be shared with safeguarding partners.
##Support children who have witnessed sexual violence, especially rape or assault by penetration. The School will do all it can to make sure the victim, alleged perpetrator(s) and any witnesses are not bullied or harassed.
##Consider intra-familial harms and any necessary support for siblings following a report of sexual violence and/or harassment. 
##Ensure staff are trained to understand:
###How to recognise the indicators and signs of child-on-child abuse, and know how to identify it and respond to reports.
###That even if there are no reports of child-on-child abuse in school, it does not mean it is not happening – staff should maintain an attitude of “it could happen here”.
###That if they have any concerns about a child’s welfare, they should act on them immediately rather than wait to be told, and that victims may not always make a direct report. For example:
####Children can show signs or act in ways they hope adults will notice and react to.
####A friend may make a report.  
####A member of staff may overhear a conversation.  
####A child’s behaviour might indicate that something is wrong.
####That certain children may face additional barriers to telling someone because of their vulnerability, disability, gender, ethnicity and/or sexual orientation.
####That a student harming a peer could be a sign that the child is being abused themselves, and that this would fall under the scope of this policy.
####The important role they have to play in preventing child-on-child abuse and responding where they believe a child may be at risk from it.
####That they should speak to the DSL if they have any concerns.
####That social media is likely to play a role in the fall-out from any incident or alleged incident, including for potential contact between the victim, alleged perpetrator(s) and friends from either side.
#The DSL will take the lead role in any disciplining of the alleged perpetrator(s). The School will provide support at the same time as taking any disciplinary action.
#Disciplinary action can be taken while other investigations are going on, e.g. by the police. The fact that another body is investigating or has investigated an incident doesn’t (in itself) prevent the School from coming to its own conclusion about what happened and taking appropriate disciplinary action. The School will consider these matters on a case-by-case basis, taking into account whether:
##Taking action would prejudice an investigation and/or subsequent prosecution – the School will liaise with the police and/or local authority children’s social care to determine this.
##There are circumstances that make it unreasonable or irrational for us to reach our own view about what happened while an independent investigation is ongoing.


==Early Identification, Recognising and Responding to Safeguarding Needs==
=Sharing of Nudes and Semi-Nudes (‘sexting’)=
#Lincolnshire has adopted an Early Intervention approach to addressing all children's needs. There is an expectation that all schools use the Early Help Assessment to identify the holistic needs of a child and seek support through the Early Help consultants or Team Around the Child coordinators.  
'''Your responsibilities when responding to an incident'''
#Bourne Grammar School acknowledges serious case review findings and shares lessons learned with all staff to help ensure best practice.
#If you are made aware of an incident involving the consensual or non-consensual sharing of nude or semi-nude images/videos (also known as ‘sexting’ or ‘youth produced sexual imagery’), you must report it to the DSL or a Deputy without delay.
#All key staff should understand the ‘[https://www.lincspcf.org.uk/DocsResource/si_id_84_wos_lcc_cwd_team_vision_document_20210226.pdf Meeting the Needs of Children in Lincolnshire'] procedures and all staff should know how to pass on any concerns no matter how trivial they seem.
#You must not:
#All staff understand the importance of reassuring 'victims' that they are being taken seriously and that they will be supported and kept safe.
##View, copy, print, share, store or save the imagery yourself, or ask a student to share or download it (if you have already viewed the imagery by accident, you must report this to the DSL or a Deputy).
#All staff understand the difference between a 'concern' about a child and 'immediate danger or at risk of harm' and know the procedures to follow for each.
##Delete the imagery or ask the student to delete it.
#If staff have any concerns about a child's welfare, they should act on them immediately and report to the DSL.
##Ask the student(s) who are involved in the incident to disclose information regarding the imagery (this is the DSL’s responsibility).  
#The DSL will use the Meeting the Needs of Children and Families in Lincolnshire 2018 document based on Signs of Safety for making safeguarding decisions to determine the threshold of concern and then will determine whether this can be dealt with within the School or whether this may require an Early Help Intervention.
##Share information about the incident with other members of staff, the student(s) it involves or their, or other, parents and/or carers.
#If the child is in immediate danger, the School must phone children's social care and/or the Police without delay. Anyone can make a referral. If an individual member of staff has to makes a direct referral, they must tell the DSL as soon as practicable
##Say or do anything to blame or shame any young people involved.
#The School knows how to identify and respond to:
#You should explain that you need to report the incident, and reassure the student(s) that they will receive support and help from the DSL or a Deputy.
##Signs/symptoms of any type of abuse, e.g. Physical, Sexual, Emotional.
'''Initial review meeting'''
##Neglect [https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/ NSPCC website].
#Following a report of an incident, the DSL or a Deputy will hold an initial review meeting with appropriate school staff – this may include the staff member who reported the incident and members of the pastoral team. This meeting will consider the initial evidence and aim to determine:  
##Drug/substance/alcohol misuse (by a student or any other member of the School community).
##Whether there is an immediate risk to student(s).  
##County Lines criminal activity and exploitation.
##If a referral needs to be made to the police and/or children’s social care.  
##Serious violent crime.
##If it is necessary to view the image(s) in order to safeguard the young person (in most cases, images or videos should not be viewed).
##Child sexual exploitation/trafficked children.
##What further information is required to decide on the best response.
##Child criminal exploitation (CCE).
##Whether the image(s) has been shared widely and via what services and/or platforms (this may be unknown).
##Children missing in education.
##Whether immediate action should be taken to delete or remove images or videos from devices or online services.
##Domestic abuse.
##Any relevant facts about the students involved which would influence risk assessment.
##Youth-Produced Sexual Imagery.
##If there is a need to contact another school, college, setting or individual.
##Child-on-child abuse.  
##Whether to contact parents or carers of the students involved (in most cases parents/carers should be involved).
##Sexual violence and harassment.
##The DSL or a Deputy will make an immediate referral to police and/or children’s social care if:
##Risky behaviours including concerns around extremism/radicalisation.
###The incident involves an adult.  
##Sexual health needs.
###There is reason to believe that a young person has been coerced, blackmailed or groomed, or if there are concerns about their capacity to consent (for example, owing to SEN).
##Obesity/malnutrition.
###What the DSL knows about the images or videos suggests the content depicts sexual acts which are unusual for the young person’s developmental stage, or are violent.
##Inclusion and diversity including SEND, HIV, LGBT pupils.
###The imagery involves sexual acts and any student in the images or videos is under 13.
##Online grooming – [https://www.thinkuknow.co.uk CEOP guidance].
###The DSL has reason to believe a student is at immediate risk of harm owing to the sharing of nudes and semi-nudes (for example, the young person is presenting as suicidal or self-harming).
##Inappropriate behaviour of staff (or other adults connected to the School) towards children.
##If none of the above apply then the DSL or a Deputy, in consultation with the Headteacher and other members of staff as appropriate, may decide to respond to the incident without involving the police or children’s social care. The decision will be made and recorded in line with the procedures set out in this policy.   
##Bullying, including homophobic, racist, gender and disability. Breaches of the [https://www.legislation.gov.uk/ukpga/2010/15/contents Equality Act 2010].
'''Further review by the DSL'''
##Self harm.
#If at the initial review stage a decision has been made not to refer to police and/or children’s social care, the DSL or a Deputy will conduct a further review to establish the facts and assess the risks.
##Female Genital Mutilation (FGM) & [https://www.gov.uk/government/publications/multi-agency-statutory-guidance-on-female-genital-mutilation multi-agency statutory guidance on FGM – April 2016].
#They will hold interviews with the students involved (if appropriate).
##Forced marriage.   
#If at any point in the process there is a concern that a student has been harmed or is at risk of harm, a referral will be made to children’s social care and/or the police immediately.  
##Honour-based abuse.
'''Informing parents/carers'''
##Looked after children.
##Homelessness.
##Children with family members in prison.
#School staff contribute to assessments along the ‘Continuum of Need’ (see Appendix 2) and actively support multi-agency planning for those children. Staff have an understanding of the Framework of Assessment of Need (see below) and make decisions based on a child’s development needs, parenting capacity and family & environmental factors.


Early Help
The DSL will inform parents/carers at an early stage and keep them involved in the process, unless there is a good reason to believe that involving them would put the student at risk of harm.  
#Early Help is the term used to describe arrangements and services that identify the need for help for children and families as soon as the problems start to emerge, or when there is a strong likelihood that problems will emerge in the future. [https://www.gov.uk/government/publications/working-together-to-safeguard-children--2 Working Together to Safeguard Children (2018)] identifies the critical features of effective Early Help as:
#A multi-disciplinary approach that brings a range of:
##Practice that empowers families and helps them to develop the capacity to resolve their own skills and expertise through a 'Team Around the Child' approach.
##A relationship with a trusted lead professional who can engage with the child and their family, and coordinate the support needed from other agencies.
##A holistic approach that addresses the child's needs in the wider family context.
##Simple, streamlined referral and assessment process.
##Early Help in Lincolnshire includes both the TAC and ESCO process. Signs of Safety is embedded throughout. ESCO is similar to the TAC process but specifically supports the care coordination of Children with Disabilities (CWD). Further information can be seen [https://professionals.lincolnshire.gov.uk/team-around-child here]. 
#What is Team Around the Child (TAC)?
TAC is a shared assessment and planning framework which is in use by a variety of agencies across the county and is employed in a similar format throughout the country. It aims to help with the early identification of additional needs of children and young people and promote a coordinated multi-agency response to meet them. A TAC can be used to support children and young people between 0–19 years, including unborn babies and can also be used with consent up to the age of 24 where a young person has a learning difficulty or disability. There are four main stages in setting up a TAC:
#Early identification of needs
##Assessing strengths and needs in a consistent and methodical framework.
##Developing and delivering an integrated service.
##Reviewing and refining the support arrangements.
#Support and guidance available.
##Refer to the LSCP website and publications (particularly 'Meeting the Needs of Children in Lincolnshire') at [https://www.lincspcf.org.uk/DocsResource/si_id_84_wos_lcc_cwd_team_vision_document_20210226.pdf the Lincolnshire Safeguarding Partnership]. 
##The following staff are available to support professionals:
###Early Help Advisors: These advisors are based within the Customer Service Centre (01522 782111).  They offer consultations to professionals for new cases where practitioners need some advice or guidance. The Advisors are qualified social workers who will advise on all levels of safeguarding and thresholds.
###Early Help Consultants provide support, advice and guidance to lead professionals on existing TAC Cases. They will use Signs of Safety methodology to map and/or quality assure cases in order to secure improved outcomes for children, young people and their families.
###TAC Administrators provide administrative support, maintain records, monitor processes, and can signpost professionals to local services.
##Further Support for Schools and Academies: In addition to the support outlined above, case supervision can be requested for all TAC cases where the Lead Professional is employed in an educational setting.
#The Designated Safeguarding Lead acts as the focal point for all matters concerning child protection and safeguarding children and young people.  One of the primary tasks is to act as the contact between the School, the family and other agencies.  Incidents of possible child abuse need to be handled with sensitivity and confidentiality, consistent with the multi-disciplinary approach.  If there is any cause for concern it is vital that information is passed to the Designated Safeguarding Lead.  In the event (following statutory investigation) of concerns proving to be unfounded, staff should not reproach themselves for having raised the issue.  In cases of this nature it is always best to share information.


==Reporting systems for our students==
'''Referring to the police'''
#We recognise the importance of ensuring pupils feel safe and comfortable to come forward and report any concerns and/or allegations.
#Students may share their concerns with any of the four Designated Safeguarding Leads if they do not feel able to speak with another member of staff. 
#Students may share concerns with any member of staff and be reassured that their concerns will be taken seriously.
#Students will be encouraged, through the tutorial programme, PSHE scheme of work and assembly programme, to support one another by sharing concerns/allegations with a member of staff. They will also be educated on the importance of standing up for what is right and protecting themselves and others by seeking support when they have concerns.
#Staff will foster strong relationships with students to help cultivate an environment where students feel safe and confident in sharing their concerns.
#All students have 1-1 SPR meetings with their form tutor to provide further opportunities to share any concerns.
#Students are able to feedback general concerns through the School Council.
#Students are able to email in their concerns as opposed to face-to-face disclosures.
#Parents are encouraged to share concerns with the School if they feel their child is not able to do so.


==Procedures and Record-keeping==
If it is necessary to refer an incident to the police, this will be done through contacting the police community support officer or by dialling 101.
#Bourne Grammar School will follow Lincolnshire’s safeguarding procedures  with reference to Lincolnshire's LSCB 'Managing Individual Cases where there are Concerns about a Child's Safety and Welfare'. ([http://lincolnshirescb.proceduresonline.com/chapters/contents.html section 4 of LSCB Inter-Agency procedures]).
#If a member of staff has a concern about a child they know that they should complete a BGS orange Safeguarding Referral Form and pass to the DSL or the Deputy. Action will be taken by the DSL and a summary of events will be recorded securely.
#The School will ensure that:
##Safeguarding information including Child Protection information is stored and handled in line with the principles of the Data Protection Act 1998 ensuring that information is:
###used fairly and lawfully;
###for limited, specifically-stated purposes;
###used in a way that is adequate, relevant and not excessive;
###accurate;
###kept for no longer than necessary;
###handled according to people’s data protection rights;
###kept safe and secure;
#[https://www.gov.uk/government/publications/data-protection-toolkit-for-schools Data Protection Toolkit].
#Any concerns about a child will be recorded in writing within 24 hours.  All records will provide a factual, evidence-based account. Timely, accurate recording of every incident/concern/activity/actions will be made, including communication with other professionals.  Records will be signed and dated.
#Hard copies of records or reports relating to Safeguarding and Child Protection concerns will be kept in a secure confidential file.  Authorisation to access electronic records will be controlled by the DSL and Headteacher.
#Safeguarding records which contain information about allegations of sexual abuse will be retained for the Independent Inquiry into Child Sexual Abuse (IICSA), for the term of the inquiry.
#There is always a DSL or Deputy DSL who can be contacted when required.
#The Policy is updated at least annually and updates are made in line with any new DfE or other government department guidance
#In the case of a child protection referral or serious injury the DSL will contact Lincolnshire Customer Service Centre without delay to report concerns and seek medical attention as necessary.
#Staff must report any concerns about adults who work with children or young people to the Headteacher or to the Chair of Governors (via the Clerk) if an allegation of abuse is made against the Headteacher. The Headteacher or Chair may seek advice from the DSL and must contact the Local Authority Designated Officer (LADO) Tel: 01522 554674 (see Section 4 of [https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 Keeping Children Safe in Education] - DfE, 2022).  The Emergency Duty Team should be contacted outside normal working hours 01522 782333.
#If the DSL is ever in any doubt about next steps they can consult with Lincolnshire Children's Services Customer Service Centre and seek advice from the Early Help Advisors.
#The DSL will keep written, signed and dated records detailing any allegation and action taken as near to the time of disclosure as possible even when no investigation is undertaken.
#Conversations with a child who discloses abuse should follow the basic principles:
##Listen rather than directly question, remain calm.
##Never stop a child who is recalling significant events.
##Make a record of discussion to include time, place, persons present and what was said (use the phrases given by the child).
##Advise that the information will have to be shared with the DSL, who may have to speak with other professionals on a need-to-know basis.
##Avoid coaching/prompting.
##Never take photographs of any injury.
##Allow time and provide a safe haven/quiet area for future support meetings.
##At no time promise confidentiality to a child or adult.
#If a child for whom the school has, or has had, safeguarding concerns moves to another school, the DSL will ensure that their child protection file is forwarded as soon as possible, securely, and separately from the main pupil file.
##To allow the new school/college to have support in place when the child arrives, this should be within:
###5 days for an in-year transfer, or within 
###The first 5 days of the start of a new term
##In addition, if the concerns are significant or complex, and/or social services are involved, the DSL will speak to the DSL of the receiving school and provide information to enable them to have time to make any necessary preparations to ensure the safety of the child.


==Confidentiality==
'''Recording incidents'''
#Timely information sharing is essential to effective safeguarding.
#Fears about sharing information must not be allowed to stand in the way of the need to promote the welfare, and protect the safety, of children.
#The Data Protection Act (DPA) 2018 and UK GDPR do not prevent, or limit, the sharing of information for the purposes of keeping children safe.
#If staff need to share ‘special category personal data’, the DPA 2018 contains ‘safeguarding of children and individuals at risk’ as a processing condition that allows practitioners to share information without consent if it is not possible to gain consent, it cannot be reasonably expected that a practitioner gains consent, or if to gain consent would place a child at risk.
#Staff should never promise a child that they will not tell anyone about a report of abuse, as this may not be in the child’s best interests.
#If a victim asks the school not to tell anyone about the sexual violence or sexual harassment:
##There’s no definitive answer, because even if a victim doesn’t consent to sharing information, staff may still lawfully share it if there’s another legal basis under the UK GDPR that applies.
##The DSL will have to balance the victim’s wishes against their duty to protect the victim and other children.
##The DSL should consider that:
##Parents or carers should normally be informed (unless this would put the victim at greater risk).
##The basic safeguarding principle is: if a child is at risk of harm, is in immediate danger, or has been harmed, a referral should be made to local authority children’s social care.
##Rape, assault by penetration and sexual assault are crimes. Where a report of rape, assault by penetration or sexual assault is made, this should be referred to the police. While the age of criminal responsibility is 10, if the alleged perpetrator is under 10, the starting principle of referring to the police remains.
#Regarding anonymity, all staff will:
##Be aware of anonymity, witness support and the criminal process in general where an allegation of sexual violence or sexual harassment is progressing through the criminal justice system.
##Do all they reasonably can to protect the anonymity of any children involved in any report of sexual violence or sexual harassment, for example, carefully considering which staff should know about the report, and any support for children involved.
##Consider the potential impact of social media in facilitating the spreading of rumours and exposing victims’ identities.
#The government’s [https://www.gov.uk/government/publications/safeguarding-practitioners-information-sharing-advice information sharing advice for safeguarding practitioners] will support staff who have to make decisions about sharing information.
#If staff are in any doubt about sharing information, they should speak to the designated safeguarding lead (or deputy).


==Supporting Vulnerable pupils at risk==
All incidents of sharing of nudes and semi-nudes, and the decisions made in responding to them, will be recorded.
#Special consideration should be given to safeguarding and protecting children that may have additional vulnerabilities, for example children that are looked after or those with special educational needs and disabilities (SEND). Additional barriers can exist to the recognition of abuse and neglect which can include:
##Assumptions that indicators of possible abuse such as behavior, mood and injury relate to the child's disability without further exploration.
##Vulnerable children being disproportionately impacted by bullying – without outwardly showing any signs.
##Communication barriers and difficulties in overcoming these barriers.
#The School will endeavour to support vulnerable pupils through:
##Its ethos which promotes a positive, supportive and secure environment; giving students a sense of feeling valued.
##Its behaviour policy aimed at supporting vulnerable pupils in School. All staff will agree a consistent approach which focuses on working to support children in developing positive behaviour.
##Liaison with other appropriate agencies which support the student.
##Developing supportive relationships.
##Recognition that children living in difficult home environments are vulnerable and are in need of support and protection.
##Monitoring student welfare, keeping accurate records and notifying appropriate agencies when necessary.
##Allowing designated staff opportunities to attend Safeguarding training.
##Ensuring information is transferred safely and securely when a student with a Safeguarding Record transfers to another school.
##Notifying key workers or social workers when a child leaves the School (as appropriate).
##Following Lincolnshire's procedures for [https://www.lincolnshire.gov.uk/safeguarding/lscp/8 Child Sexual Exploitation] including using the CSE Risk Assessment Toolkit as necessary.
#Children may need a social worker due to safeguarding or welfare needs. Children may need this help due to abuse, neglect and complex family circumstances. A child’s experiences of adversity and trauma can leave them vulnerable to further harm, as well as educationally disadvantaged in facing barriers to attendance, learning, behaviour and mental health.
#Where children need a social worker, this should inform decisions about safeguarding (for example, responding to unauthorised absence or missing education where there are known safeguarding risks) and about promoting welfare (for example, considering the provision of pastoral and/or academic support, alongside action by statutory services).


==Contextual Safeguarding==
'''Curriculum coverage'''
#The School recognises that safeguarding incidents and/or behaviours can be associated with factors outside the School and/or can occur between children outside the School.
#All staff, but especially the DSL will consider the context within which such incidents and/or behaviours occur. This is known as contextual safeguarding, which simply means assessments of children should consider whether wider environmental factors are present in a child’s life that are a threat to their safety and/or welfare.
#The School will provide as much information as possible to children’s social care as part of any referral undertaken.


==Mental Health==
#Students are taught about the issues surrounding the sharing of nudes and semi-nudes as part of our Relationship and Sex Education curriculum. Teaching covers the following in relation to the sharing of nudes and semi-nudes:
#The School is guided by [https://www.gov.uk/guidance/mental-health-and-wellbeing-support-in-schools-and-colleges The DfE's Promoting and Supporting Mental Health and Wellbeing in Schools and Colleges, 2021].
##What it is.
#All staff should also be aware that mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation.
##How it is most likely to be encountered.
#Staff are well placed to observe children day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one.  
##The consequences of requesting, forwarding or providing such images, including when it is and is not abusive and when it may be deemed as online sexual harassment
#If staff have a mental health concern about a child that is also a safeguarding concern, immediate action should be taken by speaking to the designated safeguarding lead or a deputy.
##Issues of legality.
##The risk of damage to people’s feelings and reputation.
#Students also learn the strategies and skills needed to manage:
##Specific requests or pressure to provide (or forward) such images.
##The receipt of such images.


==Online Safety==
=Online Safety and the Use of Mobile Technology=
#We recognise the importance of safeguarding children from potentially harmful and inappropriate online material, and we understand that technology is a significant component in many safeguarding and wellbeing issues.  
#The School recognises the importance of safeguarding children from potentially harmful and inappropriate online material, and understands that technology is a significant component in many safeguarding and wellbeing issues.  
#To address this, our school aims to:
#To address this, our school aims to:
##Have robust processes in place to ensure the online safety of pupils, staff, volunteers and governors.
##Have robust processes (including filtering and monitoring systems) in place to ensure the online safety of students, staff, volunteers and governors.
##Protect and educate the whole school community in its safe and responsible use of technology, including mobile and smart technology (which we refer to as ‘mobile phones’).
##Protect and educate the whole school community in its safe and responsible use of technology, including mobile and smart technology (referred to as ‘mobile phones’ in this policy).
##Set clear guidelines for the use of mobile phones for the whole school community.
##Set clear guidelines for the use of mobile phones for the whole school community.
##Establish clear mechanisms to identify, intervene in and escalate any incidents or concerns, where appropriate.
##Establish clear mechanisms to identify, intervene in and escalate any incidents or concerns, where appropriate.
#The 4 key categories of risk are:
'''The 4 key categories of risk'''
##Content – being exposed to illegal, inappropriate or harmful content, such as pornography, fake news, racism, misogyny, self-harm, suicide, anti-Semitism, radicalisation and extremism.
#Our approach to online safety is based on addressing the following categories of risk:
##Contact – being subjected to harmful online interaction with other users, such as peer-to-peer pressure, commercial advertising and adults posing as children or young adults with the intention to groom or exploit them for sexual, criminal, financial or other purposes.
##'''Content''' – being exposed to illegal, inappropriate or harmful content, such as pornography, fake news, racism, misogyny, self-harm, suicide, antisemitism, radicalisation and extremism.
##Conduct – personal online behaviour that increases the likelihood of, or causes, harm, such as making, sending and receiving explicit images (e.g. consensual and non-consensual sharing of nudes and semi-nudes and/or pornography), sharing other explicit images and online bullying; and  
##'''Contact''' – being subjected to harmful online interaction with other users, such as peer-to-peer pressure, commercial advertising and adults posing as children or young adults with the intention to groom or exploit them for sexual, criminal, financial or other purposes.
##Commerce – risks such as online gambling, inappropriate advertising, phishing and/or financial scams
##'''Conduct''' – personal online behaviour that increases the likelihood of, or causes, harm, such as making, sending and receiving explicit images (e.g. consensual and non-consensual sharing of nudes and semi-nudes and/or pornography), sharing other explicit images and online bullying; and  
#To meet our aims and address the risks above we will:
##'''Commerce''' – risks such as online gambling, inappropriate advertising, phishing and/or financial scams.
##Educate pupils about online safety as part of our curriculum. For example:
#To meet our aims and address the risks above, we will:
##Educate students about online safety as part of our curriculum. For example:
###The safe use of social media, the internet and technology.
###The safe use of social media, the internet and technology.
###Keeping personal information private.
###Keeping personal information private.
###How to recognise unacceptable behaviour online.
###How to recognise unacceptable behaviour online.
###How to report any incidents of cyber-bullying, ensuring pupils are encouraged to do so, including where they are a witness rather than a victim.
###How to report any incidents of cyber-bullying, ensuring students are encouraged to do so, including where they’re a witness rather than a victim.
##Train staff, as part of their induction, on safe internet use and online safeguarding issues including cyber-bullying and the risks of online radicalisation. All staff members will receive regular refresher training.
###Train staff, as part of their induction, on safe internet use and online safeguarding issues including cyber-bullying, the risks of online radicalisation, and the expectations, roles and responsibilities around filtering and monitoring. All staff members will receive refresher training as required and at least once each academic year.
##Educate parents/carers about online safety via our website, communications sent directly to them and during parents’ evenings. We will also share clear procedures with them so they know how to raise concerns.
###Educate parents/carers about online safety via our website, communications sent directly to them and during parents’ evenings. We will also share clear procedures with them so they know how to raise concerns about online safety.
##Put in place robust filtering and monitoring systems to limit children’s exposure to the 4 key categories of risk (described above) from the school’s IT systems.
###Make sure staff are aware of any restrictions placed on them with regards to the use of their mobile phone and cameras, for example that:
This section summarises our approach to online safety and mobile phone use. For comprehensive details about our school’s policy on online safety and the use of mobile phones, please refer to our e-safety policy and Bring Your Own Device policy.
####Staff are allowed to bring their personal phones to school for their own use, but will limit such use to non-contact time when students are not present.
####Staff will not take pictures or recordings of students on their personal phones or cameras.
###Help to ensure everyone abides by our Bring your Own Device (BYOD) policy.
###Apply sanctions in accordance with our Behaviour for Learning policy.
###Make sure all staff, students and parents/carers are aware that staff have the power to search students’ phones, as set out in the DfE’s guidance on [https://www.gov.uk/government/publications/searching-screening-and-confiscation Searching, Screening and Confiscation].
###Put in place robust filtering and monitoring systems to limit children’s exposure to the 4 key categories of risk (described above) from the school’s IT systems.  
##Carry out an annual review of our approach to online safety, supported by an annual risk assessment that considers and reflects the risks faced by the school community.
##Provide regular safeguarding and child protection updates including online safety to all staff, at least annually, in order to continue to provide them with the relevant skills and knowledge to safeguard effectively.
##Review the child protection and safeguarding policy, including online safety, annually and ensure the procedures and implementation are updated and reviewed regularly.
#For more information about how we keep children safe online see our [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=ESafety eSafety policy].


==Safer Recruitment and Professional Boundaries==
=Reporting Systems for our Students=
#The School Safer Recruitment policy can be found here [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safer_Recruitment Safer Recruitment Policy].  
#Where there is a safeguarding concern, the School will take the child’s wishes and feelings into account when determining what action to take and what services to provide.
#The School pays full regard to DfE guidance [https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 Keeping Children Safe in Education] – DfE, 2022 and with reference to the ‘Position of Trust’ offence (Sexual Offences Act 2003). All appropriate measures are applied in relation to everyone who works in the School who is likely to be perceived by the children as a safe and trustworthy adult, which includes Governors who we require to have an enhanced criminal records certificate. We do this by:
#The School recognises the importance of ensuring students feel safe and comfortable to come forward and report any concerns and/or allegations.
##Operating safer recruitment practices including appropriate Disclosure and Barring Service (DBS) and reference checks; verifying identity; academic and vocational qualifications; obtaining professional references; checking previous employment history (including any additional checks thought appropriate for staff who have lived or worked outside the UK); ensuring that a candidate has the health and physical capacity for the job; undertaking interviews and checking the Children’s List and the existence of any teacher prohibition orders (checked via the '[https://www.gov.uk/guidance/teacher-status-checks-information-for-employers Teacher Services]' system) and the right to work in England checks in accordance with DBS and Department for Education procedures.
#Students may share their concerns with any of the Designated Safeguarding Leads if they do not feel able to speak with another member of staff.
##In February 2015 the DfE issued additional guidance about disqualification by association '[https://www.gov.uk/government/publications/disqualification-under-the-childcare-act-2006 Disqualification Under the Childcare Act 2006]' which applies to staff employed. The School asks those staff in scope to complete a disqualification declaration. Upon return, Bourne Grammar School will advise the LADO where a positive declaration has been made.
#Students may share concerns with any member of staff and be reassured that their concerns will be taken seriously.
##Ensuring that staff and volunteers adhere to a code of conduct and other professional standards at all times, including after-school activities and are aware of social media/on-line conduct.
#Students will be encouraged, through the tutorial programme, PSHE scheme of work and assembly programme, to support one another by sharing concerns/allegations with a member of staff. They will also be educated on the importance of standing up for what is right and protecting themselves and others by seeking support when they have concerns.
##Ensuring any disciplinary proceedings against staff related to Child Protection matters are concluded in full in accordance with Government guidance [https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 Keeping Children Safe in Education] – DfE, 2022 and LSCB, LADO and HR Policy, procedures and guidance.
#Staff will foster strong relationships with students to help cultivate an environment where students feel safe and confident in sharing their concerns.
##Ensuring that all staff and other adults on site are aware of the need for maintaining appropriate and professional boundaries in their relationship with pupils and parents.
#All students have 1-1 SPR meetings with their form tutor to provide further opportunities to share any concerns.
##Establishing adequate risk assessments including for extended school, volunteer and holiday activities.
#Students are able to feedback general concerns through the School Council.
##Supporting staff confidence to report misconduct.
#Students are able to email in their concerns as opposed to face-to-face disclosures. They can do so by sending an email to studentsupport@bourne-grammar.lincs.sch.uk
##Ensuring that at least one member of every recruitment panel has completed Safer Recruitment training within the last 2 years
#Students should be reassured that any disclosure will be dealt with sensitively and discretely, and they will be kept informed of any next steps.
#Parents are encouraged to share concerns with the School if they feel their child is not able to do so.
 
=Communication with Parents or Carers=
#Where appropriate, and after discussion with the child, we will share any concerns about a child with the child’s parents or carers. The DSL or a Deputy will normally do this in the event of a suspicion or disclosure.
#Other staff will only talk to parents or carers about any such concerns following consultation with the DSL or Deputy.
#If the School believes that notifying parents or carers would increase the risk to the child, we will discuss this with the local authority children’s social care team before doing so.
#In the case of allegations of abuse made against other children, we will normally notify the parents or carers of all the children involved. We will think carefully about what information we provide about the other child involved, and when. We will work with the police and/or local authority children’s social care to make sure our approach to information sharing is consistent.
#The DSL or a Deputy will, along with any relevant agencies (this will be decided on a case-by-case basis):
##Meet with the victim’s parents or carers, with the victim, to discuss what’s being put in place to safeguard them, and understand their wishes in terms of what support they may need and how the report will be progressed.  
##Meet with the alleged perpetrator’s parents or carers to discuss support for them, and what’s being put in place that will impact them, e.g. moving them out of classes with the victim, and the reason(s) behind any decision(s).
 
=Students with Special Educational Needs, Disabilities or Health Issues=
#The School recognises that students with SEND or certain health conditions can face additional safeguarding challenges, and are three times more likely to be abused than their peers. Additional barriers can exist when recognising abuse and neglect in this group, including:
##Assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s condition without further exploration.
##Students being more prone to peer group isolation or bullying (including prejudice-based bullying) than other students.
##The potential for students with SEN, disabilities or certain health conditions being disproportionally impacted by behaviours such as bullying, without outwardly showing any signs.
##Communication barriers and difficulties in managing or reporting these challenges.
#All staff will be aware of these additional safeguarding challenges and any abuse involving students with SEND will require close liaison with the DSL (or Deputy) and the SENCO.


==Whistleblowing Procedure==
=Students with a Social Worker=  
#Please refer to the School's [[Whistleblowing|Whistleblowing Policy]]
#Students may need a social worker due to safeguarding or welfare needs. The School recognises that a child’s experiences of adversity and trauma can leave them vulnerable to further harm as well as potentially creating barriers to attendance, learning, behaviour and mental health.
#The DSL and all members of staff will work with and support social workers to help protect vulnerable children.
#Where we are aware that a student has a social worker, the DSL or a Deputy will always consider this fact to ensure any decisions are made in the best interests of the student’s safety, welfare and educational outcomes. For example, it will inform decisions about:
##Responding to unauthorised absence or missing education where there are known safeguarding risks.
##The provision of pastoral and/or academic support.


==Communication with Parents and Carers==
=Looked-after and Previously Looked-after Children=
#The School takes steps to help ensure that all parents and carers are aware of this Safeguarding Policy: The policy is available through the School website and parents receive updates on reviews and changes through home-school communication.
#The School will ensure that staff have the skills, knowledge and understanding to keep looked-after children and previously looked-after children safe. In particular, the School will ensure that:
#Parents can raise a concern about their child's safety or about general safeguarding concerns in the School by telephoning the School or emailing pastoral@bourne-grammar.lincs.sch.uk.  
##Appropriate staff have relevant information about children’s looked after legal status, contact arrangements with birth parents or those with parental responsibility, and care arrangements.
#Parents are informed of information when necessary to help them protect their children from harm inside and outside the School environment.
##The DSL and Deputies have details of children’s social workers and relevant virtual school heads.  
#Where the School has concerns for the safety of a child, parents are made aware of these concerns and their consent is sought in line with local safeguarding procedures unless doing so would increase the risk of harm to the child.
#The School has appointed a Designated Teacher, Abby Allen, Assistant Headteacher, who is responsible for promoting the educational achievement of looked-after children and previously looked-after children in line with [https://www.gov.uk/government/publications/designated-teacher-for-looked-after-children statutory guidance].  
#The Designated Teacher is appropriately trained and has the relevant qualifications and experience to perform the role.
#As part of their role, the designated teacher will:
##Work closely with the DSL and Deputies to ensure that any safeguarding concerns regarding looked-after and previously looked-after children are quickly and effectively responded to.
##Work with virtual school heads to promote the educational achievement of looked-after and previously looked-after children, including discussing how student premium plus funding can be best used to support looked-after children and meet the needs identified in their personal education plans.


==Allegations made against adults who work with children - Local Authority Designated Officer (LADO)==
=Complaints and Concerns about School Safeguarding Policies=
#Child Protection procedures must be followed whenever any member of staff or volunteer becomes aware of a concern, or an allegation of abuse is made, about an adult, including volunteers, who work with children.
#Complaints against staff:
#'''Allegations that may meet the harms threshold''': The guidance in KCSIE 2022 will be followed where it is alleged that anyone working in the school or college that provides education for children under 18 years of age, including supply teachers, volunteers and contractors has met the 'harms threshold' i.e:  
##Complaints against staff that are likely to require a child protection investigation will be handled in accordance with our procedures for dealing with allegations of abuse made against staff (see Appendix 1).
##behaved in a way that has harmed a child, or may have harmed a child;
#Other complaints
##possibly committed a criminal offence against or related to a child;
##The response to all other safeguarding-related complaints (e.g. those against students) will be coordinated by the DSL or a Deputy.
##behaved towards a child or children in a way that indicates he or she may pose a risk of harm to children; or
##behaved or may have behaved in a way that indicates they may not be suitable to work with children.
#If the School is in any doubt as to whether a concern meets the harm threshold, it will consult the local authority designated officer (LADO).
#The Headteacher must be notified or, where the allegation is against the Headteacher, the Chair of Governors must be informed (via the Clerk).
#Concerns should be reported as soon as possible.
#Where it is believed there is a conflict of interest in reporting a concern or allegation about a member of staff (including a supply teacher, volunteer or contractor) to the headteacher, the concerns should be reported directly to the local authority designated officer (LADO).
#The first priority is whether any immediate action needs taking to ensure a child or other children are safe.
#All allegations of alleged or suspected abuse against an adult who works with children must be reported to the Lincolnshire’s Local Authority Designated Officers (LADO). (Contact information in Appendix 1) Further guidance is in part 4 of the statutory document [https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 Keeping Children Safe in Education] – DfE, 2022)
#Reporting to the LADO applies even where the nature of the alleged assault would not normally meet the threshold if applied to children in their own families.  This is because of:
##The vulnerability of children away from home.
##The higher standards of conduct demanded by law and regulation of those caring for other people’s children.
##The position of trust enjoyed by such people.
#Contact should be made with the LADO when it is alleged, or there are concerns that, a person who works with children has:
##Behaved in a way that has harmed a child, or may have harmed a child.
##Possibly committed a criminal offence against or related to a child; or
##behaved towards a child or children in a way that indicates he or she would pose a risk of harm if they work regularly or closely with children.
#This process should be followed for members of staff/volunteers who are currently working in any school or college regardless of whether the school or college is where the alleged abuse took place – ie. the allegation may relate to the individual’s personal life or be historic.
#Employers have a duty of care to their employees. They should ensure that they provide effective support for anyone facing an allegation and provide the employee with a named contact if they are suspended. Decisions about suspension are made on a case by case basis and will depend on the nature and seriousness of the allegation. It is essential that any allegation of abuse made against a teacher or other member of staff or volunteer in a school or college is dealt with in a timely manner, in a fair and consistent way that provides effective protection for the child and at the same time supports the person who is the subject of the allegation.
#'''Concerns that do not meet the harms threshold''': KCSIE 2022 will also be referred to when dealing with allegations that have not met the 'harms threshold' and are deemed as low-level concerns.
##This section applies to all concerns (including allegations) about members of staff, including supply teachers, volunteers and contractors, which do not meet the harm threshold set out above,
##Concerns may arise through, for example:
###Suspicion.
###Complaint.
###Disclosure made by a child, parent or other adult within or outside the school.
###Pre-employment vetting checks.
##We recognise the importance of responding to and dealing with any concerns in a timely manner to safeguard the welfare of children.
##Definition of low-level concerns.
###The term ‘low-level’ concern is any concern – no matter how small – that an adult working in or on behalf of the school may have acted in a way that:
####Is inconsistent with the staff code of conduct, including inappropriate conduct outside of work, and
####Does not meet the allegations threshold or is otherwise not considered serious enough to consider a referral to the designated officer at the local authority.
###Examples of such behaviour could include, but are not limited to:
####Being overly friendly with children.
####Having favourites.
####Taking photographs of children on their mobile phone.
####Engaging with a child on a one-to-one basis, without legitimate reason, in a secluded area or behind a closed door.
##Sharing low-level concerns.
###The Headteacher must be notified or, where the allegation is against the Headteacher, the Chair of Governors must be informed (via the Clerk).
###We recognise the importance of creating a culture of openness, trust and transparency to encourage all staff to share low-level concerns so that they can be addressed appropriately.
###We will create this culture by:
####Ensuring staff are clear about what appropriate behaviour is, and are confident in distinguishing expected and appropriate behaviour from concerning, problematic or inappropriate behaviour, in themselves and others.
####Empowering staff to share any low-level concerns.
####Empowering staff to self-refer.
####Addressing unprofessional behaviour and supporting the individual to correct it at an early stage.
####Providing a responsive, sensitive and proportionate handling of such concerns when they are raised.
####Helping to identify any weakness in the school’s safeguarding system.
##Responding to low-level concerns
###If the concern is raised via a third party, the headteacher will collect evidence where necessary by speaking:
####Directly to the person who raised the concern, unless it has been raised anonymously.
####To the individual involved and any witnesses. 
###The headteacher will use the information collected to categorise the type of behaviour and determine any further action.
##Record keeping
###All low-level concerns will be recorded in writing. In addition to details of the concern raised, records will include the context in which the concern arose, any action taken and the rationale for decisions and action taken.
###Records will be:
####Kept confidential, held securely and comply with the DPA 2018 and UK GDPR.
####Reviewed so that potential patterns of concerning, problematic or inappropriate behaviour can be identified. Where a pattern of such behaviour is identified, we will decide on a course of action, either through our disciplinary procedures or, where a pattern of behaviour moves from a concern to meeting the harms threshold, we will refer it to the designated officer at the local authority.
####Retained at least until the individual leaves employment at the school.
####Where a low-level concern relates to a supply teacher or contractor, we will notify the individual’s employer, so any potential patterns of inappropriate behaviour can be identified.
##References
###We will not include low-level concerns in references unless:
####The concern (or group of concerns) has met the threshold for referral to the designated officer at the local authority and is found to be substantiated; and/or
####The concern (or group of concerns) relates to issues which would ordinarily be included in a reference, such as misconduct or poor performance.


==Specific Safeguarding Issue: Children Missing from Education==
=Whistle-blowing=
#A child going missing from education, particularly repeatedly, can be a warning sign of a range of safeguarding issues. This might include abuse or neglect, such as sexual abuse or exploitation or child criminal exploitation, or issues such as mental health problems, substance abuse, radicalisation, FGM or forced marriage.  
Refer to the [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Whistleblowing School’s Whistleblowing policy] for information and procedures.
#There are many circumstances where a child may become missing from education, but some children are particularly at risk. These include children who:
 
=Record-keeping=
#The School will hold records in line with our records retention schedule.
#All safeguarding concerns, discussions, decisions made and the reasons for those decisions, must be recorded on [https://login.thesafeguardingcompany.com/Identity/Account/Login?ReturnUrl=%2F MyConcern]. If you are in any doubt about whether to record something, discuss it with the DSL.
#Records will include:
##A clear and comprehensive summary of the concern.
##Details of how the concern was followed up and resolved.
##A note of any action taken, decisions reached and the outcome.
#Concerns and referrals will be kept in a separate child protection file for each child or, where possible, scanned and uploaded to My Concern.
#Any non-confidential records will be readily accessible and available. Confidential information and records will be held securely and only available to those who have a right or professional need to see them.
#Safeguarding records relating to individual children will be retained for a reasonable period of time after they have left the School.
#If a child for whom the school has, or has had, safeguarding concerns moves to another school, the DSL will ensure that their child protection file is forwarded as soon as possible, securely, and separately from the main student file.
#To allow the new school/college to have support in place when the child arrives, this should be within:
##5 days for an in-year transfer, or within 
##The first 5 days of the start of a new term.
#In addition, if the concerns are significant or complex, and/or social services are involved, the DSL will speak to the DSL of the receiving school and provide information to enable them to have time to make any necessary preparations to ensure the safety of the child.
#The School's [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safer_Recruitment#Induction Safer Recruitment policy] sets out our policy on record-keeping specifically with respect to recruitment and pre-appointment checks.
#[https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#APPENDIX_1:_Allegations_against_staff_.28including_low-level_concerns.29 Appendix 1] sets out the School's policy on record-keeping with respect to allegations of abuse made against staff.
 
=Training=
'''All staff'''
#All staff members will undertake safeguarding and child protection training at induction, including on whistle-blowing procedures and online safety, to ensure they understand the school’s safeguarding systems and their responsibilities, and can identify signs of possible abuse or neglect.
#This training will be regularly updated and will:
##Be integrated, aligned and considered as part of the whole-school safeguarding approach and wider staff training, and curriculum planning.
##Be in line with advice from the 3 safeguarding partners.
##Include online safety, including an understanding of the expectations, roles and responsibilities for staff around filtering and monitoring.
##Have regard to the Teachers’ Standards to support the expectation that all teachers:
###Manage behaviour effectively to ensure a good and safe environment.
###Have a clear understanding of the needs of all students.
#All staff will have training on the government’s anti-radicalisation strategy, Prevent, to enable them to identify children at risk of being drawn into terrorism and to challenge extremist ideas.
#Staff will also receive regular safeguarding and child protection updates, including on online safety, as required but at least annually (for example, through emails, e-bulletins and staff meetings).
#Contractors who are provided through a private finance initiative (PFI) or similar contract will also receive safeguarding training.
#Volunteers will receive appropriate training, if applicable.
'''The DSL and Deputies'''
#The DSL and Deputies will undertake child protection and safeguarding training at least every 2 years.
#In addition, they will update their knowledge and skills at regular intervals and at least annually (for example, through e-bulletins, meeting other DSLs, or taking time to read and digest safeguarding developments).
#They will also undertake Prevent awareness training.
'''Governors'''
#All governors receive training about safeguarding and child protection (including online safety) at induction, which is regularly updated. This is to make sure that they:
##Have the knowledge and information needed to perform their functions and understand their responsibilities, such as providing strategic challenge.
##Can be assured that safeguarding policies and procedures are effective and support the school to deliver a robust whole-school approach to safeguarding. 
##As the Chair of Governors may be required to act as the ‘case manager’ in the event that an allegation of abuse is made against the Headteacher, they receive training in managing allegations for this purpose.
'''Recruitment – interview panels'''
#At least one person conducting any interview for any post at the School will have undertaken safer recruitment training. This will cover, as a minimum, the contents of Keeping Children Safe in Education, and will be in line with local safeguarding procedures.
#Shortlisted candidates will now be informed that the school may carry out online checks as part of the due diligence process.
#See the [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safer_Recruitment#Induction Safer Recruitment] policy for more information about the School's safer recruitment procedures.
 
=APPENDIX 1: Allegations against staff (including low-level concerns)=
==Allegations that may meet the harms threshold==
#This section applies to all cases in which it is alleged that a current member of staff, including a supply teacher, volunteer or contractor, has:
##Behaved in a way that has harmed a child, or may have harmed a child, and/or
##Possibly committed a criminal offence against or related to a child, and/or
##Behaved towards a child or children in a way that indicates they may pose a risk of harm to children, and/or
##Behaved or may have behaved in a way that indicates they may not be suitable to work with children – this includes behaviour taking place both inside and outside of school
#If we’re in any doubt as to whether a concern meets the harm threshold, we will consult our local authority designated officer (LADO).
#We will deal with any allegation of abuse quickly, in a fair and consistent way that provides effective child protection while also supporting the individual who is the subject of the allegation.
#A 'case manager’ will lead any investigation. This will be the Headteacher, or the Chair of Governors where the Headteacher is the subject of the allegation. The case manager will be identified at the earliest opportunity.
#Our procedures for dealing with allegations will be applied with common sense and judgement.
#If we receive an allegation of an incident happening while an individual or organisation was using the school premises to run activities for children, we will follow our safeguarding policies and procedures and inform our LADO.
#Suspension of the accused will not be the default position, and will only be considered in cases where there is reason to suspect that a child or other children is/are at risk of harm, or the case is so serious that there might be grounds for dismissal. In such cases, we will only suspend an individual if we have considered all other options available and there is no reasonable alternative.
#Based on an assessment of risk, we will consider alternatives such as:
##Redeployment within the School so that the individual does not have direct contact with the child or children concerned.
##Providing an assistant to be present when the individual has contact with children.
##Redeploying the individual to alternative work in the school so that they do not have unsupervised access to children.
##Moving the child or children to classes where they will not come into contact with the individual, making it clear that this is not a punishment and parents/carers have been consulted.
#If in doubt, the case manager will seek views from the School’s HR and Office Manager and the designated officer at the local authority, as well as the police and children’s social care where they have been involved.
#Definitions for outcomes of allegation investigations
##'''Substantiated''': there is sufficient evidence to prove the allegation.
##'''Malicious''': there is sufficient evidence to disprove the allegation and there has been a deliberate act to deceive, or to cause harm to the subject of the allegation.
##'''False''': there is sufficient evidence to disprove the allegation.
##'''Unsubstantiated''': there is insufficient evidence to either prove or disprove the allegation (this does not imply guilt or innocence).
##'''Unfounded''': to reflect cases where there is no evidence or proper basis which supports the allegation being made.
===Procedure for dealing with allegations===
#In the event of an allegation that meets the criteria above, the case manager will take the following steps:
#Conduct basic enquiries in line with local procedures to establish the facts to help determine whether there is any foundation to the allegation before carrying on with the steps below.
#Discuss the allegation with the designated officer at the local authority. This is to consider the nature, content and context of the allegation and agree a course of action, including whether further enquiries are necessary to enable a decision on how to proceed, and whether it is necessary to involve the police and/or children’s social care services. (The case manager may, on occasion, consider it necessary to involve the police before consulting the designated officer – for example, if the accused individual is deemed to be an immediate risk to children or there is evidence of a possible criminal offence. In such cases, the case manager will notify the designated officer as soon as practicably possible after contacting the police).
#Inform the accused individual of the concerns or allegations and likely course of action as soon as possible after speaking to the designated officer (and the police or children’s social care services, where necessary). Where the police and/or children’s social care services are involved, the case manager will only share such information with the individual as has been agreed with those agencies.
#Where appropriate (in the circumstances described above), carefully consider whether suspension of the individual from contact with children at the school is justified or whether alternative arrangements such as those outlined above can be put in place. Advice will be sought from the designated officer, police and/or children’s social care services, as appropriate.
#Where the case manager is concerned about the welfare of other children in the community or the individual’s family, they will discuss these concerns with the DSL and make a risk assessment of the situation. If necessary, the DSL may make a referral to children’s social care.
#If immediate suspension is considered necessary, agree and record the rationale for this with the designated officer. The record will include information about the alternatives to suspension that have been considered, and why they were rejected. Written confirmation of the suspension will be provided to the individual facing the allegation or concern within 1 working day, and the individual will be given a named contact at the school and their contact details.
#If it is decided that no further action is to be taken in regard to the subject of the allegation or concern, record this decision and the justification for it and agree with the designated officer what information should be put in writing to the individual and by whom, as well as what action should follow both in respect of the individual and those who made the initial allegation.
#If it is decided that further action is needed, take steps as agreed with the designated officer to initiate the appropriate action in school and/or liaise with the police and/or children’s social care services as appropriate.
#Provide effective support for the individual facing the allegation or concern, including appointing a named representative to keep them informed of the progress of the case and considering what other support is appropriate, such as signposting them to the School’s Employee Assistance Programme.
#Inform the parents or carers of the child/children involved about the allegation as soon as possible if they do not already know (following agreement with children’s social care services and/or the police, if applicable). The case manager will also inform the parents or carers of the requirement to maintain confidentiality about any allegations made against teachers (where this applies) while investigations are ongoing. Any parent or carer who wishes to have the confidentiality restrictions removed in respect of a teacher will be advised to seek legal advice.
#Keep the parents or carers of the child/children involved informed of the progress of the case (only in relation to their child – no information will be shared regarding the staff member).
#Make a referral to the DBS where it is thought that the individual facing the allegation or concern has engaged in conduct that harmed or is likely to harm a child, or if the individual otherwise poses a risk of harm to a child.
#If the School is made aware that the secretary of state has made an interim prohibition order in respect of an individual, we will immediately suspend that individual from teaching, pending the findings of the investigation by the Teaching Regulation Agency.
#Where the police are involved, wherever possible the school will ask the police at the start of the investigation to obtain consent from the individuals involved to share their statements and evidence for use in the school’s disciplinary process, should this be required at a later point.
 
===Additional considerations for supply teachers and all contracted staff===
#If there are concerns or an allegation is made against someone not directly employed by the school, such as a supply teacher or contracted staff member provided by an agency, we will take the actions below in addition to our standard procedures.
#We will not decide to stop using an individual due to safeguarding concerns without finding out the facts and liaising with our LADO to determine a suitable outcome
#The Governing Body will discuss with the agency whether it is appropriate to suspend the individual, or redeploy them to another part of the school, while the school carries out the investigation.
#We will involve the agency fully, but the school will take the lead in collecting the necessary information and providing it to the LADO as required.
#We will address issues such as information sharing, to ensure any previous concerns or allegations known to the agency are taken into account (we will do this, for example, as part of the allegations management meeting or by liaising directly with the agency where necessary).
#When using an agency, we will inform them of our process for managing allegations, and keep them updated about our policies as necessary, and will invite the agency's HR manager or equivalent to meetings as appropriate.
 
===Timescales===
#We will deal with all allegations as quickly and effectively as possible and will endeavour to comply with the following timescales, where reasonably practicable:
##Any cases where it is clear immediately that the allegation is unsubstantiated or malicious should be resolved within 1 week.
##If the nature of an allegation does not require formal disciplinary action, appropriate action should be taken within 3 working days.
##If a disciplinary hearing is required and can be held without further investigation, this should be held within 15 working days.
#However, these are objectives only and where they are not met, we will endeavour to take the required action as soon as possible thereafter.
 
===Specific actions===
'''Action following a criminal investigation or prosecution'''
#The case manager will discuss with the local authority’s designated officer whether any further action, including disciplinary action, is appropriate and, if so, how to proceed, taking into account information provided by the police and/or children’s social care services.
'''Conclusion of a case where the allegation is substantiated'''
#If the allegation is substantiated and the individual is dismissed or the school ceases to use their services, or the individual resigns or otherwise ceases to provide their services, the school will make a referral to the DBS for consideration of whether inclusion on the barred lists is required.
#If the individual concerned is a member of teaching staff, the school will consider whether to refer the matter to the Teaching Regulation Agency to consider prohibiting the individual from teaching.
'''Individuals returning to work after suspension'''
#If it is decided on the conclusion of a case that an individual who has been suspended can return to work, the case manager will consider how best to facilitate this.
#The case manager will also consider how best to manage the individual’s contact with the child or children who made the allegation, if they are still attending the school.
'''Unsubstantiated, unfounded, false or malicious reports'''
#If a report is:
##Determined to be unsubstantiated, unfounded, false or malicious, the DSL will consider the appropriate next steps. If they consider that the child and/or person who made the allegation is in need of help, or the allegation may have been a cry for help, a referral to children’s social care may be appropriate.
##Shown to be deliberately invented, or malicious, the school will consider whether any disciplinary action is appropriate against the individual(s) who made it.
#If an allegation is:
##Determined to be unsubstantiated, unfounded, false or malicious, the LADO and case manager will consider the appropriate next steps. If they consider that the child and/or person who made the allegation is in need of help, or the allegation may have been a cry for help, a referral to children’s social care may be appropriate.
##Shown to be deliberately invented, or malicious, the school will consider whether any disciplinary action is appropriate against the individual(s) who made it
'''Confidentiality and information sharing'''
#The School will make every effort to maintain confidentiality and guard against unwanted publicity while an allegation is being investigated or considered.
#The case manager will take advice from the LADO, police and children’s social care services, as appropriate, to agree:
##Who needs to know about the allegation and what information can be shared
##How to manage speculation, leaks and gossip, including how to make parents or carers of a child/children involved aware of their obligations with respect to confidentiality.
##What, if any, information can be reasonably given to the wider community to reduce speculation.
##How to manage press interest if, and when, it arises.
'''Record-keeping'''
#The case manager will maintain clear records about any case where the allegation or concern meets the criteria above and store them on the individual’s confidential personnel file for the duration of the case.
#The records of any allegation that, following an investigation, is found to be malicious or false will be deleted from the individual’s personnel file (unless the individual consents for the records to be retained on the file).
#For all other allegations (which are not found to be malicious or false), the following information will be kept on the file of the individual concerned:
##A clear and comprehensive summary of the allegation.
##Details of how the allegation was followed up and resolved.
##Notes of any action taken, decisions reached and the outcome.
##A declaration on whether the information will be referred to in any future reference.
#In these cases, the school will provide a copy to the individual, in agreement with children’s social care or the police as appropriate.
#We will retain all records at least until the accused individual has reached normal pension age, or for 10 years from the date of the allegation if that is longer.
'''References'''
#When providing employer references, we will:
##Not refer to any allegation that has been found to be false, unfounded, unsubstantiated or malicious, or any repeated allegations which have all been found to be false, unfounded, unsubstantiated or malicious.
##Include substantiated allegations, provided that the information is factual and does not include opinions
'''Learning lessons'''
#After any cases where the allegations are substantiated, the case manager will review the circumstances of the case with the local authority’s designated officer to determine whether there are any improvements that we can make to the school’s procedures or practice to help prevent similar events in the future.
#This will include consideration of (as applicable):
##Issues arising from the decision to suspend the member of staff.
##The duration of the suspension.
##Whether or not the suspension was justified.
##The use of suspension when the individual is subsequently reinstated. We will consider how future investigations of a similar nature could be carried out without suspending the individual.
##For all other cases, the case manager will consider the facts and determine whether any improvements can be made.
'''Non-recent allegations'''
#Abuse can be reported, no matter how long ago it happened.
#We will report any non-recent allegations made by a child to the LADO in line with our local authority’s procedures for dealing with non-recent allegations.
#Where an adult makes an allegation to the school that they were abused as a child, we will advise the individual to report the allegation to the police.
 
==Concerns that do not meet the harm threshold==
#This section applies to all concerns (including allegations) about members of staff, including supply teachers, volunteers and contractors, which do not meet the harm threshold set out in the section above.
#Concerns may arise through, for example:
##Suspicion.
##Complaint.
##Safeguarding concern or allegation from another member of staff.
##Disclosure made by a child, parent or other adult within or outside the school.
##Pre-employment vetting checks.
#We recognise the importance of responding to and dealing with any concerns in a timely manner to safeguard the welfare of children.
#Definition of low-level concern: The term ‘low-level’ concern is any concern – no matter how small – that an adult working in or on behalf of the school may have acted in a way that:
##Is inconsistent with the staff code of conduct, including inappropriate conduct outside of work, and
##Does not meet the allegations threshold or is otherwise not considered serious enough to consider a referral to the designated officer at the local authority
##Examples of such behaviour could include, but are not limited to:
###Being overly friendly with children.
###Having favourites.
###Taking photographs of children on their mobile phone.
###Engaging with a child on a one-to-one basis in a secluded area or behind a closed door.
###Humiliating pupils.
===Sharing low-level concerns===
#We recognise the importance of creating a culture of openness, trust and transparency to encourage all staff to confidentially share low-level concerns so that they can be addressed appropriately.
#We will create this culture by:
##Ensuring staff are clear about what appropriate behaviour is, and are confident in distinguishing expected and appropriate behaviour from concerning, problematic or inappropriate behaviour, in themselves and others.
##Empowering staff to share any low-level concerns as per [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#Concerns_about_a_Staff_Member.2C_Supply_Teacher.2C_Volunteer_or_Contractor Section 13] of this policy.
##Empowering staff to self-refer.
##Addressing unprofessional behaviour and supporting the individual to correct it at an early stage.
##Providing a responsive, sensitive and proportionate handling of such concerns when they are raised.
##Helping to identify any weakness in the school’s safeguarding system.
 
===Responding to low-level concerns===
#If the concern is raised via a third party, the Headteacher will collect evidence where necessary by speaking:
##Directly to the person who raised the concern, unless it has been raised anonymously.
##To the individual involved and any witnesses 
#The Headteacher will use the information collected to categorise the type of behaviour and determine any further action, in line with the School’s Staff Code of Conduct. The Headteacher will be the ultimate decision-maker in respect of all low-level concerns, though they may wish to collaborate with the DSL. 
'''Record keeping'''
#All low-level concerns will be recorded in writing. In addition to details of the concern raised, records will include the context in which the concern arose, any action taken and the rationale for decisions and action taken.
##Records will be:
###Kept confidential, held securely and comply with the DPA 2018 and UK GDPR.
###Reviewed so that potential patterns of concerning, problematic or inappropriate behaviour can be identified. Where a pattern of such behaviour is identified, we will decide on a course of action, either through our disciplinary procedures or, where a pattern of behaviour moves from a concern to meeting the harms threshold as described in the [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#Allegations_that_may_meet_the_harms_threshold section above], we will refer it to the designated officer at the local authority.
###Retained at least until the individual leaves employment at the school.
#Where a low-level concern relates to a supply teacher or contractor, we will notify the individual’s employer, so any potential patterns of inappropriate behaviour can be identified.
 
'''References'''
#We will not include low-level concerns in references unless:
##The concern (or group of concerns) has met the threshold for referral to the designated officer at the local authority and is found to be substantiated; and/or
##The concern (or group of concerns) relates to issues which would ordinarily be included in a reference, such as misconduct or poor performance
 
=APPENDIX 2: Types of Abuse=
#Abuse, including neglect, and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases, multiple issues will overlap.
#'''Physical abuse''' 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.
#'''Emotional abuse''' is the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.
##Emotional abuse 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.
###Not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate.
###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.
###Seeing or hearing the ill-treatment of another.
###Serious bullying (including cyber-bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children.
#'''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.
##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.
#'''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.
 
=APPENDIX 3: Children who are absent from education=
#A child being absent from education, particularly repeatedly, can be a warning sign of a range of safeguarding issues. This might include abuse or neglect, such as sexual abuse or exploitation or child criminal exploitation, or issues such as mental health problems, substance abuse, radicalisation, FGM or forced marriage.  
#There are many circumstances where a child may be absent or become missing from education, but some children are particularly at risk. These include children who:
##Are at risk of harm or neglect.
##Are at risk of harm or neglect.
##Are at risk of forced marriage or FGM.
##Are at risk of forced marriage or FGM.
Line 489: Line 736:
##Cease to attend a school.
##Cease to attend a school.
##Come from new migrant families.
##Come from new migrant families.
#We will follow our procedures for unauthorised absence and for dealing with children who go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect, including sexual exploitation, and to help prevent the risks of going missing in future. This includes informing the local authority if a child leaves the school without a new school being named, and adhering to requirements with respect to sharing information with the local authority, when applicable, when removing a child’s name from the admission register at non-standard transition points.  
#We will follow our procedures for unauthorised absence and for dealing with children who are absent from education, particularly on repeat occasions, to help identify the risk of abuse and neglect, including sexual exploitation, and to help prevent the risks of going missing in future. This includes informing the local authority if a child leaves the school without a new school being named, and adhering to requirements with respect to sharing information with the local authority, when applicable, when removing a child’s name from the admission register at non-standard transition points.  
#Staff will be trained in signs to look out for and the individual triggers to be aware of when considering the risks of potential safeguarding concerns which may be related to being missing, such as travelling to conflict zones, FGM and forced marriage.  
#Staff will be trained in signs to look out for and the individual triggers to be aware of when considering the risks of potential safeguarding concerns which may be related to being absent, such as travelling to conflict zones, FGM and forced marriage.  
#If a staff member suspects that a child is suffering from harm or neglect, we will follow local child protection procedures, including with respect to making reasonable enquiries. We will make an immediate referral to the local authority children’s social care team, and the police, if the child is suffering or likely to suffer from harm, or in immediate danger.
#If a staff member suspects that a child is suffering from harm or neglect, we will follow local child protection procedures, including with respect to making reasonable enquiries. We will make an immediate referral to the local authority children’s social care team, and the police, if the child is suffering or likely to suffer from harm, or in immediate danger.


==Specific Safeguarding Issue: Extremism and Radicalisation==
=APPENDIX 4: Missing pupils=
#Bourne Grammar School seeks to protect children and young people against the messages of all violent extremism including, but not restricted to, those linked to radical Islamist ideology, or to Far Right/Neo Nazi/White Supremacist ideology, Irish Nationalist and Loyalist paramilitary groups, and extremist Animal Rights movements.
Our procedures are designed to ensure that a missing child is found and returned to effective supervision as soon as possible. If a child goes missing during the course of the School day:
#The current threat from terrorism in the United Kingdom may include the exploitation of vulnerable people, to involve them in terrorism or in activity in support of terrorism.  The normalisation of extreme views may also make children and young people vulnerable to future manipulation and exploitation.
#The DSL or Deputies will be informed and will coordinate the response.
#The School is clear that this exploitation and radicalisation should be viewed as a safeguarding concern.
#Staff will physically check all areas of the School, including toilet facilities.  
#Extremism is the vocal or active opposition to our fundamental values, including democracy, the rule of law, individual liberty and the mutual respect and tolerance of different faiths and beliefs. This also includes calling for the death of members of the armed forces.
#Staff will potentially speak with a close friend of the missing student and ask for them to contact them on their mobile phone.  
#Radicalisation refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.
#Parents will be informed that their child has gone missing.  
#Terrorism is an action that endangers or causes serious violence to a person/people; causes serious damage to property; or seriously interferes or disrupts an electronic system. The use or threat must be designed to influence the government or to intimidate the public and is made for the purpose of advancing a political, religious or ideological cause.
#CCTV may be used to help with the initial investigation.  
#Prevention work and reductions of risks will include the EPR curriculum, SEND Policy, assembly routine, the use of School premises by external agencies, integration of pupils by gender and SEND, Anti-bullying Policy and other issues specific to the School’s profile.
#The police will be called if the whereabouts of the child is still unknown.
#The School adheres to the [https://www.gov.uk/government/publications/prevent-duty-guidance Prevent Duty Guidance for England and Wales] July 2015.
#Risk assessment
##Settings need to assess the risk, with local partners, of their children being drawn into terrorism, as well as their support for extremist ideas and terrorist ideology. They should have robust safeguarding policies to identify children at risk, appropriate intervention and the most appropriate referral option. The policy should also cover the suitability of visiting speakers.
##Police in all regions are expected to produce a Counter-Terrorism Local Profile (CTLPs) which is to assess the risk of individuals being drawn into terrorism and is the risk assessment that settings need to refer to. Further support can be provided by contacting [mailto:[email protected] [email protected]] or [mailto:[email protected] [email protected]]
#Working in Partnership
##Lincolnshire settings are required to ensure that their safeguarding arrangements take into account [https://www.lincolnshire.gov.uk/safeguarding/lscp  policies and procedures of the Lincolnshire Safeguarding Children's Board].
#The key aim of the [https://www.lincolnshire.gov.uk/crime-prevention/preventing-extremism Prevent strategy in Lincolnshire] is:
##To help local authorities, police, community safety partnerships and other partners and partnerships to develop and implement effective actions, which will make their communities safer.
##Experience has shown that the best results are achieved by:
###Partnership working and community engagement.
###Understanding the challenge and its context.
###Developing an effective action plan.
###Managing risk.
###Tracking progress and evaluating success.
###Sharing learning.
##Lincolnshire has a Prevent steering board which provides the strategic direction and is attended by a variety of partners including representatives from education.
##The Channel panel is the operational group for Lincolnshire and has multi-agency representation.
#Staff training
##Settings should ensure that their staff are equipped to identify children at risk of being drawn into terrorism, as well as challenge extremist ideas. They should know how to refer children and young people for further help.
##Potential signs that a child is being radicalised can include:
###Refusal to engage with, or becoming abusive to, peers who are different from themselves.  
###Becoming susceptible to conspiracy theories and feelings of persecution.
###Changes in friendship groups and appearance.
###Rejecting activities they used to enjoy.
###Converting to a new religion.
###Isolating themselves from family and friends.
###Talking as if from a scripted speech.
###An unwillingness or inability to discuss their views.
###A sudden disrespectful attitude towards others.
###Increased levels of anger.
###Increased secretiveness, especially around internet use.
###Expressions of sympathy for extremist ideologies and groups, or justification of their actions.
###Accessing extremist material online, including on Facebook or Twitter.
###Possessing extremist literature.
###Being in contact with extremist recruiters and joining, or seeking to join, extremist organisations.  
##All staff undertake Prevent awareness training (in-house) and key Pastoral staff complete e-learning.
#Referral Process
##As part of the duty to protect young people from the messages of extremism, the School may refer any young person it is concerned about to the local Prevent team through the Channel process. The Channel referral form can be found through the LSCB website link above and should be returned to the email provided [mailto:[email protected] [email protected].police.uk]  Before doing this the School should contact [mailto:[email protected] [email protected]] or [mailto:[email protected] [email protected]] to seek advice and support to see if a Channel referral is appropriate.
##The Department for Education also has a dedicated telephone helpline, 020 7340 7264, which school staff and governors can call to raise concerns about extremism with respect to a pupil.
##Where the School has serious concerns about the vulnerability of a young person in relation to extremist behaviour, then the School should make a call to the Police on 999 or the confidential anti-terrorist hotline on 0800 789 321.
#IT policies
##Settings are expected to ensure that children are safe from online terrorist and extremist material, typically via appropriate levels of filtering.
##Settings can require students and staff to abide by acceptable user polices which make clear that accessing such sites is unacceptable.  Using School equipment to send terrorist publications to others is a criminal offence.
#Monitoring and enforcement
##Ofsted inspectors will assess the approach to keeping children safe from the dangers of radicalisation and extremism and what is done when the setting suspects that pupils are vulnerable to these threats. If a setting is considered to be failing in this regard or if their staff or children’s safety is threatened, academies or free schools may be subject to termination of funding.
#Wider issues to consider:
##Additional strategies:
###Settings are required to promote the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs.
###Delivering a curriculum that includes a balanced Religious Education, Personal Social and Health Education.
##EMTET is the Ethnic Minority and Traveller Education Team who can support settings by working with individuals who are victims of racism or are perpetrators of racism or have racist views.  In addition, they can signpost settings to other organisations. EMTET contact details are 01427 787190, [https://www.lincolnshire.gov.uk/emtet www.lincolnshire.gov.uk/emtet].


==Specific Safeguarding issue: So-called 'honour-based' abuse including FGM and Forced Marriage==
=APPENDIX 5: Child criminal exploitation=  
#So-called ‘honour-based’ abuse is abuse and encompasses crimes which have been committed to protect or defend the honour of the family and/or community, including: Forced marriage (FM) and Female genital mutilation (FGM).
#Child criminal exploitation (CCE) is a form of abuse where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child into criminal activity, in exchange for something the victim needs or wants, and/or for the financial or other advantage of the perpetrator or facilitator, and/or through violence or the threat of violence.  
#Regardless of the motivation, it is still abuse and our responsibility as childcare professionals is to put the welfare and protection of the child first.
#The abuse can be perpetrated by males or females, and children or adults. It can be a one-off occurrence or a series of incidents over time, and range from opportunistic to complex organised abuse.
#A forced marriage is where one or both people do not (or in cases of people with learning disabilities, cannot) consent to the marriage and pressure or abuse is used. It is an indefensible practice and is recognised in the UK as a form of violence against women and men, domestic/child abuse and a serious abuse of human rights.
#The victim can be exploited even when the activity appears to be consensual. It does not always involve physical contact and can happen online. For example, young people may be forced to work in cannabis factories, coerced into moving drugs or money across the country (county lines), forced to shoplift or pickpocket, or to threaten other young people.  
##Staff at Bourne Grammar School understand that this is a Safeguarding issue and thus they would pass on concerns by applying the usual referral process and Child Protection procedures and pass this information to the Designated Safeguarding Lead (DSL).
#Indicators of CCE can include a child:
#Advice can be sought from the Forced Marriage Unit on 020 7008 0151 or [email protected].
#Government guidance on Forced Marriage: [https://www.gov.uk/guidance/forced-marriage Forced Marriage]   
#Female Genital Mutilation (FGM) is child abuse and illegal.
##FGM comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs for non-medical reasons.
##Where a case of FGM is disclosed by or visually identified in a girl under the age of 18, any teacher or persons who are employed or engaged to carry out teaching work in schools are required to report cases of FGM to the Police on 101.
##The duty is a personal duty which requires the individual professional who becomes aware of the case to make a report; the responsibility cannot be transferred.
##Unless the teacher has a good reason not to, they should still consider and discuss any such case with the DSL and involve children's social care as appropriate.
##Other staff who are not subject to the mandatory reporting duty (persons who are not employed or engaged to carry out teaching work in schools) should pass on concerns by applying the usual referral process and Child Protection procedures and pass this information to the DSL.
##The duty to report cases of FGM to the police does not apply in relation to at risk or suspected cases. In these cases, all staff should report to the DSL and follow standard safeguarding procedures.
##Members of staff in school should not examine children for signs of FGM.
##Government Multi-agency guidance on female genital mutilation: [https://www.gov.uk/government/publications/multi-agency-statutory-guidance-on-female-genital-mutilation FGM Guidance].
 
==Specific Safeguarding Issue: Child Sexual Exploitation (CSE)==
#The School is aware that:
##CSE 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 can involve violent, humiliating and degrading sexual assaults, but does not always involve physical contact; it can also occur through the use of technology.
#Staff have been made aware of some of the key indicators of CSE by training provided by the DSL.
#In addition the School appreciates that it has a role to play in the prevention of CSE within its Safeguarding curriculum e.g. Healthy Relationships.
#If staff identify children for whom CSE may be a concern they will apply the usual referral process and Child Protection procedures and pass this information to the DSL. The DSL can then refer cases where relevant to Lincolnshire Customer Services Team.
#The School also appreciates that there is a role to play in sharing soft intelligence relevant to perpetrators of CSE and therefore if such information should come to light within School, the DSL will share this appropriately with the police on Tel: 101
#Indicators of sexual exploitation can include a child:
##Appearing with unexplained gifts or new possessions.
##Appearing with unexplained gifts or new possessions.
##Associating with other young people involved in exploitation.
##Associating with other young people involved in exploitation.
##Having older boyfriends or girlfriends.
##Suffering from changes in emotional wellbeing.
##Misusing drugs and alcohol.
##Going missing for periods of time or regularly coming home late.
##Regularly missing school or education.
##Not taking part in education.
#If a member of staff suspects CCE, they will discuss this with the DSL. The DSL will trigger the local safeguarding procedures, including a referral to the local authority’s children’s social care team and the police, if appropriate.
 
=APPENDIX 6: County lines=
#County lines is a term used to describe gangs and organised criminal networks involved in exporting illegal drugs using dedicated mobile phone lines or other form of “deal line”. 
#This activity can happen locally as well as across the UK - no specified distance of travel is required.
#Children and vulnerable adults are exploited to move, store and sell 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 any type of schools (including special schools), further and higher educational institutions, pupil referral units, children’s homes and care homes. Children are also increasingly being targeted and recruited online using social media.
#Children can easily become trapped by this type of exploitation as county lines gangs can manufacture drug debts which need to be worked off or threaten serious violence and kidnap towards victims (and their families) if they attempt to leave the county lines network.
#The DSL must be informed if there are any concerns that a student is at risk of, or involved in, county lines.
 
=APPENDIX 7: Child Sexual Exploitation=
#Child sexual exploitation (CSE) is a form of child sexual abuse where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child into sexual activity, in exchange for something the victim needs or wants and/or for the financial advantage or increased status of the perpetrator or facilitator. It may, or may not, be accompanied by violence or threats of violence.
#The abuse can be perpetrated by males or females, and children or adults. It can be a one-off occurrence or a series of incidents over time, and range from opportunistic to complex organised abuse.
#The victim can be exploited even when the activity appears to be consensual. Children or young people who are being sexually exploited may not understand that they are being abused. They often trust their abuser and may be tricked into believing they are in a loving, consensual relationship.
#CSE can include both physical contact (penetrative and non-penetrative acts) and non-contact sexual activity. It can also happen online. For example, young people may be persuaded or forced to share sexually explicit images of themselves, have sexual conversations by text, or take part in sexual activities using a webcam. CSE may also occur without the victim’s immediate knowledge, for example through others copying videos or images.
#In addition to the CCE indicators above, indicators of CSE can include a child:
##Having an older boyfriend or girlfriend.
##Suffering from sexually transmitted infections or becoming pregnant.
##Suffering from sexually transmitted infections or becoming pregnant.
##Displaying inappropriate sexualised behaviour.  
#If a member of staff suspects CSE, they will discuss this with the DSL. The DSL will trigger the local safeguarding procedures, including a referral to the local authority’s children’s social care team and the police, if appropriate.
##Suffering from changes in emotional wellbeing.
 
##Misusing drugs and/or alcohol.
=APPENDIX 8: Child-on-child Abuse=
##Going missing for periods of time, or regularly coming home late.
#Child-on-child abuse is when children abuse other children. This type of abuse can take place inside and outside of school. It can also take place both face-to-face and online, and can occur simultaneously between the two.
##Regularly missing school or education, or not taking part in education.
#Our school has a zero-tolerance approach to sexual violence and sexual harassment. We recognise that even if there are there no reports, that doesn’t mean that this kind of abuse isn’t happening.
#Child-on-child abuse is most likely to include, but may not be limited to:
##Bullying (including cyber-bullying, prejudice-based and discriminatory bullying).
##Abuse in intimate personal relationships between children (this is sometimes known as ‘teenage relationship abuse’).
##Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm (this may include an online element which facilitates, threatens and/or encourages physical abuse).
##Sexual violence, such as rape, assault by penetration and sexual assault (this may include an online element which facilitates, threatens and/or encourages sexual violence).
##Sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be standalone or part of a broader pattern of abuse.
##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.
##Consensual and non-consensual sharing of nude and semi-nude images and/or videos (also known as sexting or youth produced sexual imagery).
##Upskirting, which typically involves taking a picture under a person’s clothing without their permission, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm.
##Initiation/hazing type violence and rituals (this could include activities involving harassment, abuse or humiliation used as a way of initiating a person into a group and may also include an online element).
#Where children abuse their peers online, this can take the form of, for example, abusive, harassing, and misogynistic messages; the non-consensual sharing of indecent images, especially around chat groups; and the sharing of abusive images and pornography, to those who don't want to receive such content.
#If staff have any concerns about child-on-child abuse, or a child makes a report to them, they will follow the procedures set out in [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#Recognising_Abuse_and_Taking_Action Section 9] as appropriate.
#When considering instances of harmful sexual behaviour between children, we will consider their ages and stages of development. We recognise that children displaying harmful sexual behaviour have often experienced their own abuse and trauma, and will offer them appropriate support.


==Specific Safeguarding issue: Child Criminal Exploitation - County Lines and Serious Violent Crime==
=APPENDIX 9: Domestic Abuse=  
#CCE 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.  
#Children can witness and be adversely affected by domestic abuse and/or violence at home where it occurs between family members. In some cases, a child may blame themselves for the abuse or may have had to leave the family home as a result.
#CCE does not always involve physical contact; it can also occur through the use of technology.
#Types of domestic abuse include intimate partner violence, abuse by family members, teenage relationship abuse (abuse in intimate personal relationships between children) and child/adolescent to parent violence and abuse. It can be physical, sexual, financial, psychological or emotional. It can also include ill treatment that isn’t physical, as well as witnessing the ill treatment of others – for example, the impact of all forms of domestic abuse on children.  
#The School recognises that criminal exploitation of children is a geographically widespread form of harm that is a typical feature of county lines criminal activity.
#Anyone can be a victim of domestic abuse, regardless of gender, age, ethnicity, socioeconomic status, sexuality or background, and domestic abuse can take place inside or outside of the home. Children who witness domestic abuse are also victims.
#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 form 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.  
#Older children may also experience and/or be the perpetrators of domestic abuse and/or violence in their own personal relationships. This can include sexual harassment.  
#Key to identifying potential involvement in county lines are missing episodes, when the victim may have been trafficked for the purpose of transporting drugs.  
#Exposure to domestic abuse and/or violence can have a serious, long-lasting emotional and psychological impact on children and affect their health, wellbeing, development and ability to learn.
#The School will consider whether a referral to the National Referral Mechanism (NRM) should be undertaken in order to safeguard that child and/or other children.
#If police are called to an incident of domestic abuse and any children in the household have experienced the incident, the police will inform the key adult in school (usually the designated safeguarding lead) before the child or children arrive at school the following day.  
#Serious violent crime is often part of child criminal exploitation. This carries associated risks such as inury, putting families in danger and becoming criminalised.
#The DSL will provide support according to the child’s needs and update records about their circumstances.
#Concerns of this nature should be reported to the DSL without delay.
#Staff will be made aware of indicators that a child may be at risk from or involved with serious violent crime. These are listed below:
##Unexplained gifts/new possessions - these can indicate children have been approached by/involved with individuals associated with criminal networks/gangs.
##Increased absence from school.
##Change in friendship/relationships with others/groups.
##Significant decline in performance.
##Signs of self-harm/significant change in wellbeing.
##Signs of assault/unexplained injuries.


==Specific Safeguarding Issue: Homelessness==
=APPENDIX 10: Homelessness=
#Being homeless or being at risk of becoming homeless presents a real risk to a child’s welfare.
#Being homeless or being at risk of becoming homeless presents a real risk to a child’s welfare.  
#If any member of staff suspects or knows that a student is homeless or is at risk of becoming homeless then they must complete an orange safeguarding form and share the information with the DSL.
#The DSL and Deputies will be aware of contact details and referral routes in to the local housing authority so they can raise/progress concerns at the earliest opportunity (where appropriate and in accordance with local procedures).
#Where a child has been harmed or is at risk of harm, the DSL will also make a referral to children’s social care.


==Specific Safeguarding Issue: Domestic abuse==
=APPENDIX 11: So-called ‘Honour-based’ Abuse=
#The Home Office 2021 definition of domestic violence and abuse now states:
#So-called ‘honour-based’ abuse (HBA) encompasses incidents or crimes committed to protect or defend the honour of the family and/or community, including FGM, forced marriage, and practices such as breast ironing.
##Behaviour of a person (“A”) towards another person (“B”) is “domestic abuse” if A and B are each aged 16 or over and are personally connected* to each other, and the behaviour is abusive.
#Abuse committed in this context often involves a wider network of family or community pressure and can include multiple perpetrators.
#Behaviour is “abusive” if it consists of any of the following:
#All forms of HBA are abuse and will be handled and escalated as such. All staff will be alert to the possibility of a child being at risk of HBA or already having suffered it. If staff have a concern, they will speak to the DSL, who will activate local safeguarding procedures.
##physical or sexual abuse;
'''FGM'''
##violent or threatening behaviour;
#The DSL will make sure that staff have access to appropriate training to equip them to be alert to children affected by FGM or at risk of FGM.
##controlling or coercive behaviour;
[https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#Reporting_FGM_or_Suspected_FGM Section 10] of this policy sets out the procedures to be followed if a staff member discovers that an act of FGM appears to have been carried out or suspects that a pupil is at risk of FGM.
##economic abuse;
#Indicators that FGM has already occurred include:
##psychological, emotional or other abuse;
##A pupil confiding in a professional that FGM has taken place.
#It does not matter whether the behaviour consists of a single incident or a course of conduct.
##A mother/family member disclosing that FGM has been carried out.
#Personally connected*: They are, or have been, married; civil partners; have agreed to marry one another; have entered into a civil partnership agreement; are or have been in an intimate personal relationship; they have or have had a parental relationship in relation to the same child; or are relatives.
##A family/pupil already being known to social services in relation to other safeguarding issues.
#Controlling behaviour is: a range of acts designed to make a person subordinate and/or dependent by isolating them from sources of support, exploiting their resources and capacities for personal gain, depriving them of the means needed for independence, resistance and escape and regulating their everyday behaviour.
##A girl:
#Coercive behaviour is: an act or a pattern of acts of assault, threats, humiliation and intimidation or other abuse that is used to harm, punish, or frighten their victim.
###Having difficulty walking, sitting or standing, or looking uncomfortable.
#If staff identify children for whom Domestic Abuse may be a concern, they will apply the usual referral process and Child Protection procedures and pass this information to the Designated Safeguarding Lead (DSL). The DSL can then refer cases where relevant, to Lincolnshire Customer Services. Where domestic abuse notifications are received from the Multi-Agency Risk Assessment Conference (MARAC), this information will be added to a child’s chronology and child protection record to ensure that appropriate support can be provided where necessary.  
###Finding it hard to sit still for long periods of time (where this was not a problem previously).
Further guidance is available in the Domestic abuse resources Professional resources (lincolnshire.gov.uk) [email protected] ; [https://edanlincs.org.uk/ Edan Lincs]  email: [email protected]  Tel: 01522 510041
###Spending longer than normal in the bathroom or toilet due to difficulties urinating.
###Having frequent urinary, menstrual or stomach problems.
###Avoiding physical exercise or missing PE.
###Being repeatedly absent from school, or absent for a prolonged period.
###Demonstrating increased emotional and psychological needs – for example, withdrawal or depression, or significant change in behaviour.
###Being reluctant to undergo any medical examinations.
###Asking for help, but not being explicit about the problem.
###Talking about pain or discomfort between her legs.
#Potential signs that a pupil may be at risk of FGM include:
##The girl’s family having a history of practising FGM (this is the biggest risk factor to consider).
##FGM being known to be practised in the girl’s community or country of origin.
##A parent or family member expressing concern that FGM may be carried out.
##A family not engaging with professionals (health, education or other) or already being known to social care in relation to other safeguarding issues.
##A girl:
###Having a mother, older sibling or cousin who has undergone FGM.
###Having limited level of integration within UK society.
###Confiding to a professional that she is to have a “special procedure” or to attend a special occasion to “become a woman”.
###Talking about a long holiday to her country of origin or another country where the practice is prevalent, or parents/carers stating that they or a relative will take the girl out of the country for a prolonged period.
###Requesting help from a teacher or another adult because she is aware or suspects that she is at immediate risk of FGM.
###Talking about FGM in conversation for example, a girl may tell other children about it (although it is important to take into account the context of the discussion).
###Being unexpectedly absent from school.
###Having sections missing from her ‘red book’ (child health record) and/or attending a travel clinic or equivalent for vaccinations/anti-malarial medication.
#The above indicators and risk factors are not intended to be exhaustive.


==Specific Safeguarding Issue: Child-on-child abuse==
'''Forced marriage'''
#Child-on-child abuse is when children abuse other children. This type of abuse can take place inside and outside of school. It can also take place both face-to-face and online, and can occur simultaneously between the two.
#Forcing a person into marriage is a crime. A forced marriage is one entered into without the full and free consent of 1 or both parties and where violence, threats, or any other form of coercion is used to cause a person to enter into a marriage. Threats can be physical or emotional and psychological.  
#We recognise that children are capable of abusing their peers. Abuse will never be tolerated or passed off as “banter”, “just having a laugh” or “part of growing up”, as this can lead to a culture of unacceptable behaviours and an unsafe environment for pupils.
#It is also illegal to cause a child under the age of 18 to marry, even if violence, threats or coercion are not involved.
#We also recognise the gendered nature of child-on-child abuse. However, all child-on-child abuse is unacceptable and will be taken seriously.  
#Staff will receive training around forced marriage and the presenting symptoms. We are aware of the ‘1 chance’ rule, i.e. we may only have 1 chance to speak to the potential victim and only 1 chance to save them.  
#Most cases of pupils hurting other pupils will be dealt with under the School’s Behaviour for Learning policy, but this safeguarding policy will apply to any allegations that raise safeguarding concerns. This might include where the alleged behaviour:
#If a member of staff suspects that a pupil is being forced into marriage, they will speak to the pupil about their concerns in a secure and private place. They will then report this to the DSL.
##Is serious, and potentially a criminal offence.
#The DSL will:
##Could put pupils in the school at risk.
##Speak to the pupil about the concerns in a secure and private place.  
##Is violent.
##Activate the local safeguarding procedures and refer the case to the local authority’s designated officer.  
##Involves pupils being forced to use drugs or alcohol.
##Seek advice from the Forced Marriage Unit on 020 7008 0151 or fmu@fco.gov.uk.
##Involves sexual exploitation, sexual abuse or sexual harassment, such as indecent exposure, sexual assault, upskirting or sexually inappropriate pictures or videos (including the sharing of nudes and semi-nudes).
##Refer the pupil to an education welfare officer, pastoral tutor, learning mentor, or school counsellor, as appropriate.
#Procedures for dealing with allegations of child-on-child abuse.
##If a pupil makes an allegation of abuse against another pupil:
###You must record the allegation and tell the DSL, but do not investigate it.
###The DSL will contact the local authority children’s social care team and follow its advice, as well as the police if the allegation involves a potential criminal offence.
###The DSL will put a risk assessment and support plan into place for all children involved (including the victim(s), the child(ren) against whom the allegation has been made and any others affected) with a named person they can talk to if needed.
###The DSL will contact the children and adolescent mental health services (CAMHS), if appropriate.
#Creating a supportive environment in school and minimising the risk of child-on-child abuse.
##We recognise the importance of taking proactive action to minimise the risk of child-on-child abuse, and of creating a supportive environment where victims feel confident in reporting incidents.  
##To achieve this, we will:
###Challenge any form of derogatory or sexualised language or inappropriate behaviour between peers, including requesting or sending sexual images.
###Be vigilant to issues that particularly affect different genders – for example, sexualised or aggressive touching or grabbing towards female pupils, and initiation or hazing type violence with respect to boys.
###Ensure our curriculum helps to educate pupils about appropriate behaviour and consent.  
###Ensure pupils are able to easily and confidently report abuse using our reporting systems.
###Ensure staff reassure victims that they are being taken seriously.
###Ensure staff are trained to understand:
####How to recognise the indicators and signs of child-on-child abuse, and know how to identify it and respond to reports.
####That even if there are no reports of child-on-child abuse in school, it does not mean it is not happening – staff should maintain an attitude of “it could happen here”.
####That if they have any concerns about a child’s welfare, they should act on them immediately rather than wait to be told, and that victims may not always make a direct report. For example:
#####Children can show signs or act in ways they hope adults will notice and react to.
#####A friend may make a report.  
#####A member of staff may overhear a conversation.  
#####A child’s behaviour might indicate that something is wrong.
#####That certain children may face additional barriers to telling someone because of their vulnerability, disability, gender, ethnicity and/or sexual orientation.
#####That a pupil harming a peer could be a sign that the child is being abused themselves, and that this would fall under the scope of this policy.
#####The important role they have to play in preventing child-on-child abuse and responding where they believe a child may be at risk from it.
#####That they should speak to the DSL if they have any concerns.


==Specific Safeguarding Issue: Sharing nudes/semi-nudes==
=APPENDIX 12: Preventing Radicalisation=
#The School will follow advice set out by the DfE in [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-advice-for-education-settings-working-with-children-and-young-people Sharing nudes and semi-nudes: advice for education settings working with children and young people].
#Radicalisation refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.
#This refers to the sending or posting of nude or semi-nude images, videos or live streams by young people under the age of 18 online. This could be via social media, gaming platforms, chat apps or forums. It could also involve sharing between devices via services like Apple’s AirDrop which works offline.
#Extremism is vocal or active opposition to fundamental British values, such as democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs. This also includes calling for the death of members of the armed forces.
#Your responsibilities when responding to an incident.
#Terrorism is an action that:
##If you are made aware of an incident involving the consensual or non-consensual sharing of nude or semi-nude images/videos (also known as ‘sexting’ or ‘youth produced sexual imagery’), you must report it to the DSL immediately.
##Endangers or causes serious violence to a person/people;
##You must not:
##Causes serious damage to property; or
###View, copy, print, share, store or save the imagery yourself, or ask a pupil to share or download it (if you have already viewed the imagery by accident, you must report this to the DSL).
##Seriously interferes or disrupts an electronic system.
###Delete the imagery or ask the pupil to delete it.
#The use or threat of terrorism must be designed to influence the government or to intimidate the public and is made for the purpose of advancing a political, religious or ideological cause.
###Ask the pupil(s) who are involved in the incident to disclose information regarding the imagery (this is the DSL’s responsibility).
#Schools have a duty to prevent children from being drawn into terrorism. The DSL will undertake Prevent awareness training and make sure that staff have access to appropriate training to equip them to identify children at risk.  
###Share information about the incident with other members of staff, the pupil(s) it involves or their, or other, parents and/or carers.
#We will assess the risk of children in our school being drawn into terrorism. This assessment will be based on an understanding of the potential risk in our local area, in collaboration with our local safeguarding partners and local police force.
###Say or do anything to blame or shame any young people involved.
#We will ensure that suitable internet filtering is in place, and equip our pupils to stay safe online at school and at home.
##You should explain that you need to report the incident, and reassure the pupil(s) that they will receive support and help from the DSL.
#There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. Radicalisation can occur quickly or over a long period.  
#Initial review meeting.
#Staff will be alert to changes in pupils’ behaviour.  
##Following a report of an incident, the DSL will hold an initial review meeting with appropriate school staff – this may include the staff member who reported the incident and the safeguarding or leadership team that deals with safeguarding concerns. This meeting will consider the initial evidence and aim to determine:
#The government website Educate Against Hate and charity NSPCC say that signs that a pupil is being radicalised can include:
###Whether there is an immediate risk to pupil(s).
##Refusal to engage with, or becoming abusive to, peers who are different from themselves.  
###If a referral needs to be made to the police and/or children’s social care.  
##Becoming susceptible to conspiracy theories and feelings of persecution.  
###If it is necessary to view the image(s) in order to safeguard the young person (in most cases, images or videos should not be viewed).
##Changes in friendship groups and appearance.  
###What further information is required to decide on the best response.
##Rejecting activities they used to enjoy.  
###Whether the image(s) has been shared widely and via what services and/or platforms (this may be unknown).
##Converting to a new religion.  
###Whether immediate action should be taken to delete or remove images or videos from devices or online services.
##Isolating themselves from family and friends.
###Any relevant facts about the pupils involved which would influence risk assessment.
##Talking as if from a scripted speech.
###If there is a need to contact another school, college, setting or individual.
##An unwillingness or inability to discuss their views.
###Whether to contact parents or carers of the pupils involved (in most cases parents/carers should be involved).
##A sudden disrespectful attitude towards others.
##The DSL will make an immediate referral to police and/or children’s social care if:
##Increased levels of anger.
###The incident involves an adult.  
##Increased secretiveness, especially around internet use.  
###There is reason to believe that a young person has been coerced, blackmailed or groomed, or if there are concerns about their capacity to consent (for example owing to special educational needs).
##Expressions of sympathy for extremist ideologies and groups, or justification of their actions.
###What the DSL knows about the images or videos suggests the content depicts sexual acts which are unusual for the young person’s developmental stage, or are violent.
##Accessing extremist material online, including on Facebook, Twitter and other platforms.
###The imagery involves sexual acts and any pupil in the images or videos is under 13.
##Possessing extremist literature.
###The DSL has reason to believe a pupil is at immediate risk of harm owing to the sharing of nudes and semi-nudes (for example, the young person is presenting as suicidal or self-harming).
##Being in contact with extremist recruiters and joining, or seeking to join, extremist organisations.  
##If none of the above apply then the DSL, in consultation with the headteacher and other members of staff as appropriate, may decide to respond to the incident without involving the police or children’s social care. The decision will be made and recorded in line with the procedures set out in this policy. 
#Children who are at risk of radicalisation may have low self-esteem, or be victims of bullying or discrimination. It is important to note that these signs can also be part of normal teenage behaviour – staff should have confidence in their instincts and seek advice if something feels wrong.  
#Further review by the DSL.
#If staff are concerned about a pupil, they will follow our procedures set out in [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#Concerns_about_Extremism Section 11] of this policy, including discussing their concerns with the DSL.  
##If at the initial review stage a decision has been made not to refer to police and/or children’s social care, the DSL will conduct a further review to establish the facts and assess the risks.
Staff should always take action if they are worried.
##They will hold interviews with the pupils involved (if appropriate).
##If at any point in the process there is a concern that a pupil has been harmed or is at risk of harm, a referral will be made to children’s social care and/or the police immediately.  
#Informing parents/carers.
##The DSL will inform parents/carers at an early stage and keep them involved in the process, unless there is a good reason to believe that involving them would put the pupil at risk of harm.  
#Referring to the police.
##If it is necessary to refer an incident to the police, this will be done by dialling 101.
#Recording incidents.
##All incidents of sharing of nudes and semi-nudes, and the decisions made in responding to them, will be recorded. The record-keeping arrangements set out in section 14 of this policy also apply to recording these incidents.  
#Curriculum coverage.  
##Pupils are taught about the issues surrounding the sharing of nudes and semi-nudes as part of Relationships and Sex Education.  
##Teaching covers the following in relation to the sharing of nudes and semi-nudes:
###What it is.
###How it is most likely to be encountered.
###The consequences of requesting, forwarding or providing such images, including when it is and is not abusive and when it may be deemed as online sexual harassment.
###Issues of legality.
###The risk of damage to people’s feelings and reputation.
##Pupils also learn the strategies and skills needed to manage:
###Specific requests or pressure to provide (or forward) such images.
###The receipt of such images.


==Specific Safeguarding issue: Sexual Violence and Sexual Harassment between children==
=APPENDIX 13: Sexual Violence and Sexual Harassment Between Children=
#The School will follow guidance as set out in [https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 Part 5 of Keeping Children Safe in Education 2022], and is cognisant of the findings in [https://www.gov.uk/government/publications/review-of-sexual-abuse-in-schools-and-colleges Ofsted's review into sexual abuse in schools and colleges, 2021].
#Sexual violence and sexual harassment involving children at school is a form of child-on-child abuse.
#The School has a zero-tolerance approach to sexual violence and sexual harassment. The School recognises that even if there are there no reports, that doesn’t mean that this kind of abuse isn’t happening. 
#Sexual violence involves the criminal sexual offences defined in the Sexual Offences Act 2003.
#Sexual Harassment is defined as unwanted conduct of a sexual nature and can include online behaviour. Neither is acceptable and will not be tolerated by the School.
#The Voyeurism (Offences) Act, which is commonly known as the Upskirting Act, came into force on 12 April 2019.‘Upskirting’ is where someone takes a picture under a persons clothing (not necessarily a skirt) without their permission and or knowledge, with the intention of viewing their genitals or buttocks (with or without underwear) to obtain sexual gratification, or cause the victim humiliation, distress or alarm. It is a criminal offence. Anyone of any gender, can be a victim.
#Sexual violence and sexual harassment can occur:
#Sexual violence and sexual harassment can occur:
##Between 2 children of any age and sex.
##Between two children of any age and sex
##Through a group of children sexually assaulting or sexually harassing a single child or group of children.
##Through a group of children sexually assaulting or sexually harassing a single child or group of children  
##Online and face to face (both physically and verbally).
##Online and face to face (both physically and verbally)  
#Sexual violence and sexual harassment exist on a continuum and may overlap.
#Sexual violence and sexual harassment exist on a continuum and may overlap.
#Children who are victims of sexual violence and sexual harassment will likely find the experience stressful and distressing. This will, in all likelihood, adversely affect their educational attainment and will be exacerbated if the alleged perpetrator(s) attends the same school.  
#Children who are victims of sexual violence and sexual harassment will likely find the experience stressful and distressing. This will, in all likelihood, adversely affect their educational attainment and will be exacerbated if the alleged perpetrator(s) attends the same school.  
#If a victim reports an incident, it is essential that staff make sure they are reassured that they are being taken seriously and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report.  
#If a victim reports an incident, it is essential that staff make sure they are reassured that they are being taken seriously and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting any form of abuse or neglect. Nor should a victim ever be made to feel ashamed for making a report.  
#When supporting victims, staff will:
##Reassure victims that the law on child-on-child abuse is there to protect them, not criminalise them
##Regularly review decisions and actions, and update policies with lessons learnt
##Look out for potential patterns of concerning, problematic or inappropriate behaviour, and decide on a course of action where we identify any patterns
##Consider if there are wider cultural issues within the school that enabled inappropriate behaviour to occur and whether revising policies and/or providing extra staff training could minimise the risk of it happening again
##Remain alert to the possible challenges of detecting signs that a child has experienced sexual violence, and show sensitivity to their needs
#Some groups are potentially more at risk. Evidence shows that girls, children with SEN and/or disabilities, and lesbian, gay, bisexual and transgender (LGBT) children are at greater risk.  
#Some groups are potentially more at risk. Evidence shows that girls, children with SEN and/or disabilities, and lesbian, gay, bisexual and transgender (LGBT) children are at greater risk.  
#Staff should be aware of the importance of:  
#Staff should be aware of the importance of:  
##Challenging inappropriate behaviours.
##Challenging inappropriate behaviours
##Making clear that sexual violence and sexual harassment is not acceptable, will never be tolerated and is not an inevitable part of growing up.
##Making clear that sexual violence and sexual harassment is not acceptable, will never be tolerated and is not an inevitable part of growing up
##Challenging physical behaviours (potentially criminal in nature), such as grabbing bottoms, breasts and genitalia, pulling down trousers, flicking bras and lifting up skirts. Dismissing or tolerating such behaviours risks normalising them.
##Challenging physical behaviours (potentially criminal in nature), such as grabbing bottoms, breasts and genitalia, pulling down trousers, flicking bras and lifting up skirts. Dismissing or tolerating such behaviours risks normalising them
#The School takes all such reports seriously and will receive the same high standard of care that any other safeguarding concern receives.
#If staff have any concerns about sexual violence or sexual harassment, or a child makes a report to them, they will follow the procedures set out in [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safeguarding_2023_DRAFT#Recognising_Abuse_and_Taking_Action Section 9] of this policy, as appropriate.
#A multi-agency approach will be undertaken when responding to all such complaints, however the School will always take immediate action to protect children despite the actions of any other agency.
#These actions may include an immediate risk assessment in respect of the needs of the child victim and will address any risks identified to any child in respect of an alleged perpetrator of sexual violence or sexual harassment to ensure children are protected from harm. Any risk assessment will be fluid and may change to reflect any developments during the management of the case. All such reports will be managed by the DSL.
#There are a number of options the School may consider in respect of the management of a report of sexual violence or sexual harassment between children and each case will receive an appropriate bespoke response once all the facts are known.
#Irrespective of any potential criminal outcome, the School has a duty to safeguarding all children and may deal with any such report on a balance of probability basis when considering the outcomes for children involved.
#Should an outcome involve a move to an alternative school for any child, then information sharing of the case will be undertaken with the Designated Safeguarding Lead professional at that school.


==Specific Safeguarding Issue: Serious Violent Crime==
=APPENDIX 14: Serious Violence=  
#Indicators which may signal that a child is at risk from, or involved with, serious violent crime may include:
#Indicators which may signal that a child is at risk from, or involved with, serious violent crime may include:
##Increased absence from school.
##Increased absence from school.
Line 750: Line 922:
##Signs of self-harm or a significant change in wellbeing.
##Signs of self-harm or a significant change in wellbeing.
##Signs of assault or unexplained injuries.
##Signs of assault or unexplained injuries.
##Unexplained gifts or new possessions (this could indicate that the child has been approached by, or is involved with, individuals associated with criminal networks or gangs and may be at risk of criminal exploitation (see above)) .
##Unexplained gifts or new possessions (this could indicate that the child has been approached by, or is involved with, individuals associated with criminal networks or gangs and may be at risk of criminal exploitation (see above)).  
#Risk factors which increase the likelihood of involvement in serious violence include:
#Risk factors which increase the likelihood of involvement in serious violence include:
##Being male.
##Being male.
Line 756: Line 928:
##Having experienced child maltreatment.
##Having experienced child maltreatment.
##Having been involved in offending, such as theft or robbery.
##Having been involved in offending, such as theft or robbery.
#Staff will be aware of these indicators and risk factors. If a member of staff has a concern about a pupil being involved in, or at risk of, serious violence, they will report this to the DSL.


==APPENDIX 1 - Who to contact if you have a concern==
=APPENDIX 15: Visitors=
#Advice on any aspect of Safeguarding/Child Protection can be sought from the Safeguarding Team.
##Designated Safeguarding Lead: Mr Mark Brunker.
##Deputy Safeguarding Leads: Miss Flo Leftley-Gynn, Mrs Sarah Shales, Mr Stephen Chamberlain, Mrs Mary Ford.
##The LCC Safeguarding and Education Welfare Supervisor for Education Settings Ruth Fox is available on 01522 554695 or [email protected] for non-urgent safeguarding advice about training and policy and procedures.
#Safeguarding children - concerns over children living in Lincolnshire: 01522 782111 (working hours), 01522 782333 (Emergency Duty Team; 6pm-8am + weekends and Bank Holidays).
#Safeguarding children - concerns (Children living in other Authorities).
##Rutland Children’s Duty Team: 01572 758407 (working hours), 0116 305 00055 (out of hours).
##Peterborough Safeguarding Children’s Board: 01733 864170 (working hours), 01733 234724 (out of hours).
#Allegations against /concerns about adult(s) working with children.
##Staff must report concerns to the Headteacher or in the event of concerns about the Headteacher, concerns must be reported to the Chair of Governors (via the Clerk).
##The Headteacher/Chair may liaise with the DSL (unless the concern is about the DSL) and must contact the LADO to discuss concerns & course of action.
##Lincolnshire Local Authority Designated Officers (LADO) are Rachel Powis, Kim Murray, Ildiko Kiss and Fiona Watters: 01522 554674 or [mailto:[email protected] [email protected]].
##Secure transfer of documents should be sent to [mailto:[email protected] [email protected]]
#Police (Emergency): 999. [https://www.npcc.police.uk/documents/Children%20and%20Young%20people/When%20to%20call%20the%20police%20guidance%20for%20schools%20and%20colleges.pdf When to phone the Police].
#Police (Non Emergency): 101 or 01522 947590 (Lincolnshire Police Public Protection Unit, Central Referral Unit).
 
==APPENDIX 2 - Continuum of need==
#Universal.
##Children and young people whose needs are being adequately met by their family, friends and community and who are accessing universal services. (e.g. health visiting, GP, schools).
##Response: Continue meeting child or young person’s needs as a universal service in a safe environment.
##Universal services will remain at all levels of need.
#Targeted.
##Children and young people who would benefit from additional help with moderate difficulties in order to make the best of their life chances.
##Response: A practitioner who identifies unmet needs for a child or young person should consider how these needs can best be met, usually by some additional help from within their own agency. The Early Help Assessment (EHA) can help to identify and plan to meet needs and involve others where necessary.
#Complex.
##Children and young people who have a range of additional needs affecting different areas of their life.
##Response: Request support from other agencies such as family support, commissioned services, Youth Crime Prevention Team and Education Welfare. Agencies work together to provide a network of support to the child or young person and their family.
##Identify a lead professional to co-ordinate support and be primary link with the family.
##Hold a multi-agency meeting and use the Early Help Assessment (EHA) with child and family to assess their needs. Develop and implement an Action Plan and review progress.
#Specialist.
##Children and young people who need immediate protection or who require integrated support from a statutory service such as CAMHS, Children’s Social Care, or Youth Offending Service.
##Children’s Social Care lead multi-agency planning and support through a Child-in-Need Plan, Child Protection Procedures, or accommodation by Children’s Social Care.
##Youth Offending Team lead multi-agency interventions for Court-Ordered Supervision of Young Offenders in the community and in custody.
 
If at any point you are concerned about the safety of a child or young person, contact Lincolnshire Children's Services Customer Service Centre.
Tel: 01522 782111 or 01522 782333 (Emergency Duty Team for out of hours).
If you are concerned about an immediate danger, phone 999.
 
==APPENDIX 3 - Definitions of Abuse==
#Physical Abuse.
##A form of abuse which may involve:
###Hitting, shaking, throwing, poisoning, burning, scalding, drowning, suffocating, or otherwise causing physical harm to a child
###Physical harm may also be caused when a parent or carer feigns the symptoms of, or deliberately induces illness in a child (fabricated/induced illness).
###Injuries in babies and non-mobile children.
#Sexual Abuse.
##Forcing or enticing a child 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.
##Physical contact: including assault by penetration e.g. rape or oral sex; or non-penetrative acts e.g. masturbation, kissing, rubbing & touching outside of clothing.
##Non-contact activities: eg. involving children in looking at/in the production of sexual images/ activities, encouraging children to behave in sexually inappropriate ways, grooming a child in preparation for abuse.
#Emotional Abuse.
##The persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on their emotional development. It may involve:
###Conveying to them that they are worthless, unloved, inadequate, or valued only insofar as they meet the needs of another person
###Not giving them opportunities to express their views,  deliberately silencing them or ‘making fun’ of what they say or how they communicate.
###Developmentally inappropriate expectations being imposed; interactions that are beyond the child's developmental capability.
###Overprotection and limitation of exploration and learning.
###Preventing the child participating in normal social interaction.
###Seeing/hearing the ill-treatment of another.
###Serious bullying causing them frequently to feel frightened or in danger.
###Exploitation or corruption of them.
##Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone.
#Neglect.
##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. 
##It 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 unresponsiveness to, or neglect of a child’s basic emotional needs.
 
==APPENDIX 4 - Symptoms of Abuse==
The symptoms below do not necessarily mean they are a result of abuse, but can be used as a list of possible indicators. A marked change in behaviour is often the biggest indicator.
#Physical.
##Bruises, black eyes, broken bones.
##Injuries to unusual body parts eg. thighs, back, abdomen.
##Bruising that resembles hand/finger marks.
##Burns/scalds.
##Bite marks, cigarette burns.
##Injuries that the child cannot explain or explains unconvincingly.
#Sexual.
##Genital discomfort, pain, itching, bruising, injuries.
##Public masturbation, compulsive masturbation.
##Eating disorders.
##Sexually explicit behaviour or language not appropriate for their age.
##Sexually transmitted infection.
##Sexually explicit drawings.
##Pregnancy.
#Emotional.
##Physical, mental and emotional development lags.
##Talks of excessive punishment.
##Fear of parents being contacted.
##Sudden speech disorders.
##Running away.
##Self-deprecation, low self-esteem.
#Neglect.
##Child inappropriately dressed for weather conditions.
##Undernourished/always hungry.
##Untreated medical problems eg. dental decay.
##Extreme lethargy, tiredness.
##Aggressive tendencies.
 
==APPENDIX 5 - Receiving Disclosures==
#Receive.
##Listen, try not to look shocked or be judgmental.
##Accept what the young person says and ‘take it seriously’.
##Don’t ‘interrogate’ them – let them tell you; try not to interrupt.
##Note the date and time, what was done, who did it, and where it took place.
##Use the young person’s own words.
##Don’t criticise anyone.
##Don't take photographs of any injuries.
##Don’t ask leading questions – use ‘open’ questions to clarify only.
###TED - Tell me; Explain; Describe.
####Tell me what you mean by that.
####Explain that to me.
####Describe that....
#Reassure.
##Stay calm, tell the young person they have done the right thing in telling you.
##Reassure them they are not to blame.
##Empathise – don’t tell them how they should be feeling.
##Don’t promise confidentiality, explain who needs to know.
##Explain what you’ll do next.
##Be honest about what you can do.
#Report and Record (BGS orange Safeguarding Referral Form).
##Make a Brief, accurate, timely and factual record.
##Discuss with the DSL/Deputy, without delay.
##The Designated Safeguarding Lead will assess the situation and decide on the next steps.
##Things to include:
###Time and full date of disclosure/incident and the time and full date the record was made.
###An accurate record of what was said or seen.
###Whether it is first or second hand information.
###Whether the child was seen/spoken to.
###Whether information is fact or professional judgement.
###Full names and roles/status of anyone identified in the report.
###Avoid acronyms/jargon/abbreviations.
###Sign the record.
###Record actions agreed with/by the Designated Lead.
##Records should be reviewed regularly and any new concerns should be added and responded to immediately.
 
==APPENDIX 6 - Safeguarding Training and the 6-year Safeguarding Pathway==
STAFF
#Staff training will be integrated, aligned and considered as part of the whole-school safeguarding approach and wider staff training, and curriculum planning.
#Staff training will have regard to the Teachers' Standards. 
#The statutory guidance, '[https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 Keeping Children Safe in Education 2022]', states 'All staff members should be aware of systems within their school or college which support safeguarding and these should be explained to them as part of staff induction. This should include: the Safeguarding policy; the staff code of conduct; and the role of the DSL. 
#Copies of policies and a copy of part one of Keeping Children Safe in Education should be provided to staff at induction.
#All staff members should receive appropriate safeguarding and child protection training which is regularly updated. In addition all staff members should receive safeguarding and child protection updates (for example, via email, staff meetings and briefings), as required, but at least annually to provide them with relevant skills and knowledge to safeguard children effectively.
#Please note there is a statutory requirement for DSLs to attend training at least every two years, that helps them understand their role and responsibilities.
#DSLs are reminded to ensure they complete their safeguarding refresher training and are strongly encouraged to attend training offered by the Early Help teams, eg. Early Help & TAC Record Keeping, Voice of the Child etc. and attend TAC briefings.  [https://www.lincolnshire.gov.uk/tac www.lincolnshire.gov.uk/tac].
#Lincolnshire Safeguarding Children's Board (LSCB) 6-year training pathway is available at [https://www.lincolnshire.gov.uk/safeguarding/lscp/3 6-Year Training Pathway]. 
#Settings should plan their own 6-year pathway using training provided by a range of partners, e.g. LSCB, Stay Safe Partnership etc. in order to suit the needs of the school community.  This should be adapted in order to reflect local and national guidance.
#Schools should plan the 6-year pathway carefully, taking into consideration any gaps in staff knowledge, updates to statutory guidance documents and the needs of the children and young people in the setting and community.  Always keep accurate records of staff safeguarding updates on a spreadsheet and remember to keep a central copy of any evidence of training, e.g. certificates.  Include evidence of staff training and safeguarding input at staff meetings/in-house updates etc., of which there may be several annually.
#Support is available from [mailto:[email protected] [email protected]].
GOVERNORS
#All governors receive training about safeguarding and child protection (including online safety) at induction, which is regularly updated. This is to make sure that they:
##Have the knowledge and information needed to perform their functions and understand their responsibilities, such as providing strategic challenge.
##Can be assured that safeguarding policies and procedures are effective and support the school to deliver a robust whole-school approach to safeguarding. 
#As the chair of governors may be required to act as the ‘case manager’ in the event that an allegation of abuse is made against the headteacher, they receive training in managing allegations for this purpose.
 
==APPENDIX 7 - Safer Recruitment and DBS Checks==
#The [https://policies.bourne-grammar.lincs.sch.uk/pwiki/index.php?title=Safer_Recruitment Safer Recruitment Policy] details the Schools procedures, but a summary can be found below.
#The safe recruitment of staff in schools is the first step to safeguarding and promoting the welfare of children in education. Bourne Grammar School is committed to safeguarding and promoting the welfare of all pupils in its care. As an employer, the school expects all staff and volunteers to share this commitment.
#The School will record all information on the checks carried out in the School’s Single Central Record (SCR). Copies of these checks, where appropriate, will be held in individuals’ personnel files.
#The School follows requirements and best practice in retaining copies of these checks, as set out below.
#Appointing new staff.
##When appointing new staff, the School will:
##Operate in accordance with DfE guidance within [https://www.gov.uk/government/publications/keeping-children-safe-in-education--2  KCSIE 2022] regarding DBS checks.
###Verify their identity.
###Obtain (via the applicant) an enhanced Disclosure and Barring Service (DBS) certificate, including barred list information for those who will be engaging in regulated activity (see definition below). We will not keep a copy of this for longer than 6 months.
###Obtain a separate barred list check if they will start work in regulated activity before the DBS certificate is available.
###Verify their mental and physical fitness to carry out their work responsibilities.
###Verify their right to work in the UK. A copy of this verification will be kept for the duration of the member of staff’s employment and for 2 years afterwards.
###Verify their professional qualifications, as appropriate.
###Ensure they are not subject to a prohibition order if they are employed to be a teacher.
###Carry out further additional checks, as appropriate, on candidates who have lived or worked outside of the UK, including (where relevant) any teacher sanctions or restrictions imposed by a European Economic Area professional regulating authority, and criminal records checks or their equivalent.
###Check that candidates taking up a management position are not subject to a prohibition from management (section 128) direction made by the secretary of state.
###Ask for written information about previous employment history and check that information is not contradictory or incomplete.
###The School will seek references on all short-listed candidates, before interview. We will scrutinise these and resolve any concerns before confirming appointments.
###Shortlisted candidates will be asked at least one safeguarding question before any appointments are made.
###The School will also consider carrying out an online search on shortlisted candidates to help identify any incidents or issues that are publicly available online.
#Regulated activity means a person who will be:
##Responsible, on a regular basis in a school or college, for teaching, training, instructing, caring for or supervising children
##Carrying out paid, or unsupervised unpaid, work regularly in a school or college where that work provides an opportunity for contact with children.
##Engaging in intimate or personal care or overnight activity, even if this happens only once and regardless of whether they are supervised or not.
#Existing staff.
##If the School has concerns about an existing member of staff’s suitability to work with children, the relevant checks will be completed as if the individual was a new member of staff. The School will also do this if an individual moves from a post that is not regulated activity to one that is.
##The School will refer to the DBS anyone who has harmed, or poses a risk of harm, to a child or vulnerable adult:
###Where the ‘harm test’ is satisfied in respect of the individual (i.e. that no action or inaction occurred but the present risk that it could was significant).
###Where the individual has received a caution or conviction for a relevant offence.
###If there is reason to believe that the individual has committed a listed relevant offence, under the Safeguarding Vulnerable Groups Act 2006 (Prescribed Criteria and Miscellaneous Provisions) Regulations 2009.
###If the individual has been removed from working in regulated activity (paid or unpaid) or would have been removed if they had not left.
#Agency and third-party staff.
##The School will obtain written notification from any agency or third-party organisation that it has carried out the necessary safer recruitment checks that we would otherwise perform. We will also check that the person presenting themselves for work is the same person on whom the checks have been made.
#Contractors.
##The School will ensure that any contractor, or any employee of the contractor, who is to work at the School has had the appropriate level of DBS check(this includes contractors who are provided through a PFI or similar contract). This will be:
###An enhanced DBS check with barred list information for contractors engaging in regulated activity.
###An enhanced DBS check, not including barred list information, for all other contractors who are not in regulated activity but whose work provides them with an opportunity for regular contact with children.
##The School will obtain the DBS check for self-employed contractors.
##The School will not keep copies of such checks for longer than 6 months.
##Contractors who have not had any checks will not be allowed to work unsupervised or engage in regulated activity under any circumstances.
##The School will check the identity of all contractors and their staff on arrival at the school.
#Trainee/student teachers.
##Where applicants for initial teacher training are salaried by the School, the School will ensure that all necessary checks are carried out.
##Where trainee teachers are fee-funded, written confirmation will be obtained from the training provider that necessary checks have been carried out and that the trainee has been judged by the provider to be suitable to work with children.
#Volunteers
##The School will:
###Never leave an unchecked volunteer unsupervised or allow them to work in regulated activity.
###Obtain an enhanced DBS check with barred list information for all volunteers who are new to working in regulated activity.
###Obtain an enhanced DBS check without barred list information for all volunteers who are not in regulated activity, but who have an opportunity to come into contact with children on a regular basis, for example, supervised volunteers.
###Carry out a risk assessment when deciding whether to seek an enhanced DBS check for any volunteers not engaging in regulated activity.
#Governors
##All governors will have an enhanced DBS check without barred list information and section 128 check [section 128 checks are only required for local governors if they have been delegated any management responsibilities].
##They will have an enhanced DBS check with barred list information if working in regulated activity.
##The chair of the board of trustees will have their DBS check countersigned by the secretary of state.
##All trustees, proprietors and local governors will also have the following checks:
###Identity.
###Right to work in the UK.
###Other checks deemed necessary if they have lived or worked outside the UK.
#Adults who supervise pupils on work experience.
##When organising work experience, the School will ensure that policies and procedures are in place to protect children from harm.
##The School will also consider whether it is necessary for barred list checks to be carried out on the individuals who supervise a pupil under 16 on work experience. This will depend on the specific circumstances of the work experience, including the nature of the supervision, the frequency of the activity being supervised, and whether the work is regulated activity.
#Pupils staying with host families (Home-stays/exchange visits).
##Where the School makes arrangements for overseas students to be provided with care and accommodation by a UK host family to which they are not related (for example, during a foreign exchange visit), the School will request enhanced DBS checks with barred list information on those people. As volunteers, all checks will be processed free of charge by the DBS.
##Where additional people in the host family are aged over 16 (i.e. elder siblings) the School will consider on a case by case risk assessment basis whether such checks are necessary.
##Where the School is organising such hosting arrangements overseas and host families cannot be checked in the same way, the School will work with the partner schools abroad to ensure that similar assurances are undertaken prior to the visit.
 
==APPENDIX 8 Children Missing Education==
#CME is defined as a child or young person of compulsory School age who is not attending school, not placed in alternative provision by an LA, and who is not receiving a suitable education elsewhere. This definition also includes children who are receiving an education, but one that is not suitable; this could include children who are not receiving full-time education suitable to their needs, e.g. age, ability, aptitude, special educational needs and disabilities (SEND).
#Why children miss education.
##The most common reasons for children missing education include the following:
###failing to be registered at a School at the age of five.
###Failing to make a successful transition.
###Exclusion.
###Mid-year transfer of education provision Families moving into a new area.
#Children at particular risks of missing education.
##As there could be many reasons for a child to be missing from education, the LA will make a judgement on a case-by-case basis. The following list indicates pupils who are most at risk of missing education:
###Pupils at risk of harm or neglect – where this is suspected, local child protection procedures will be followed; however, if a child is in immediate danger or at risk of harm, a referral should be made immediately to children’s social care (and the police if appropriate) as per the School’s [[Safeguarding|safeguarding]] procedures. The LA officers responsible for CME will check a referral has been made, and will contact children’s social care if this is not the case. Should there be a reason to suspect a crime has been committed or the child’s safety is at risk, the LA will contact the police.
###Children of gypsy, roma and traveller (GRT) families – when a GRT student leaves the School without naming their next destination school, the School will contact the LA. If necessary, the School will consult the Attendance and Prosecution Service for advice on the best strategies to ensure minimal disruption to the GRT pupil’s education.
###Children of service personnel – the School will contact the Ministry of Defence Children’s Education Advisory Service for advice to ensure continuity of education for these children.
###Missing children/runaways – should the School suspect a child has gone missing/run away, an appropriate staff member will consult the DfE for advice on missing children.
###Children and young people supervised by the Youth Justice System – in this case, LA youth offending teams are responsible for supervising children (aged 8 to 18). Where a young person is registered at the School prior to custody, the School will keep the place open for their return.
###Children who cease to attend Bourne Grammar School – where the reason for a child who has stopped attending the School is not known, the LA will investigate the situation.
###Children of migrant families – there is an increased risk of a child missing education if they are part of a new migrant family who may not yet have settled into a fixed address, or may have arrived into an LA area without the authority becoming aware.
#Roles and responsibilities.
##The School.
###The School will enter students on the admissions register at the beginning of the first day on which it has been agreed by the School, or the day that the School has been notified, that the pupil will attend the School.
###In the event that a student fails to attend the School on the agreed or notified date, the School will undertake reasonable enquiries to establish the reason for this absence, and will consider notifying the LA at the earliest opportunity.
###The School will keep an accurate and up-to-date admissions register by encouraging parents/carers to inform them of any changes.
###The School will monitor students’ attendance through our daily register.
###The School will agree with the LA what intervals are best to inform them of students who are regularly absent from School, or who have missed 10 School days or more without permission.
###Where a pupil has not returned to School for 10 days after an authorised absence, or is absent from the School without authorisation for twenty consecutive School days, the School will remove the student from the admission register if the School and the LA have failed to establish the whereabouts of the child after making reasonable enquiries.
###The School will notify the LA if any student is to be deleted from the admission register in the circumstance outlined in Regulation 8 of the [http://www.legislation.gov.uk/uksi/2006/1751/contents/made Education (Pupil Registration) (England) Regulations 2006] (as amended in 2016).
###Students who remain on the School roll are not necessarily missing education, but will be monitored and attendance will be addressed when it is poor.
###The School will arrange full-time education for excluded students from the sixth School day of a fixed period exclusion.
###The School will provide information to the LA regarding standard transitions, if requested to do so by the LA.
##The Local Authority
###Under the [https://www.legislation.gov.uk/ukpga/1996/56/contents Education Act 1996], the LA has a duty to establish the identities of children in the area who are not registered pupils at a school and are not receiving education provision otherwise.
###The LA will provide full-time education for permanently excluded students from the sixth School day of a fixed period exclusion.
###When it is brought to the LA’s attention that a child may not be receiving a suitable education, the LA will serve notices on parents/carers to assure the LA that their child is receiving such an education.
###The LA will issue School Attendance Orders to parents/carers who fail to assure the LA that their child is receiving a suitable education, and the LA believes that the child should attend school.
###The LA will prosecute parents/carers that do not comply with a School Attendance Order.
###The LA will prosecute or fine parents/carers of School-registered children who fail to ensure their child attends school regularly.
###The LA will ensure that children identified as not receiving suitable education are returned to full-time education either at the School or elsewhere.
###The LA will ensure that the School demonstrates prompt action and effective early intervention procedures to ensure children are safe and receiving suitable education.
###The LA will apply to court for an Education Supervision Order for a CME.
###The LA will ensure that children who return to full-time education are appropriately supported, taking into account the reasons why they missed education in the first place.
###Students with special educational needs statements, or EHC plans, are able to be home educated. If the statement/EHC plan sets out the provision that the student should receive at home, or names a school where the provision will be received, but the parent/carer chooses to home educate the child, the LA will arrange the provision and ensure that it is suitable to the child’s special educational needs. The LA will review this statement annually.
###The LA is responsible for liaising and sharing information with other agencies to support children who miss education.
###The LA is responsible for referring to the LA children’s social care where there is concern for a child’s welfare, as well as the police if there is reason to suspect a crime has been committed.
##Parents/carers
###Parents/carers are responsible for ensuring that their children, who are of compulsory School age, are receiving suitable full-time education.
###Parents/carers are responsible for notifying the School in writing where they will be home-Schooling their child, in order for the child to be removed from the admissions register.
###Parents/carers will notify the School regarding any absences or changes to the pupils education arrangements.
#Working with others
##Families moving from one LA to another can sometimes lead to a child being lost in the system and consequently missing education. When a child moves, LAs will work with other LAs, regionally or nationally, to ensure this does not happen.
##The LA will raise awareness of its procedures with local Schools, partners and agencies working with children and families.
##To assist them in tracing CME, the LA has contacts with the Department for Work and Pensions, the UK Border Agency and HMRC.
##Bourne Grammar School uses a secure internet system, Web exchange/S2S to allow the School to transfer student information when a child moves education setting.
#Safeguarding
##For the purpose of this policy, “reasonable enquiries” are defined as limited, investigative powers that the School may action to determine a child’s whereabouts and whether they may be in danger.
##In line with the [https://www.legislation.gov.uk/ukpga/2004/31/contents Children Act 2004], the School will follow appropriate procedures when carrying out reasonable enquiries, such as the designated safeguarding lead (DSL) conducting discussions with neighbours, relatives or landlords, to determine whether a child may be at risk of harm.
##The DSL will record that they have completed these procedures and, if necessary, make a referral to the children’s social care or police.
##Where the whereabouts and safety of a child is unknown, the School, in conjunction with the LA, may carry out the following actions:
###Make contact with the parent/carer, relatives and neighbours using known contact details.
###Check local databases.
###Check data transfer systems such as School2School or Key to Success.
###Follow local information sharing arrangements, and making enquiries via other local databases and agencies where possible.
###Check with UK Visas and Immigration and/or the Border Force.
###Check with agencies known to be involved with the family.
###Check with the LA and school from which the pupil moved originally.
###Check with the LA where the pupil lives, if this is different to where the School is located.
###Check with the Ministry of Defence Children’s Education Advisory Service in the case of children of Service Personnel.
###Conduct home visits via an appropriate team, following local guidance concerning risk assessments, and making enquiries with neighbours or relatives, if appropriate.
###NB. This list is not exhaustive – the School and LA will use their judgement towards what reasonable enquiries are appropriate, once all the facts of the case have been taken into account.
#Admissions register.
##Bourne Grammar School will ensure that the admissions register is kept up-to-date at all times, and will encourage parents/carers to notify the School of any changes as they occur, such as via email or newsletters.
##Students will be recorded on the admissions register at the beginning of the first day on which it has been agreed by the School, or the day that the School has been notified, as the date that the student will attend the School.
##Once a student has been recorded on the admissions register, the School will notify the LA within five days, and will supply the LA with all of the details contained on the admissions register for the new pupil.
##Where a parent/carer notifies the School that a student will live at another address, the School will record the following information on the admissions register:
###The full name of the parent/carer with whom the student will live.
###The new address.
###The date from when it is expected the student will live at this address.
##Where a parent/carer notifies the School that the student is registered at another school, or will be attending a different school in future, the School will record the following information on the admissions register:
###The name of the new school.
###The date when the student first attended, or is due to attend, that school.
##Parents/carers are able to elect to educate their children at home, and will subsequently withdraw them from school. This can happen at any time, unless the student is subject to a School Attendance Order.
##If a parent/carer notifies Bourne Grammar School the student will be deleted from our admission register and the LA informed.
#Removing a pupil from the admissions register.
##Bourne Grammar School will inform the LA of any student who will be deleted from the admission register where they:
###Have been taken out of School by their parents/carers and are being educated outside the School system, e.g. home-schooled.
###Have ceased to attend school and no longer live within a reasonable distance of the School.
###Have been certified by the school medical officer as unlikely to be in a fit state of health to attend school before ceasing to be of compulsory school age, and neither he/she nor his/her parent/carer has indicated the intention to continue to attend the School after ceasing to be of compulsory school age.
###Are in custody for a period of more than four months due to a final court order, and the School does not reasonably believe they will be returning at the end of that period.
###Have been permanently excluded.
###Have died.
###Have been registered at another school where it is not indicated this should be the case.
###Are registered at more than one school, but have failed to attend the School and the proprietor of any other schools concerned have consented to the deletion.
###Have been granted authorised leave but have failed to attend school within 10 School days after the period of authorised absence ended, and:
###There is reason to believe the pupil is not unable to attend school.
###The LA and School are unable to determine the pupil’s whereabouts after making joint reasonable enquiries.
###Have been continuously absent from school for a period of not less than 20 School days, and:
###The absence was not authorised.
###There is reason to believe the student is not unable to attend school.
###Will cease to be of compulsory school age before the School next meets, and the relevant person has indicated the pupil will not attend the School, or, the pupil does not meet the academic entry requirements for sixth form.
##We will notify the LA that a pupil is to be removed from the admissions register as soon as any of the above criteria are met, and no later than the time at which the student’s name is actually removed.
##If a pupil’s name is to be removed from the admissions register, Bourne Grammar School will provide the LA with the following information:
###The full name of the student.
###The full name and address of any parent/carer with whom the student lives.
###At least one telephone number of the parent/carer with whom the student lives.
###The full name and address of the parent/carer who the student is going to live with and the date the student is expected to start living there, if applicable.
###The name of the student’s new school and their expected start date, if applicable.
###The grounds for removal from the admissions register under Regulation 8 of the [http://www.legislation.gov.uk/uksi/2006/1751/contents/made Education (Pupil Registration) (England) Regulations 2006] (as amended), as outlined in section 8 of this policy.
 
==APPENDIX 9 - Visitors==


#All visitors to the School may be asked to bring formal identification with them at the time of their visit.  
#All visitors to the School may be asked to bring formal identification with them at the time of their visit.  
Line 1,103: Line 945:
NB – This is an illustrative not an exhaustive list.
NB – This is an illustrative not an exhaustive list.


===The Visitor Calendar/Arrival in School===
'''The Visitor Calendar/Arrival in School'''


#All planned visitors will be recorded on the Visitor Calendar, following completion of a Visitor Booking Form.
#All planned visitors will be recorded on the Visitor Calendar, following completion of a Visitor Booking Form.
Line 1,113: Line 955:
#The visitor must not be allowed to move about the site unaccompanied unless they are registered on the Approved Visitor List.  These visitors will appear on the Calendar, for example, as Joe Bloggs Approved.
#The visitor must not be allowed to move about the site unaccompanied unless they are registered on the Approved Visitor List.  These visitors will appear on the Calendar, for example, as Joe Bloggs Approved.


===Approved Visitor List===
'''Approved Visitor List'''


#The School’s Single Central Record will act an approved visitor list, for visitors who frequently visit the School site to undertake work within the School (including contractors and supply staff). To qualify for the list the visitor must have demonstrated, prior to the visit that:  
#The School’s Single Central Record will act an approved visitor list, for visitors who frequently visit the School site to undertake work within the School (including contractors and supply staff). To qualify for the list the visitor must have demonstrated, prior to the visit that:  
Line 1,120: Line 962:
##When these criteria are met, the visitor will appear on the Visitor Calendar as, for example Joe Bloggs Approved.
##When these criteria are met, the visitor will appear on the Visitor Calendar as, for example Joe Bloggs Approved.


===Visitors Departure from School===
'''Visitors Departure from School'''


On departing the School, visitors MUST leave via reception and:  
On departing the School, visitors MUST leave via reception and:  
Line 1,127: Line 969:
#A member of staff should escort the visitor to the reception.
#A member of staff should escort the visitor to the reception.


===Unknown/Uninvited Visitors to the School===
'''Unknown/Uninvited Visitors to the School'''


#Any visitor to the School site who is not wearing an identity badge should be challenged politely to enquire who they are and their business on the School site.
#Any visitor to the School site who is not wearing an identity badge should be challenged politely to enquire who they are and their business on the School site.
Line 1,134: Line 976:
#If an unknown/uninvited visitor becomes abusive or aggressive, they will be asked to leave the site immediately and warned that if they fail to leave the School grounds, police assistance will be called for.
#If an unknown/uninvited visitor becomes abusive or aggressive, they will be asked to leave the site immediately and warned that if they fail to leave the School grounds, police assistance will be called for.


===Prospective Parents===
'''Prospective Parents'''


#At times Prospective Parents will visit the School during the school day.  These visits are by appointment only and will appear in the School Visitors Calendar.
#At times Prospective Parents will visit the School during the school day.  These visits are by appointment only and will appear in the School Visitors Calendar.
Line 1,145: Line 987:
##The need to return visitors to reception.
##The need to return visitors to reception.


===Governors and Volunteers===
=Ownership and Date of next review=
 
#This policy will be reviewed annually by Mark Brunker, Deputy Headteacher, and Geoff Greatwood, Safeguarding Link Governor.  
#All governors and parent helpers must comply with safeguarding procedures, completing a DBS disclosure form (if not already held) via the School office.
#At every review, it will be approved by the full governing board.
#The School must check all governors' and volunteers' DBS certification. Thereafter, procedures as per above should apply. Please note: Governors should sign in and out using the Visitors Book or with their electronic id card. New governors will be made aware of this policy and familiar with its procedures as part of their induction. This is the responsibility of the Headteacher and Chair of Governors.
#Policy owned by: FGB
#New volunteers will be asked to comply with this policy by staff they first report to when coming into School for an activity or class supporting role.
#Last reviewed and approved on PENDING
 
#Next review due: PENDING
==Ownership and Date of next review==
#Policy owned by: Pastoral and Community committee.
#Last reviewed and approved on 25 August 2022.
#Next review due: October 2022.

Revision as of 14:01, 25 August 2023

UPDATED FOR SEPTEMBER 2023

Key People

Safeguarding Leads at Bourne Grammar School

Designated Safeguarding Lead Link Safeguarding Governor
Mr Mark Brunker Mr Geoff Greatwood
Safeguarding Officer and Deputy Designated Safeguarding Lead
Miss Flo Leftley-Gynn
Additional Deputy Designated Safeguarding Leads
Mrs Sarah Shales, Mr Stephen Chamberlain, Mrs Mary Ford

Personnel with Designated Responsibility Regarding Allegations Against Staff

Designated Senior Manager Deputy Designated Senior Manager Chair of Governors

(in the event of an allegation against the Headteacher)

Mr Alastair Anderson Mr Mark Brunker Mr Ian Mears (via the Governance Professional)

The Local Authority Designated Officer (LADO) can be contacted on: 01522 554674 or through [email protected]

Aims

  1. The School aims to ensure that:
    1. Appropriate action is taken in a timely manner to safeguard and promote children’s welfare.
    2. All staff are aware of their statutory responsibilities with respect to safeguarding.
    3. Staff are properly trained in recognising and reporting safeguarding issues.

Legislation and Statutory Guidance

  1. This policy is based on the Department for Education’s (DfE’s) statutory guidance Keeping Children Safe in Education (2023) and Working Together to Safeguard Children (2018), and the Governance Handbook. The School complies with this guidance and the arrangements agreed and published by our 3 local safeguarding partners.
  2. This policy is also based on the following legislation:
    1. Part 3 of the schedule to the Education (Independent School Standards) Regulations 2014, which places a duty on academies and independent schools to safeguard and promote the welfare of students at the School.
    2. The Children Act 1989(2004 amendment), which provides a framework for the care and protection of children.
    3. Section 5B(11) of the Female Genital Mutilation Act 2003, as inserted by Serious Crime Act 2015, which places a statutory duty on teachers to report to the police where they discover that female genital mutilation (FGM) appears to have been carried out on a girl under 18.
    4. Statutory guidance on FGM, which sets out responsibilities with regards to safeguarding and supporting girls affected by FGM.
    5. The Rehabilitation of Offenders Act 1974, which outlines when people with criminal convictions can work with children.
    6. Schedule 4 of the Safeguarding Vulnerable Groups Act 2006, which defines what ‘regulated activity’ is in relation to children.
    7. Statutory guidance on the Prevent duty, which explains schools’ duties under the Counter-Terrorism and Security Act 2015 with respect to protecting people from the risk of radicalisation and extremism.
    8. The Human Rights Act 1998, which explains that being subjected to harassment, violence and/or abuse, including that of a sexual nature, may breach any or all of the rights which apply to individuals under the European Convention on Human Rights (ECHR).
    9. The Equality Act 2010, which makes it unlawful to discriminate against people regarding particular protected characteristics (including disability, sex, sexual orientation, gender reassignment and race). This means our governors and Headteacher should carefully consider how they are supporting their students with regard to these characteristics. The Act allows our school to take positive action to deal with particular disadvantages affecting students (where we can show it’s proportionate). This includes making reasonable adjustments for disabled students. For example, it could include taking positive action to support girls where there’s evidence that they’re being disproportionately subjected to sexual violence or harassment.
    10. The Public Sector Equality Duty (PSED), which explains that we must have due regard to eliminating unlawful discrimination, harassment and victimisation. The PSED helps us to focus on key issues of concern and how to improve student outcomes. Some students may be more at risk of harm from issues such as sexual violence; homophobic, biphobic or transphobic bullying; or racial discrimination
    11. This policy also complies with the School's funding agreement and articles of association.

Links with Other Policies

This policy links to the following policies and procedures:

  1. Anti-bullying
  2. Attendance
  3. Behaviour for Learning
  4. BYOD (Bring your own Device)
  5. Designated teacher for looked-after and previously looked-after children
  6. Drugs and Alcohol
  7. Equal Opportunities
  8. eSafety
  9. RSE (Relationships and Sex Education)
  10. Staff Code of Conduct
  11. Whistleblowing

Definitions

  1. Safeguarding and promoting the welfare of children means:
    1. Protecting children from maltreatment
    2. Preventing impairment of children’s mental and physical health or development
    3. Ensuring that children grow up in circumstances consistent with the provision of safe and effective care
    4. Taking action to enable all children to have the best outcomes
  2. Child protection is part of this definition and refers to activities undertaken to prevent children suffering, or being likely to suffer, significant harm.
  3. Abuse is a form of maltreatment of a child, and may involve inflicting harm or failing to act to prevent harm. Appendix 2 explains the different types of abuse.
  4. Neglect is a form of abuse and 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.
  5. Additional information in relation to these definitions can be found in Appendix 2.
  6. Sharing of nudes and semi-nudes (also known as sexting or youth-produced sexual imagery) is where children share nude or semi-nude images, videos or live streams.
  7. Children includes everyone under the age of 18, but all; students of the School will be safeguarded.
  8. The following 3 safeguarding partners are identified in Keeping Children Safe in Education (and defined in the Children Act 2004, as amended by chapter 2 of the Children and Social Work Act 2017). They will make arrangements to work together to safeguard and promote the welfare of local children, including identifying and responding to their needs:
    1. The local authority (LA).
    2. Integrated care boards (previously known as clinical commissioning groups) for an area within the LA.
    3. The chief officer of police for a police area in the LA area.
  9. Victim is a widely understood and recognised term, but the School understands that not everyone who has been subjected to abuse considers themselves a victim, or would want to be described that way. When managing an incident, the School will be prepared to use any term that the child involved feels most comfortable with.
  10. Alleged perpetrator(s) and perpetrator(s) are widely used and recognised terms. However, the School will carefully consider the terminology uses (especially in front of children) as, in some cases, abusive behaviour can be harmful to the perpetrator too. The School will decide what’s appropriate and which terms to use on a case-by-case basis.

Equality Statement

  1. Some children have an increased risk of abuse, both online and offline, and additional barriers can exist for some children with respect to recognising or disclosing it. The School is committed to anti-discriminatory practice and recognises children’s diverse circumstances. The School ensures that all children have the same protection, regardless of any barriers they may face.
  2. Special consideration is given to children who:
    1. Have special educational needs and/or disabilities (SEND) or health conditions (see Section 19).
    2. Are young carers.
    3. May experience discrimination due to their race, ethnicity, religion, gender identification or sexuality.
    4. Have English as an additional language.
    5. Are known to be living in difficult situations – for example, temporary accommodation or where there are issues such as substance abuse or domestic violence.
    6. Are at risk of FGM, sexual exploitation, forced marriage, or radicalisation.
    7. Are asylum seekers.
    8. Are at risk due to either their own or a family member’s mental health needs.
    9. Are looked after or previously looked after.
    10. Are missing or absent from education for prolonged periods and/or repeat occasions.
    11. Whose parent/carer has expressed an intention to remove them from school to be home educated.

Roles and Responsibilities

  1. Safeguarding and child protection is everyone’s responsibility. This policy applies to all staff, volunteers and governors in the School and is consistent with the procedures of the 3 safeguarding partners. Our policy and procedures also apply to extended school and off-site activities.
  2. The School plays a crucial role in preventative education. This is in the context of a whole-school approach to preparing students for life in modern Britain, and a culture of zero tolerance of sexism, misogyny/misandry, homophobia, biphobia, transphobia and sexual violence/harassment. This will be underpinned by our:
    1. Behaviour for Learning policy.
    2. Pastoral support system.
    3. Planned programme of relationships, sex and health education (RSHE), which is inclusive and delivered regularly, tackling issues such as:
      1. Healthy and respectful relationships.
    4. Boundaries and consent.
    5. Stereotyping, prejudice and equality.
    6. Body confidence and self-esteem.
    7. How to recognise an abusive relationship (including coercive and controlling behaviour).
    8. The concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, so-called honour-based violence such as forced marriage and FGM and how to access support.
    9. What constitutes sexual harassment and sexual violence and why they’re always unacceptable.

All Staff

  1. All staff working directly with children will:
    1. Read and understand Part 1 and Annex B of the Department for Education’s statutory safeguarding guidance, Keeping Children Safe in Education, and review this guidance at least annually.
  2. All staff not working directly with children will read and understand Annex A of the Department for Education’s statutory safeguarding guidance, Keeping Children Safe in Education, and review this guidance at least annually.
  3. All staff will:
    1. Complete a declaration at the beginning of each academic year to say that they have reviewed the guidance.
    2. Reinforce the importance of online safety, where possible, when communicating with parents and carers. This includes making parents and carers aware of what we ask children to do online (e.g. sites they need to visit or who they’ll be interacting with online).
    3. Provide a safe space for students who are LGBTQ+ to speak out and share their concerns.
  4. All staff will be aware of:
    1. School systems which support safeguarding, including this child protection and safeguarding policy, the Staff Code of Conduct, the role and identity of the Designated Safeguarding Lead (DSL) and Deputies, the Behaviour for Learning policy, the Drugs and Alcohol policy, the eSafety Policy, and the safeguarding response to children who go missing from education.
    2. The Early Help Assessment (EHA) process and their role in it, including identifying emerging problems, liaising with the DSL, and sharing information with other professionals to support early identification and assessment.
    3. The process for making referrals to local authority children’s social care and for statutory assessments that may follow a referral, including the role they might be expected to play.
    4. What to do if they identify a safeguarding issue or a child tells them they are being abused or neglected, including specific issues such as FGM, and how to maintain an appropriate level of confidentiality while liaising with relevant professionals.
    5. The signs of different types of abuse and neglect, as well as specific safeguarding issues, such as child-on-child abuse, child sexual exploitation (CSE), child criminal exploitation (CCE), indicators of being at risk from or involved with serious violent crime, FGM, radicalisation and serious violence (including that linked to county lines).
    6. The importance of reassuring victims that they are being taken seriously and that they will be supported and kept safe.
    7. The fact that children can be at risk of harm inside and outside of their home, at school and online.
    8. The fact that children who are (or who are perceived to be) lesbian, gay, bi or trans (LGBTQ+) can be targeted by other children.
    9. What to look for to identify children who need help or protection.
  5. Section 25: Training and Appendix 3-14 detail how staff are supported to achieve the above.

The Designated Safeguarding Lead (DSL)

  1. The DSL is a member of the Leadership Team. Our DSL is Mark Brunker, Deputy Headteacher (Pastoral). The DSL takes lead responsibility for child protection and wider safeguarding in the school. This includes online safety, and understanding filtering and monitoring processes on school devices and school networks to keep students safe online.
  2. During term time, the DSL will be available during school hours for staff to discuss any safeguarding concerns.
  3. The DSL can also be contacted out of school hours, if necessary, by emailing [email protected]
  4. When the DSL is absent, the Deputies will act as cover:
    1. Flo Leftley-Gynn (Safeguarding Officer)
    2. Mary Ford (Student Manager)
    3. Sarah Shales (Head of Sixth Form)
    4. Steve Chamberlain (Head of Year 7)
  5. If the DSL and Deputies are not available, Alastair Anderson, Headteacher, will coordinate any necessary safeguarding response.
  6. The DSL will be given the time, funding, training, resources and support to:
    1. Provide advice and support to other staff on child welfare and child protection matters.
    2. Take part in strategy discussions and inter-agency meetings and/or support other staff to do so.
    3. Contribute to the assessment of children.
    4. Refer suspected cases, as appropriate, to the relevant body (local authority children’s social care, Channel programme, Disclosure and Barring Service, and/or police), and support staff who make such referrals directly.
    5. Have a good understanding of harmful sexual behaviour.
    6. Have a good understanding of the filtering and monitoring systems and processes in place at the school.
  7. The DSL will also:
    1. Keep the Headteacher informed of any issues.
    2. Liaise with local authority case managers and designated officers for child protection concerns as appropriate.
    3. Understand the local response to sexual violence and sexual harassment with police and local authority children’s social care colleagues to prepare the School’s policies.
    4. Be confident that they know what local specialist support is available to support all children involved (including victims and alleged perpetrators) in sexual violence and sexual harassment, and be confident as to how to access this support.
    5. Be aware that children must have an ‘appropriate adult’ to support and help them in the case of a police investigation or search.
  8. The full responsibilities of the DSL and Deputies are set out in their job descriptions.

The Governing Body

  1. The Governing Body will:
    1. Facilitate a whole-school approach to safeguarding, ensuring that safeguarding and child protection are at the forefront of, and underpin, all relevant aspects of process and policy development.
    2. Evaluate and approve this policy at each review, ensuring it complies with the law, and hold the Headteacher to account for its implementation.
    3. Be aware of its obligations under the Human Rights Act 1998, the Equality Act 2010 (including the Public Sector Equality Duty), and the School’s local multi-agency safeguarding arrangements.
    4. Appoint a Link Governor to monitor the effectiveness of this policy in conjunction with the full Governing Body. This is always a different person from the DSL.
    5. Ensure all staff undergo safeguarding and child protection training, including online safety, and that such training is regularly updated and is in line with advice from the safeguarding partners.
    6. Ensure that the School has appropriate filtering and monitoring systems in place, and review their effectiveness. This includes:
      1. Making sure that the Leadership Team and staff are aware of the provisions in place, and that they understand their expectations, roles and responsibilities around filtering and monitoring as part of safeguarding training.
      2. Reviewing the DfE’s Filtering and Monitoring Standards, and discussing with IT staff and service providers what needs to be done to support the School in meeting these standards.
    7. Make sure:
      1. The DSL has the appropriate status and authority to carry out their job, including additional time, funding, training, resources and support.
      2. Online safety is a running and interrelated theme within the whole-school approach to safeguarding and related policies.
      3. The DSL has lead authority for safeguarding, including online safety and understanding the filtering and monitoring systems and processes in place.
      4. The School has procedures to manage any safeguarding concerns (no matter how small) or allegations that do not meet the harm threshold (low-level concerns) about staff members (including supply staff, volunteers and contractors). See Appendix 1 for further details.
      5. That this policy reflects that children with SEND, or certain medical or physical health conditions, can face additional barriers to any abuse or neglect being recognised.
    8. Where another body is providing services or activities (regardless of whether or not the children who attend these services/activities are children on the School roll):
      1. Seek assurance that the other body has appropriate safeguarding and child protection policies/procedures in place, and inspect them if needed.
      2. Make sure there are arrangements for the body to liaise with the school about safeguarding arrangements, where appropriate.
      3. Make sure that safeguarding requirements are a condition of using the school premises, and that any agreement to use the premises would be terminated if the other body fails to comply.
  2. The Chair of Governors will act as the ‘case manager’ in the event that an allegation of abuse is made against the Headteacher, where appropriate.
  3. All governors will read Keeping Children Safe in Education in its entirety.

The Headteacher

The Headteacher is responsible for the implementation of this policy, including ensuring that staff (and temporary staff) and volunteers:

  1. Are informed of the School's systems which support safeguarding, including this policy, as part of their induction.
  2. Understand and follow the procedures included in this policy, particularly those concerning referrals of cases of suspected abuse and neglect.
  3. Communicating this policy to parents/carers when their child joins the School and via the School website.
  4. Ensuring that the DSL has appropriate time, funding, training and resources, and that there is always adequate cover if the DSL is absent.
  5. Acting as the ‘case manager’ in the event of an allegation of abuse made against another member of staff or volunteer, where appropriate. See Appendix 1 for full details.
  6. Making decisions regarding all low-level concerns, though they may wish to collaborate with the DSL on this.

Confidentiality

  1. The School will follow the below confidentiality principles in addition to our GDPR: Data Protection policy:
    1. Timely information sharing is essential to effective safeguarding.
    2. Fears about sharing information must not be allowed to stand in the way of the need to promote the welfare, and protect the safety, of children.
    3. The Data Protection Act (DPA) 2018 and UK GDPR do not prevent, or limit, the sharing of information for the purposes of keeping children safe.
    4. If staff need to share ‘special category personal data’, the DPA 2018 contains ‘safeguarding of children and individuals at risk’ as a processing condition that allows practitioners to share information without consent if: it is not possible to gain consent; it cannot be reasonably expected that a practitioner gains consent; or if to gain consent would place a child at risk.
    5. Staff should never promise a child that they will not tell anyone about a report of abuse, as this may not be in the child’s best interests.
    6. If a victim asks the school not to tell anyone about the sexual violence or sexual harassment:
      1. There’s no definitive answer, because even if a victim doesn’t consent to sharing information, staff may still lawfully share it if there’s another legal basis under the UK GDPR that applies.
      2. The DSL will have to balance the victim’s wishes against their duty to protect the victim and other children.
      3. The DSL should consider that:
        1. Parents or carers should normally be informed (unless this would put the victim at greater risk).
        2. The basic safeguarding principle is: if a child is at risk of harm, is in immediate danger, or has been harmed, a referral should be made to local authority children’s social care.
        3. Rape, assault by penetration and sexual assault are crimes. Where a report of rape, assault by penetration or sexual assault is made, this should be referred to the police. While the age of criminal responsibility is 10, if the alleged perpetrator is under 10, the starting principle of referring to the police remains.
    7. Regarding anonymity, all staff will:
      1. Be aware of anonymity, witness support and the criminal process in general where an allegation of sexual violence or sexual harassment is progressing through the criminal justice system.
      2. Do all they reasonably can to protect the anonymity of any children involved in any report of sexual violence or sexual harassment, for example, carefully considering which staff should know about the report, and any support for children involved.
      3. Consider the potential impact of social media in facilitating the spreading of rumours and exposing victims’ identities.
    8. The government’s information sharing advice for safeguarding practitioners includes 7 ‘golden rules’ for sharing information, and will support staff who have to make decisions about sharing information.
    9. If staff are in any doubt about sharing information, they should speak to the DSL (or deputy).
  2. Confidentiality is also addressed in this policy with respect to record-keeping in Section 24 and allegations of abuse against staff in Appendix 1.

Recognising Abuse and Taking Action

Immediate Action

  1. Staff, volunteers and governors must follow the procedures set out below in the event of a safeguarding issue.
  2. If a child is suffering or likely to suffer harm, or in immediate danger:
    1. Make a referral to children’s social care and/or the police (999) immediately if you believe a child is suffering or likely to suffer from harm, or is in immediate danger. Anyone can make a referral.
    2. Tell the DSL as soon as possible if you make a referral directly.
  3. If you believe that a child or adult may be a victim of neglect, abuse or cruelty:
    1. Tell the DSL or Deputies.
    2. The DSL or a Deputy assess the situation and contact Lincolnshire Children's safeguarding - 01522 782111 (Monday to Friday, 8am to 6pm) or 01522 782333 (outside office hours) if appropriate. Anyone can contact Lincolnshire Children's services - it does not have to be a DSL.
  4. The following link to the GOV.UK webpage provides further information on reporting child abuse to the local council: Report Child Abuse to Local Council.

If a child makes a disclosure to you

  1. If a child discloses a safeguarding issue to you, you should:
    1. Listen to and believe them. Allow them time to talk freely and do not ask leading questions.
    2. Stay calm and do not show that you are shocked or upset.
    3. Tell the child they have done the right thing in telling you. Do not tell them they should have told you sooner.
    4. Explain what will happen next and that you will have to pass this information on. Do not promise to keep it a secret.
    5. Write up your conversation on MyConcern as soon as possible in the child’s own words. Stick to the facts, and do not put your own judgement on it. Mark the concern as 'urgent' if you feel a DSL or a Deputy needs to respond urgently, or speak to them in person without delay.
    6. If you do not have access to MyConern pass your physical write-up to the DSL or Deputy DSL in person.
    7. If it is not possible to contact a DSL, you may make a referral to children’s social care and/or the police directly, updating the DSL as soon as possible that you have done so.
    8. Aside from these people, do not disclose the information to anyone else unless told to do so by a relevant authority involved in the safeguarding process.
  2. Bear in mind that some children may:
    1. Not feel ready, or know how to tell someone that they are being abused, exploited or neglected.
    2. Not recognise their experiences as harmful.
    3. Feel embarrassed, humiliated or threatened. This could be due to their vulnerability, disability, sexual orientation and/or language barriers.
  3. None of this should stop you from having a ‘professional curiosity’ and speaking to the DSL if you have concerns about a child.

If you have a non-urgent concern about a child

  1. Follow this [Flow Chart] if you have a non-urgent concern about a child (as opposed to believing a child is suffering or likely to suffer from harm, or is in immediate danger).
  2. Where possible, speak to the DSL first to agree a course of action.
  3. If in exceptional circumstances the DSL is not available, this should not delay appropriate action being taken. Speak to a member of the senior leadership team and/or take advice from local authority children’s social care. You can also seek advice at any time from the NSPCC helpline on 0808 800 5000. Share details of any actions you take with the DSL as soon as practically possible.
  4. Make a referral to local authority children’s social care directly, if appropriate (see ‘Referral’). Share any action taken with the DSL as soon as possible.

Early Help Assessment

  1. If an early help assessment is appropriate, the DSL will generally lead on liaising with other agencies and setting up an inter-agency assessment as appropriate. #Staff may be required to support other agencies and professionals in an early help assessment, in some cases acting as the lead practitioner.
  2. The School will discuss and agree, with statutory safeguarding partners, levels for the different types of assessment, as part of local arrangements.
  3. The DSL will keep the case under constant review and the School will consider a referral to local authority children’s social care if the situation does not seem to be improving. Timelines of interventions will be monitored and reviewed.
  4. Early Help is defined as anything that supports children, young people, and their families to achieve their potential, by either preventing difficulties, or stopping those getting worse.
  5. Early Help is about providing the right help, at the right time, in the right place. Our belief is that children and young people are best supported by people they know and trust.
  6. All children and young people may need extra help and support at some point in their lives. All of us are committed to continuing to identify and provide support to children and young people who are at risk of poor health and wellbeing.
  7. The School will identify who their vulnerable children are, ensuring all staff and volunteers know the processes to secure advice, help and support where needed.
  8. The School will refer to the guidance for Early Help or seek help via [email protected] or [email protected].
  9. The Family Services Directory is a useful tool when discussing early help in addition to the Lincolnshire Early Help Strategy.

Referral

  1. If it is appropriate to refer the case to local authority children’s social care or the police, the DSL will make the referral or support you to do so.
  2. If you make a referral directly, you must tell the DSL as soon as possible. You can contact Lincolnshire Children's Safeguarding Team on 01522 782111 (Monday to Friday, 8am to 6pm) or 01522 782333 (outside office hours) if appropriate. Anyone can contact Lincolnshire Children's services.
  3. The local authority will make a decision within 1 working day of a referral about what course of action to take and will let the person who made the referral know the outcome. The DSL or person who made the referral must follow up with the local authority if this information is not made available, and ensure outcomes are properly recorded.
  4. If the child’s situation does not seem to be improving after the referral, the DSL or person who made the referral must follow local escalation procedures to ensure their concerns have been addressed and that the child’s situation improves.
  5. The School will follow the Lincolnshire LSCP Professional Resolution & Escalation Protocol. This allows us to open up a dialogue with other professionals and resolve any issues in an open and honest approach and in the best interests of the child.

Reporting FGM or Suspected FGM

  1. Keeping Children Safe in Education explains that FGM comprises “all procedures involving partial or total removal of the external female genitalia, or other injury to the female genital organs”.
  2. FGM is illegal in the UK and a form of child abuse with long-lasting, harmful consequences. It is also known as ‘female genital cutting’, ‘circumcision’ or ‘initiation’.
  3. Possible indicators that a student has already been subjected to FGM, and factors that suggest a student may be at risk, are set out in Appendix 11 of this policy.
  4. Any teacher who either:
    1. Is informed by a girl under 18 that an act of FGM has been carried out on her; or
    2. Observes physical signs which appear to show that an act of FGM has been carried out on a girl under 18 and they have no reason to believe that the act was necessary for the girl’s physical or mental health or for purposes connected with labour or birth.
  5. Must immediately report this to the police, personally. This is a mandatory statutory duty, and teachers will face disciplinary sanctions for failing to meet it.
  6. Unless they have been specifically told not to disclose, they should also discuss the case with the DSL and involve children’s social care as appropriate.
  7. Any other member of staff who discovers that an act of FGM appears to have been carried out on a student under 18 must speak to the DSL and follow the local safeguarding procedures.
  8. The duty for teachers mentioned above does not apply in cases where a student is at risk of FGM or FGM is suspected but is not known to have been carried out. Staff should not examine students.
  9. Any member of staff who suspects a student is at risk of FGM or suspects that FGM has been carried out or discovers that a student aged 18 or over appears to have been a victim of FGM should speak to the DSL and follow local safeguarding procedures.
  10. Further guidance can be found here: Mandatory reporting of female genital mutilation: procedural information - GOV.UK (www.gov.uk).

Concerns about Extremism

  1. If a child is not suffering or likely to suffer from harm, or in immediate danger, where possible speak to the DSL first to agree a course of action.
  2. If in exceptional circumstances the DSL is not available, this should not delay appropriate action being taken. Speak to a member of the senior leadership team and/or seek advice from local authority children’s social care. Make a referral to local authority children’s social care directly, if appropriate (see ‘Referral’ above). #Inform the DSL or deputy as soon as practically possible after the referral.
  3. Where there is a concern, the DSL will consider the level of risk and decide which agency to make a referral to. This could include Channel, the government’s programme for identifying and supporting individuals at risk of being drawn into terrorism, or the local authority children’s social care team.
  4. The DfE also has a dedicated telephone helpline, 020 7340 7264, which school staff and governors can call to raise concerns about extremism with respect to a student. You can also email [email protected]. Note that this is not for use in emergency situations.
  5. In an emergency, call 999 or the confidential anti-terrorist hotline on 0800 789 321 if you:
    1. Think someone is in immediate danger.
    2. Think someone may be planning to travel to join an extremist group.
    3. See or hear something that may be terrorist-related.

Concerns about Mental Health

  1. Mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation.
  2. Staff will be alert to behavioural signs that suggest a child may be experiencing a mental health problem or be at risk of developing one.
  3. If you have a mental health concern about a child that is also a safeguarding concern, take immediate action by following the steps in Section 9.1.
  4. If you have a mental health concern that is not also a safeguarding concern, speak to the DSL to agree a course of action.
  5. The School is mindful of the Department for Education's Guidance on Mental Health and Behaviour in Schools.

Concerns about a Staff Member, Supply Teacher, Volunteer or Contractor

  1. If you have concerns about a member of staff (including a supply teacher, volunteer or contractor), or an allegation is made about a member of staff (including a supply teacher, volunteer or contractor) posing a risk of harm to children, speak to the Headteacher as soon as possible. If the concerns/allegations are about the Headteacher, speak to the Chair of Governors.
  2. The Headteacher/Chair of Governors will then follow the procedures set out in Appendix 1.
  3. Where you believe there is a conflict of interest in reporting a concern or allegation about a member of staff (including a supply teacher, volunteer or contractor) to the Headteacher, report it directly to the local authority designated officer (LADO).
  4. If you receive an allegation relating to an incident where an individual or organisation was using the School premises for running an activity for children, follow the School's safeguarding policies and procedures, informing the DSL and the LADO.
  5. The LADO can be contacted on: 01522 554674 or through [email protected].
  6. A Referral Form for the LADO should be completed in addition to any phone call.

Allegations about Child-on-child Abuse

  1. The School recognises that children are capable of abusing their peers. Abuse will never be tolerated or passed off as “banter”, “just having a laugh” or “part of growing up”, as this can lead to a culture of unacceptable behaviours and an unsafe environment for students.
  2. We also recognise the gendered nature of child-on-child abuse. However, all child-on-child abuse is unacceptable and will be taken seriously.
  3. Most cases of students hurting other students will be dealt with under the School’s Behaviour for Learning policy, but this safeguarding policy will apply to any allegations that raise safeguarding concerns. This might include where the alleged behaviour:
    1. Is serious, and potentially a criminal offence.
    2. Could put students in the school at risk.
    3. Is violent.
    4. Involves students being forced to use drugs or alcohol.
    5. Involves sexual exploitation, sexual abuse or sexual harassment, such as indecent exposure, sexual assault, upskirting or sexually inappropriate pictures or videos (including the sharing of nudes and semi-nudes. For further information, read Section 15, and Appendix 2, 7, 8 and 13.
  4. See Appendix 8 for more information on Child-on-child abuse.

Procedures for dealing with allegations of child-on-child abuse

If a student makes an allegation of abuse against another student:

  1. You must record the allegation and tell the DSL, but do not investigate it.
  2. The DSL or a Deputy will make a decision about contacting the local authority children’s social care team for advice, as well as the police if the allegation involves a potential criminal offence.
  3. The DSL or a Deputy will consider conducting a risk assessment and implementing a support plan for all children involved (including the victim(s), the child(ren) against whom the allegation has been made and any others affected) with a named person they can talk to if needed. This will include considering school transport as a potentially vulnerable place for a victim or alleged perpetrator(s).
  4. The DSL or a Deputy will contact the children and adolescent mental health services (CAMHS), if appropriate.
  5. If the incident is a criminal offence and there are delays in the criminal process, the DSL or a Deputy will work closely with the police (and other agencies as required) while protecting children and/or taking any disciplinary measures against the alleged perpetrator. The School will ask the police if we have any questions about the investigation.

Creating a supportive environment in school and minimising the risk of child-on-child abuse

  1. The School recognises the importance of taking proactive action to minimise the risk of child-on-child abuse, and of creating a supportive environment where victims feel confident in reporting incidents.
  2. To achieve this, we will:
    1. Challenge any form of derogatory or sexualised language or inappropriate behaviour between peers, including requesting or sending sexual images.
    2. Be vigilant to issues that particularly affect different genders – for example, sexualised or aggressive touching or grabbing towards female students, and initiation or hazing type violence with respect to boys.
    3. Ensure our curriculum helps to educate students about appropriate behaviour and consent.
    4. Ensure students are able to easily and confidently report abuse using our reporting systems.
    5. Ensure staff reassure victims that they are being taken seriously.
    6. Be alert to reports of sexual violence and/or harassment that may point to environmental or systemic problems that could be addressed by updating policies, processes and the curriculum, or could reflect wider issues in the local area that should be shared with safeguarding partners.
    7. Support children who have witnessed sexual violence, especially rape or assault by penetration. The School will do all it can to make sure the victim, alleged perpetrator(s) and any witnesses are not bullied or harassed.
    8. Consider intra-familial harms and any necessary support for siblings following a report of sexual violence and/or harassment.
    9. Ensure staff are trained to understand:
      1. How to recognise the indicators and signs of child-on-child abuse, and know how to identify it and respond to reports.
      2. That even if there are no reports of child-on-child abuse in school, it does not mean it is not happening – staff should maintain an attitude of “it could happen here”.
      3. That if they have any concerns about a child’s welfare, they should act on them immediately rather than wait to be told, and that victims may not always make a direct report. For example:
        1. Children can show signs or act in ways they hope adults will notice and react to.
        2. A friend may make a report.
        3. A member of staff may overhear a conversation.
        4. A child’s behaviour might indicate that something is wrong.
        5. That certain children may face additional barriers to telling someone because of their vulnerability, disability, gender, ethnicity and/or sexual orientation.
        6. That a student harming a peer could be a sign that the child is being abused themselves, and that this would fall under the scope of this policy.
        7. The important role they have to play in preventing child-on-child abuse and responding where they believe a child may be at risk from it.
        8. That they should speak to the DSL if they have any concerns.
        9. That social media is likely to play a role in the fall-out from any incident or alleged incident, including for potential contact between the victim, alleged perpetrator(s) and friends from either side.
  3. The DSL will take the lead role in any disciplining of the alleged perpetrator(s). The School will provide support at the same time as taking any disciplinary action.
  4. Disciplinary action can be taken while other investigations are going on, e.g. by the police. The fact that another body is investigating or has investigated an incident doesn’t (in itself) prevent the School from coming to its own conclusion about what happened and taking appropriate disciplinary action. The School will consider these matters on a case-by-case basis, taking into account whether:
    1. Taking action would prejudice an investigation and/or subsequent prosecution – the School will liaise with the police and/or local authority children’s social care to determine this.
    2. There are circumstances that make it unreasonable or irrational for us to reach our own view about what happened while an independent investigation is ongoing.

Sharing of Nudes and Semi-Nudes (‘sexting’)

Your responsibilities when responding to an incident

  1. If you are made aware of an incident involving the consensual or non-consensual sharing of nude or semi-nude images/videos (also known as ‘sexting’ or ‘youth produced sexual imagery’), you must report it to the DSL or a Deputy without delay.
  2. You must not:
    1. View, copy, print, share, store or save the imagery yourself, or ask a student to share or download it (if you have already viewed the imagery by accident, you must report this to the DSL or a Deputy).
    2. Delete the imagery or ask the student to delete it.
    3. Ask the student(s) who are involved in the incident to disclose information regarding the imagery (this is the DSL’s responsibility).
    4. Share information about the incident with other members of staff, the student(s) it involves or their, or other, parents and/or carers.
    5. Say or do anything to blame or shame any young people involved.
  3. You should explain that you need to report the incident, and reassure the student(s) that they will receive support and help from the DSL or a Deputy.

Initial review meeting

  1. Following a report of an incident, the DSL or a Deputy will hold an initial review meeting with appropriate school staff – this may include the staff member who reported the incident and members of the pastoral team. This meeting will consider the initial evidence and aim to determine:
    1. Whether there is an immediate risk to student(s).
    2. If a referral needs to be made to the police and/or children’s social care.
    3. If it is necessary to view the image(s) in order to safeguard the young person (in most cases, images or videos should not be viewed).
    4. What further information is required to decide on the best response.
    5. Whether the image(s) has been shared widely and via what services and/or platforms (this may be unknown).
    6. Whether immediate action should be taken to delete or remove images or videos from devices or online services.
    7. Any relevant facts about the students involved which would influence risk assessment.
    8. If there is a need to contact another school, college, setting or individual.
    9. Whether to contact parents or carers of the students involved (in most cases parents/carers should be involved).
    10. The DSL or a Deputy will make an immediate referral to police and/or children’s social care if:
      1. The incident involves an adult.
      2. There is reason to believe that a young person has been coerced, blackmailed or groomed, or if there are concerns about their capacity to consent (for example, owing to SEN).
      3. What the DSL knows about the images or videos suggests the content depicts sexual acts which are unusual for the young person’s developmental stage, or are violent.
      4. The imagery involves sexual acts and any student in the images or videos is under 13.
      5. The DSL has reason to believe a student is at immediate risk of harm owing to the sharing of nudes and semi-nudes (for example, the young person is presenting as suicidal or self-harming).
    11. If none of the above apply then the DSL or a Deputy, in consultation with the Headteacher and other members of staff as appropriate, may decide to respond to the incident without involving the police or children’s social care. The decision will be made and recorded in line with the procedures set out in this policy.

Further review by the DSL

  1. If at the initial review stage a decision has been made not to refer to police and/or children’s social care, the DSL or a Deputy will conduct a further review to establish the facts and assess the risks.
  2. They will hold interviews with the students involved (if appropriate).
  3. If at any point in the process there is a concern that a student has been harmed or is at risk of harm, a referral will be made to children’s social care and/or the police immediately.

Informing parents/carers

The DSL will inform parents/carers at an early stage and keep them involved in the process, unless there is a good reason to believe that involving them would put the student at risk of harm.

Referring to the police

If it is necessary to refer an incident to the police, this will be done through contacting the police community support officer or by dialling 101.

Recording incidents

All incidents of sharing of nudes and semi-nudes, and the decisions made in responding to them, will be recorded.

Curriculum coverage

  1. Students are taught about the issues surrounding the sharing of nudes and semi-nudes as part of our Relationship and Sex Education curriculum. Teaching covers the following in relation to the sharing of nudes and semi-nudes:
    1. What it is.
    2. How it is most likely to be encountered.
    3. The consequences of requesting, forwarding or providing such images, including when it is and is not abusive and when it may be deemed as online sexual harassment
    4. Issues of legality.
    5. The risk of damage to people’s feelings and reputation.
  2. Students also learn the strategies and skills needed to manage:
    1. Specific requests or pressure to provide (or forward) such images.
    2. The receipt of such images.

Online Safety and the Use of Mobile Technology

  1. The School recognises the importance of safeguarding children from potentially harmful and inappropriate online material, and understands that technology is a significant component in many safeguarding and wellbeing issues.
  2. To address this, our school aims to:
    1. Have robust processes (including filtering and monitoring systems) in place to ensure the online safety of students, staff, volunteers and governors.
    2. Protect and educate the whole school community in its safe and responsible use of technology, including mobile and smart technology (referred to as ‘mobile phones’ in this policy).
    3. Set clear guidelines for the use of mobile phones for the whole school community.
    4. Establish clear mechanisms to identify, intervene in and escalate any incidents or concerns, where appropriate.

The 4 key categories of risk

  1. Our approach to online safety is based on addressing the following categories of risk:
    1. Content – being exposed to illegal, inappropriate or harmful content, such as pornography, fake news, racism, misogyny, self-harm, suicide, antisemitism, radicalisation and extremism.
    2. Contact – being subjected to harmful online interaction with other users, such as peer-to-peer pressure, commercial advertising and adults posing as children or young adults with the intention to groom or exploit them for sexual, criminal, financial or other purposes.
    3. Conduct – personal online behaviour that increases the likelihood of, or causes, harm, such as making, sending and receiving explicit images (e.g. consensual and non-consensual sharing of nudes and semi-nudes and/or pornography), sharing other explicit images and online bullying; and
    4. Commerce – risks such as online gambling, inappropriate advertising, phishing and/or financial scams.
  2. To meet our aims and address the risks above, we will:
    1. Educate students about online safety as part of our curriculum. For example:
      1. The safe use of social media, the internet and technology.
      2. Keeping personal information private.
      3. How to recognise unacceptable behaviour online.
      4. How to report any incidents of cyber-bullying, ensuring students are encouraged to do so, including where they’re a witness rather than a victim.
      5. Train staff, as part of their induction, on safe internet use and online safeguarding issues including cyber-bullying, the risks of online radicalisation, and the expectations, roles and responsibilities around filtering and monitoring. All staff members will receive refresher training as required and at least once each academic year.
      6. Educate parents/carers about online safety via our website, communications sent directly to them and during parents’ evenings. We will also share clear procedures with them so they know how to raise concerns about online safety.
      7. Make sure staff are aware of any restrictions placed on them with regards to the use of their mobile phone and cameras, for example that:
        1. Staff are allowed to bring their personal phones to school for their own use, but will limit such use to non-contact time when students are not present.
        2. Staff will not take pictures or recordings of students on their personal phones or cameras.
      8. Help to ensure everyone abides by our Bring your Own Device (BYOD) policy.
      9. Apply sanctions in accordance with our Behaviour for Learning policy.
      10. Make sure all staff, students and parents/carers are aware that staff have the power to search students’ phones, as set out in the DfE’s guidance on Searching, Screening and Confiscation.
      11. Put in place robust filtering and monitoring systems to limit children’s exposure to the 4 key categories of risk (described above) from the school’s IT systems.
    2. Carry out an annual review of our approach to online safety, supported by an annual risk assessment that considers and reflects the risks faced by the school community.
    3. Provide regular safeguarding and child protection updates including online safety to all staff, at least annually, in order to continue to provide them with the relevant skills and knowledge to safeguard effectively.
    4. Review the child protection and safeguarding policy, including online safety, annually and ensure the procedures and implementation are updated and reviewed regularly.
  3. For more information about how we keep children safe online see our eSafety policy.

Reporting Systems for our Students

  1. Where there is a safeguarding concern, the School will take the child’s wishes and feelings into account when determining what action to take and what services to provide.
  2. The School recognises the importance of ensuring students feel safe and comfortable to come forward and report any concerns and/or allegations.
  3. Students may share their concerns with any of the Designated Safeguarding Leads if they do not feel able to speak with another member of staff.
  4. Students may share concerns with any member of staff and be reassured that their concerns will be taken seriously.
  5. Students will be encouraged, through the tutorial programme, PSHE scheme of work and assembly programme, to support one another by sharing concerns/allegations with a member of staff. They will also be educated on the importance of standing up for what is right and protecting themselves and others by seeking support when they have concerns.
  6. Staff will foster strong relationships with students to help cultivate an environment where students feel safe and confident in sharing their concerns.
  7. All students have 1-1 SPR meetings with their form tutor to provide further opportunities to share any concerns.
  8. Students are able to feedback general concerns through the School Council.
  9. Students are able to email in their concerns as opposed to face-to-face disclosures. They can do so by sending an email to [email protected]
  10. Students should be reassured that any disclosure will be dealt with sensitively and discretely, and they will be kept informed of any next steps.
  11. Parents are encouraged to share concerns with the School if they feel their child is not able to do so.

Communication with Parents or Carers

  1. Where appropriate, and after discussion with the child, we will share any concerns about a child with the child’s parents or carers. The DSL or a Deputy will normally do this in the event of a suspicion or disclosure.
  2. Other staff will only talk to parents or carers about any such concerns following consultation with the DSL or Deputy.
  3. If the School believes that notifying parents or carers would increase the risk to the child, we will discuss this with the local authority children’s social care team before doing so.
  4. In the case of allegations of abuse made against other children, we will normally notify the parents or carers of all the children involved. We will think carefully about what information we provide about the other child involved, and when. We will work with the police and/or local authority children’s social care to make sure our approach to information sharing is consistent.
  5. The DSL or a Deputy will, along with any relevant agencies (this will be decided on a case-by-case basis):
    1. Meet with the victim’s parents or carers, with the victim, to discuss what’s being put in place to safeguard them, and understand their wishes in terms of what support they may need and how the report will be progressed.
    2. Meet with the alleged perpetrator’s parents or carers to discuss support for them, and what’s being put in place that will impact them, e.g. moving them out of classes with the victim, and the reason(s) behind any decision(s).

Students with Special Educational Needs, Disabilities or Health Issues

  1. The School recognises that students with SEND or certain health conditions can face additional safeguarding challenges, and are three times more likely to be abused than their peers. Additional barriers can exist when recognising abuse and neglect in this group, including:
    1. Assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s condition without further exploration.
    2. Students being more prone to peer group isolation or bullying (including prejudice-based bullying) than other students.
    3. The potential for students with SEN, disabilities or certain health conditions being disproportionally impacted by behaviours such as bullying, without outwardly showing any signs.
    4. Communication barriers and difficulties in managing or reporting these challenges.
  2. All staff will be aware of these additional safeguarding challenges and any abuse involving students with SEND will require close liaison with the DSL (or Deputy) and the SENCO.

Students with a Social Worker

  1. Students may need a social worker due to safeguarding or welfare needs. The School recognises that a child’s experiences of adversity and trauma can leave them vulnerable to further harm as well as potentially creating barriers to attendance, learning, behaviour and mental health.
  2. The DSL and all members of staff will work with and support social workers to help protect vulnerable children.
  3. Where we are aware that a student has a social worker, the DSL or a Deputy will always consider this fact to ensure any decisions are made in the best interests of the student’s safety, welfare and educational outcomes. For example, it will inform decisions about:
    1. Responding to unauthorised absence or missing education where there are known safeguarding risks.
    2. The provision of pastoral and/or academic support.

Looked-after and Previously Looked-after Children

  1. The School will ensure that staff have the skills, knowledge and understanding to keep looked-after children and previously looked-after children safe. In particular, the School will ensure that:
    1. Appropriate staff have relevant information about children’s looked after legal status, contact arrangements with birth parents or those with parental responsibility, and care arrangements.
    2. The DSL and Deputies have details of children’s social workers and relevant virtual school heads.
  2. The School has appointed a Designated Teacher, Abby Allen, Assistant Headteacher, who is responsible for promoting the educational achievement of looked-after children and previously looked-after children in line with statutory guidance.
  3. The Designated Teacher is appropriately trained and has the relevant qualifications and experience to perform the role.
  4. As part of their role, the designated teacher will:
    1. Work closely with the DSL and Deputies to ensure that any safeguarding concerns regarding looked-after and previously looked-after children are quickly and effectively responded to.
    2. Work with virtual school heads to promote the educational achievement of looked-after and previously looked-after children, including discussing how student premium plus funding can be best used to support looked-after children and meet the needs identified in their personal education plans.

Complaints and Concerns about School Safeguarding Policies

  1. Complaints against staff:
    1. Complaints against staff that are likely to require a child protection investigation will be handled in accordance with our procedures for dealing with allegations of abuse made against staff (see Appendix 1).
  2. Other complaints
    1. The response to all other safeguarding-related complaints (e.g. those against students) will be coordinated by the DSL or a Deputy.

Whistle-blowing

Refer to the School’s Whistleblowing policy for information and procedures.

Record-keeping

  1. The School will hold records in line with our records retention schedule.
  2. All safeguarding concerns, discussions, decisions made and the reasons for those decisions, must be recorded on MyConcern. If you are in any doubt about whether to record something, discuss it with the DSL.
  3. Records will include:
    1. A clear and comprehensive summary of the concern.
    2. Details of how the concern was followed up and resolved.
    3. A note of any action taken, decisions reached and the outcome.
  4. Concerns and referrals will be kept in a separate child protection file for each child or, where possible, scanned and uploaded to My Concern.
  5. Any non-confidential records will be readily accessible and available. Confidential information and records will be held securely and only available to those who have a right or professional need to see them.
  6. Safeguarding records relating to individual children will be retained for a reasonable period of time after they have left the School.
  7. If a child for whom the school has, or has had, safeguarding concerns moves to another school, the DSL will ensure that their child protection file is forwarded as soon as possible, securely, and separately from the main student file.
  8. To allow the new school/college to have support in place when the child arrives, this should be within:
    1. 5 days for an in-year transfer, or within
    2. The first 5 days of the start of a new term.
  9. In addition, if the concerns are significant or complex, and/or social services are involved, the DSL will speak to the DSL of the receiving school and provide information to enable them to have time to make any necessary preparations to ensure the safety of the child.
  10. The School's Safer Recruitment policy sets out our policy on record-keeping specifically with respect to recruitment and pre-appointment checks.
  11. Appendix 1 sets out the School's policy on record-keeping with respect to allegations of abuse made against staff.

Training

All staff

  1. All staff members will undertake safeguarding and child protection training at induction, including on whistle-blowing procedures and online safety, to ensure they understand the school’s safeguarding systems and their responsibilities, and can identify signs of possible abuse or neglect.
  2. This training will be regularly updated and will:
    1. Be integrated, aligned and considered as part of the whole-school safeguarding approach and wider staff training, and curriculum planning.
    2. Be in line with advice from the 3 safeguarding partners.
    3. Include online safety, including an understanding of the expectations, roles and responsibilities for staff around filtering and monitoring.
    4. Have regard to the Teachers’ Standards to support the expectation that all teachers:
      1. Manage behaviour effectively to ensure a good and safe environment.
      2. Have a clear understanding of the needs of all students.
  3. All staff will have training on the government’s anti-radicalisation strategy, Prevent, to enable them to identify children at risk of being drawn into terrorism and to challenge extremist ideas.
  4. Staff will also receive regular safeguarding and child protection updates, including on online safety, as required but at least annually (for example, through emails, e-bulletins and staff meetings).
  5. Contractors who are provided through a private finance initiative (PFI) or similar contract will also receive safeguarding training.
  6. Volunteers will receive appropriate training, if applicable.

The DSL and Deputies

  1. The DSL and Deputies will undertake child protection and safeguarding training at least every 2 years.
  2. In addition, they will update their knowledge and skills at regular intervals and at least annually (for example, through e-bulletins, meeting other DSLs, or taking time to read and digest safeguarding developments).
  3. They will also undertake Prevent awareness training.

Governors

  1. All governors receive training about safeguarding and child protection (including online safety) at induction, which is regularly updated. This is to make sure that they:
    1. Have the knowledge and information needed to perform their functions and understand their responsibilities, such as providing strategic challenge.
    2. Can be assured that safeguarding policies and procedures are effective and support the school to deliver a robust whole-school approach to safeguarding.
    3. As the Chair of Governors may be required to act as the ‘case manager’ in the event that an allegation of abuse is made against the Headteacher, they receive training in managing allegations for this purpose.

Recruitment – interview panels

  1. At least one person conducting any interview for any post at the School will have undertaken safer recruitment training. This will cover, as a minimum, the contents of Keeping Children Safe in Education, and will be in line with local safeguarding procedures.
  2. Shortlisted candidates will now be informed that the school may carry out online checks as part of the due diligence process.
  3. See the Safer Recruitment policy for more information about the School's safer recruitment procedures.

APPENDIX 1: Allegations against staff (including low-level concerns)

Allegations that may meet the harms threshold

  1. This section applies to all cases in which it is alleged that a current member of staff, including a supply teacher, volunteer or contractor, has:
    1. Behaved in a way that has harmed a child, or may have harmed a child, and/or
    2. Possibly committed a criminal offence against or related to a child, and/or
    3. Behaved towards a child or children in a way that indicates they may pose a risk of harm to children, and/or
    4. Behaved or may have behaved in a way that indicates they may not be suitable to work with children – this includes behaviour taking place both inside and outside of school
  2. If we’re in any doubt as to whether a concern meets the harm threshold, we will consult our local authority designated officer (LADO).
  3. We will deal with any allegation of abuse quickly, in a fair and consistent way that provides effective child protection while also supporting the individual who is the subject of the allegation.
  4. A 'case manager’ will lead any investigation. This will be the Headteacher, or the Chair of Governors where the Headteacher is the subject of the allegation. The case manager will be identified at the earliest opportunity.
  5. Our procedures for dealing with allegations will be applied with common sense and judgement.
  6. If we receive an allegation of an incident happening while an individual or organisation was using the school premises to run activities for children, we will follow our safeguarding policies and procedures and inform our LADO.
  7. Suspension of the accused will not be the default position, and will only be considered in cases where there is reason to suspect that a child or other children is/are at risk of harm, or the case is so serious that there might be grounds for dismissal. In such cases, we will only suspend an individual if we have considered all other options available and there is no reasonable alternative.
  8. Based on an assessment of risk, we will consider alternatives such as:
    1. Redeployment within the School so that the individual does not have direct contact with the child or children concerned.
    2. Providing an assistant to be present when the individual has contact with children.
    3. Redeploying the individual to alternative work in the school so that they do not have unsupervised access to children.
    4. Moving the child or children to classes where they will not come into contact with the individual, making it clear that this is not a punishment and parents/carers have been consulted.
  9. If in doubt, the case manager will seek views from the School’s HR and Office Manager and the designated officer at the local authority, as well as the police and children’s social care where they have been involved.
  10. Definitions for outcomes of allegation investigations
    1. Substantiated: there is sufficient evidence to prove the allegation.
    2. Malicious: there is sufficient evidence to disprove the allegation and there has been a deliberate act to deceive, or to cause harm to the subject of the allegation.
    3. False: there is sufficient evidence to disprove the allegation.
    4. Unsubstantiated: there is insufficient evidence to either prove or disprove the allegation (this does not imply guilt or innocence).
    5. Unfounded: to reflect cases where there is no evidence or proper basis which supports the allegation being made.

Procedure for dealing with allegations

  1. In the event of an allegation that meets the criteria above, the case manager will take the following steps:
  2. Conduct basic enquiries in line with local procedures to establish the facts to help determine whether there is any foundation to the allegation before carrying on with the steps below.
  3. Discuss the allegation with the designated officer at the local authority. This is to consider the nature, content and context of the allegation and agree a course of action, including whether further enquiries are necessary to enable a decision on how to proceed, and whether it is necessary to involve the police and/or children’s social care services. (The case manager may, on occasion, consider it necessary to involve the police before consulting the designated officer – for example, if the accused individual is deemed to be an immediate risk to children or there is evidence of a possible criminal offence. In such cases, the case manager will notify the designated officer as soon as practicably possible after contacting the police).
  4. Inform the accused individual of the concerns or allegations and likely course of action as soon as possible after speaking to the designated officer (and the police or children’s social care services, where necessary). Where the police and/or children’s social care services are involved, the case manager will only share such information with the individual as has been agreed with those agencies.
  5. Where appropriate (in the circumstances described above), carefully consider whether suspension of the individual from contact with children at the school is justified or whether alternative arrangements such as those outlined above can be put in place. Advice will be sought from the designated officer, police and/or children’s social care services, as appropriate.
  6. Where the case manager is concerned about the welfare of other children in the community or the individual’s family, they will discuss these concerns with the DSL and make a risk assessment of the situation. If necessary, the DSL may make a referral to children’s social care.
  7. If immediate suspension is considered necessary, agree and record the rationale for this with the designated officer. The record will include information about the alternatives to suspension that have been considered, and why they were rejected. Written confirmation of the suspension will be provided to the individual facing the allegation or concern within 1 working day, and the individual will be given a named contact at the school and their contact details.
  8. If it is decided that no further action is to be taken in regard to the subject of the allegation or concern, record this decision and the justification for it and agree with the designated officer what information should be put in writing to the individual and by whom, as well as what action should follow both in respect of the individual and those who made the initial allegation.
  9. If it is decided that further action is needed, take steps as agreed with the designated officer to initiate the appropriate action in school and/or liaise with the police and/or children’s social care services as appropriate.
  10. Provide effective support for the individual facing the allegation or concern, including appointing a named representative to keep them informed of the progress of the case and considering what other support is appropriate, such as signposting them to the School’s Employee Assistance Programme.
  11. Inform the parents or carers of the child/children involved about the allegation as soon as possible if they do not already know (following agreement with children’s social care services and/or the police, if applicable). The case manager will also inform the parents or carers of the requirement to maintain confidentiality about any allegations made against teachers (where this applies) while investigations are ongoing. Any parent or carer who wishes to have the confidentiality restrictions removed in respect of a teacher will be advised to seek legal advice.
  12. Keep the parents or carers of the child/children involved informed of the progress of the case (only in relation to their child – no information will be shared regarding the staff member).
  13. Make a referral to the DBS where it is thought that the individual facing the allegation or concern has engaged in conduct that harmed or is likely to harm a child, or if the individual otherwise poses a risk of harm to a child.
  14. If the School is made aware that the secretary of state has made an interim prohibition order in respect of an individual, we will immediately suspend that individual from teaching, pending the findings of the investigation by the Teaching Regulation Agency.
  15. Where the police are involved, wherever possible the school will ask the police at the start of the investigation to obtain consent from the individuals involved to share their statements and evidence for use in the school’s disciplinary process, should this be required at a later point.

Additional considerations for supply teachers and all contracted staff

  1. If there are concerns or an allegation is made against someone not directly employed by the school, such as a supply teacher or contracted staff member provided by an agency, we will take the actions below in addition to our standard procedures.
  2. We will not decide to stop using an individual due to safeguarding concerns without finding out the facts and liaising with our LADO to determine a suitable outcome
  3. The Governing Body will discuss with the agency whether it is appropriate to suspend the individual, or redeploy them to another part of the school, while the school carries out the investigation.
  4. We will involve the agency fully, but the school will take the lead in collecting the necessary information and providing it to the LADO as required.
  5. We will address issues such as information sharing, to ensure any previous concerns or allegations known to the agency are taken into account (we will do this, for example, as part of the allegations management meeting or by liaising directly with the agency where necessary).
  6. When using an agency, we will inform them of our process for managing allegations, and keep them updated about our policies as necessary, and will invite the agency's HR manager or equivalent to meetings as appropriate.

Timescales

  1. We will deal with all allegations as quickly and effectively as possible and will endeavour to comply with the following timescales, where reasonably practicable:
    1. Any cases where it is clear immediately that the allegation is unsubstantiated or malicious should be resolved within 1 week.
    2. If the nature of an allegation does not require formal disciplinary action, appropriate action should be taken within 3 working days.
    3. If a disciplinary hearing is required and can be held without further investigation, this should be held within 15 working days.
  2. However, these are objectives only and where they are not met, we will endeavour to take the required action as soon as possible thereafter.

Specific actions

Action following a criminal investigation or prosecution

  1. The case manager will discuss with the local authority’s designated officer whether any further action, including disciplinary action, is appropriate and, if so, how to proceed, taking into account information provided by the police and/or children’s social care services.

Conclusion of a case where the allegation is substantiated

  1. If the allegation is substantiated and the individual is dismissed or the school ceases to use their services, or the individual resigns or otherwise ceases to provide their services, the school will make a referral to the DBS for consideration of whether inclusion on the barred lists is required.
  2. If the individual concerned is a member of teaching staff, the school will consider whether to refer the matter to the Teaching Regulation Agency to consider prohibiting the individual from teaching.

Individuals returning to work after suspension

  1. If it is decided on the conclusion of a case that an individual who has been suspended can return to work, the case manager will consider how best to facilitate this.
  2. The case manager will also consider how best to manage the individual’s contact with the child or children who made the allegation, if they are still attending the school.

Unsubstantiated, unfounded, false or malicious reports

  1. If a report is:
    1. Determined to be unsubstantiated, unfounded, false or malicious, the DSL will consider the appropriate next steps. If they consider that the child and/or person who made the allegation is in need of help, or the allegation may have been a cry for help, a referral to children’s social care may be appropriate.
    2. Shown to be deliberately invented, or malicious, the school will consider whether any disciplinary action is appropriate against the individual(s) who made it.
  2. If an allegation is:
    1. Determined to be unsubstantiated, unfounded, false or malicious, the LADO and case manager will consider the appropriate next steps. If they consider that the child and/or person who made the allegation is in need of help, or the allegation may have been a cry for help, a referral to children’s social care may be appropriate.
    2. Shown to be deliberately invented, or malicious, the school will consider whether any disciplinary action is appropriate against the individual(s) who made it

Confidentiality and information sharing

  1. The School will make every effort to maintain confidentiality and guard against unwanted publicity while an allegation is being investigated or considered.
  2. The case manager will take advice from the LADO, police and children’s social care services, as appropriate, to agree:
    1. Who needs to know about the allegation and what information can be shared
    2. How to manage speculation, leaks and gossip, including how to make parents or carers of a child/children involved aware of their obligations with respect to confidentiality.
    3. What, if any, information can be reasonably given to the wider community to reduce speculation.
    4. How to manage press interest if, and when, it arises.

Record-keeping

  1. The case manager will maintain clear records about any case where the allegation or concern meets the criteria above and store them on the individual’s confidential personnel file for the duration of the case.
  2. The records of any allegation that, following an investigation, is found to be malicious or false will be deleted from the individual’s personnel file (unless the individual consents for the records to be retained on the file).
  3. For all other allegations (which are not found to be malicious or false), the following information will be kept on the file of the individual concerned:
    1. A clear and comprehensive summary of the allegation.
    2. Details of how the allegation was followed up and resolved.
    3. Notes of any action taken, decisions reached and the outcome.
    4. A declaration on whether the information will be referred to in any future reference.
  4. In these cases, the school will provide a copy to the individual, in agreement with children’s social care or the police as appropriate.
  5. We will retain all records at least until the accused individual has reached normal pension age, or for 10 years from the date of the allegation if that is longer.

References

  1. When providing employer references, we will:
    1. Not refer to any allegation that has been found to be false, unfounded, unsubstantiated or malicious, or any repeated allegations which have all been found to be false, unfounded, unsubstantiated or malicious.
    2. Include substantiated allegations, provided that the information is factual and does not include opinions

Learning lessons

  1. After any cases where the allegations are substantiated, the case manager will review the circumstances of the case with the local authority’s designated officer to determine whether there are any improvements that we can make to the school’s procedures or practice to help prevent similar events in the future.
  2. This will include consideration of (as applicable):
    1. Issues arising from the decision to suspend the member of staff.
    2. The duration of the suspension.
    3. Whether or not the suspension was justified.
    4. The use of suspension when the individual is subsequently reinstated. We will consider how future investigations of a similar nature could be carried out without suspending the individual.
    5. For all other cases, the case manager will consider the facts and determine whether any improvements can be made.

Non-recent allegations

  1. Abuse can be reported, no matter how long ago it happened.
  2. We will report any non-recent allegations made by a child to the LADO in line with our local authority’s procedures for dealing with non-recent allegations.
  3. Where an adult makes an allegation to the school that they were abused as a child, we will advise the individual to report the allegation to the police.

Concerns that do not meet the harm threshold

  1. This section applies to all concerns (including allegations) about members of staff, including supply teachers, volunteers and contractors, which do not meet the harm threshold set out in the section above.
  2. Concerns may arise through, for example:
    1. Suspicion.
    2. Complaint.
    3. Safeguarding concern or allegation from another member of staff.
    4. Disclosure made by a child, parent or other adult within or outside the school.
    5. Pre-employment vetting checks.
  3. We recognise the importance of responding to and dealing with any concerns in a timely manner to safeguard the welfare of children.
  4. Definition of low-level concern: The term ‘low-level’ concern is any concern – no matter how small – that an adult working in or on behalf of the school may have acted in a way that:
    1. Is inconsistent with the staff code of conduct, including inappropriate conduct outside of work, and
    2. Does not meet the allegations threshold or is otherwise not considered serious enough to consider a referral to the designated officer at the local authority
    3. Examples of such behaviour could include, but are not limited to:
      1. Being overly friendly with children.
      2. Having favourites.
      3. Taking photographs of children on their mobile phone.
      4. Engaging with a child on a one-to-one basis in a secluded area or behind a closed door.
      5. Humiliating pupils.

Sharing low-level concerns

  1. We recognise the importance of creating a culture of openness, trust and transparency to encourage all staff to confidentially share low-level concerns so that they can be addressed appropriately.
  2. We will create this culture by:
    1. Ensuring staff are clear about what appropriate behaviour is, and are confident in distinguishing expected and appropriate behaviour from concerning, problematic or inappropriate behaviour, in themselves and others.
    2. Empowering staff to share any low-level concerns as per Section 13 of this policy.
    3. Empowering staff to self-refer.
    4. Addressing unprofessional behaviour and supporting the individual to correct it at an early stage.
    5. Providing a responsive, sensitive and proportionate handling of such concerns when they are raised.
    6. Helping to identify any weakness in the school’s safeguarding system.

Responding to low-level concerns

  1. If the concern is raised via a third party, the Headteacher will collect evidence where necessary by speaking:
    1. Directly to the person who raised the concern, unless it has been raised anonymously.
    2. To the individual involved and any witnesses
  2. The Headteacher will use the information collected to categorise the type of behaviour and determine any further action, in line with the School’s Staff Code of Conduct. The Headteacher will be the ultimate decision-maker in respect of all low-level concerns, though they may wish to collaborate with the DSL.

Record keeping

  1. All low-level concerns will be recorded in writing. In addition to details of the concern raised, records will include the context in which the concern arose, any action taken and the rationale for decisions and action taken.
    1. Records will be:
      1. Kept confidential, held securely and comply with the DPA 2018 and UK GDPR.
      2. Reviewed so that potential patterns of concerning, problematic or inappropriate behaviour can be identified. Where a pattern of such behaviour is identified, we will decide on a course of action, either through our disciplinary procedures or, where a pattern of behaviour moves from a concern to meeting the harms threshold as described in the section above, we will refer it to the designated officer at the local authority.
      3. Retained at least until the individual leaves employment at the school.
  2. Where a low-level concern relates to a supply teacher or contractor, we will notify the individual’s employer, so any potential patterns of inappropriate behaviour can be identified.

References

  1. We will not include low-level concerns in references unless:
    1. The concern (or group of concerns) has met the threshold for referral to the designated officer at the local authority and is found to be substantiated; and/or
    2. The concern (or group of concerns) relates to issues which would ordinarily be included in a reference, such as misconduct or poor performance

APPENDIX 2: Types of Abuse

  1. Abuse, including neglect, and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases, multiple issues will overlap.
  2. Physical abuse 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.
  3. Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.
    1. Emotional abuse may involve:
      1. Conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person.
      2. Not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate.
      3. 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.
      4. Seeing or hearing the ill-treatment of another.
      5. Serious bullying (including cyber-bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children.
  4. 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:
    1. 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.
    2. 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).
  5. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
  6. 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.
    1. Once a child is born, neglect may involve a parent or carer failing to:
      1. Provide adequate food, clothing and shelter (including exclusion from home or abandonment).
      2. Protect a child from physical and emotional harm or danger.
      3. Ensure adequate supervision (including the use of inadequate care-givers).
      4. Ensure access to appropriate medical care or treatment.
    2. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

APPENDIX 3: Children who are absent from education

  1. A child being absent from education, particularly repeatedly, can be a warning sign of a range of safeguarding issues. This might include abuse or neglect, such as sexual abuse or exploitation or child criminal exploitation, or issues such as mental health problems, substance abuse, radicalisation, FGM or forced marriage.
  2. There are many circumstances where a child may be absent or become missing from education, but some children are particularly at risk. These include children who:
    1. Are at risk of harm or neglect.
    2. Are at risk of forced marriage or FGM.
    3. Come from Gypsy, Roma, or Traveller families.
    4. Come from the families of service personnel.
    5. Go missing or run away from home or care.
    6. Are supervised by the youth justice system.
    7. Cease to attend a school.
    8. Come from new migrant families.
  3. We will follow our procedures for unauthorised absence and for dealing with children who are absent from education, particularly on repeat occasions, to help identify the risk of abuse and neglect, including sexual exploitation, and to help prevent the risks of going missing in future. This includes informing the local authority if a child leaves the school without a new school being named, and adhering to requirements with respect to sharing information with the local authority, when applicable, when removing a child’s name from the admission register at non-standard transition points.
  4. Staff will be trained in signs to look out for and the individual triggers to be aware of when considering the risks of potential safeguarding concerns which may be related to being absent, such as travelling to conflict zones, FGM and forced marriage.
  5. If a staff member suspects that a child is suffering from harm or neglect, we will follow local child protection procedures, including with respect to making reasonable enquiries. We will make an immediate referral to the local authority children’s social care team, and the police, if the child is suffering or likely to suffer from harm, or in immediate danger.

APPENDIX 4: Missing pupils

Our procedures are designed to ensure that a missing child is found and returned to effective supervision as soon as possible. If a child goes missing during the course of the School day:

  1. The DSL or Deputies will be informed and will coordinate the response.
  2. Staff will physically check all areas of the School, including toilet facilities.
  3. Staff will potentially speak with a close friend of the missing student and ask for them to contact them on their mobile phone.
  4. Parents will be informed that their child has gone missing.
  5. CCTV may be used to help with the initial investigation.
  6. The police will be called if the whereabouts of the child is still unknown.

APPENDIX 5: Child criminal exploitation

  1. Child criminal exploitation (CCE) is a form of abuse where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child into criminal activity, in exchange for something the victim needs or wants, and/or for the financial or other advantage of the perpetrator or facilitator, and/or through violence or the threat of violence.
  2. The abuse can be perpetrated by males or females, and children or adults. It can be a one-off occurrence or a series of incidents over time, and range from opportunistic to complex organised abuse.
  3. The victim can be exploited even when the activity appears to be consensual. It does not always involve physical contact and can happen online. For example, young people may be forced to work in cannabis factories, coerced into moving drugs or money across the country (county lines), forced to shoplift or pickpocket, or to threaten other young people.
  4. Indicators of CCE can include a child:
    1. Appearing with unexplained gifts or new possessions.
    2. Associating with other young people involved in exploitation.
    3. Suffering from changes in emotional wellbeing.
    4. Misusing drugs and alcohol.
    5. Going missing for periods of time or regularly coming home late.
    6. Regularly missing school or education.
    7. Not taking part in education.
  5. If a member of staff suspects CCE, they will discuss this with the DSL. The DSL will trigger the local safeguarding procedures, including a referral to the local authority’s children’s social care team and the police, if appropriate.

APPENDIX 6: County lines

  1. County lines is a term used to describe gangs and organised criminal networks involved in exporting illegal drugs using dedicated mobile phone lines or other form of “deal line”.
  2. This activity can happen locally as well as across the UK - no specified distance of travel is required.
  3. Children and vulnerable adults are exploited to move, store and sell drugs and money. Offenders will often use coercion, intimidation, violence (including sexual violence) and weapons to ensure compliance of victims.
  4. Children can be targeted and recruited into county lines in a number of locations including any type of schools (including special schools), further and higher educational institutions, pupil referral units, children’s homes and care homes. Children are also increasingly being targeted and recruited online using social media.
  5. Children can easily become trapped by this type of exploitation as county lines gangs can manufacture drug debts which need to be worked off or threaten serious violence and kidnap towards victims (and their families) if they attempt to leave the county lines network.
  6. The DSL must be informed if there are any concerns that a student is at risk of, or involved in, county lines.

APPENDIX 7: Child Sexual Exploitation

  1. Child sexual exploitation (CSE) is a form of child sexual abuse where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child into sexual activity, in exchange for something the victim needs or wants and/or for the financial advantage or increased status of the perpetrator or facilitator. It may, or may not, be accompanied by violence or threats of violence.
  2. The abuse can be perpetrated by males or females, and children or adults. It can be a one-off occurrence or a series of incidents over time, and range from opportunistic to complex organised abuse.
  3. The victim can be exploited even when the activity appears to be consensual. Children or young people who are being sexually exploited may not understand that they are being abused. They often trust their abuser and may be tricked into believing they are in a loving, consensual relationship.
  4. CSE can include both physical contact (penetrative and non-penetrative acts) and non-contact sexual activity. It can also happen online. For example, young people may be persuaded or forced to share sexually explicit images of themselves, have sexual conversations by text, or take part in sexual activities using a webcam. CSE may also occur without the victim’s immediate knowledge, for example through others copying videos or images.
  5. In addition to the CCE indicators above, indicators of CSE can include a child:
    1. Having an older boyfriend or girlfriend.
    2. Suffering from sexually transmitted infections or becoming pregnant.
  6. If a member of staff suspects CSE, they will discuss this with the DSL. The DSL will trigger the local safeguarding procedures, including a referral to the local authority’s children’s social care team and the police, if appropriate.

APPENDIX 8: Child-on-child Abuse

  1. Child-on-child abuse is when children abuse other children. This type of abuse can take place inside and outside of school. It can also take place both face-to-face and online, and can occur simultaneously between the two.
  2. Our school has a zero-tolerance approach to sexual violence and sexual harassment. We recognise that even if there are there no reports, that doesn’t mean that this kind of abuse isn’t happening.
  3. Child-on-child abuse is most likely to include, but may not be limited to:
    1. Bullying (including cyber-bullying, prejudice-based and discriminatory bullying).
    2. Abuse in intimate personal relationships between children (this is sometimes known as ‘teenage relationship abuse’).
    3. Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm (this may include an online element which facilitates, threatens and/or encourages physical abuse).
    4. Sexual violence, such as rape, assault by penetration and sexual assault (this may include an online element which facilitates, threatens and/or encourages sexual violence).
    5. Sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be standalone or part of a broader pattern of abuse.
    6. 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.
    7. Consensual and non-consensual sharing of nude and semi-nude images and/or videos (also known as sexting or youth produced sexual imagery).
    8. Upskirting, which typically involves taking a picture under a person’s clothing without their permission, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm.
    9. Initiation/hazing type violence and rituals (this could include activities involving harassment, abuse or humiliation used as a way of initiating a person into a group and may also include an online element).
  4. Where children abuse their peers online, this can take the form of, for example, abusive, harassing, and misogynistic messages; the non-consensual sharing of indecent images, especially around chat groups; and the sharing of abusive images and pornography, to those who don't want to receive such content.
  5. If staff have any concerns about child-on-child abuse, or a child makes a report to them, they will follow the procedures set out in Section 9 as appropriate.
  6. When considering instances of harmful sexual behaviour between children, we will consider their ages and stages of development. We recognise that children displaying harmful sexual behaviour have often experienced their own abuse and trauma, and will offer them appropriate support.

APPENDIX 9: Domestic Abuse

  1. Children can witness and be adversely affected by domestic abuse and/or violence at home where it occurs between family members. In some cases, a child may blame themselves for the abuse or may have had to leave the family home as a result.
  2. Types of domestic abuse include intimate partner violence, abuse by family members, teenage relationship abuse (abuse in intimate personal relationships between children) and child/adolescent to parent violence and abuse. It can be physical, sexual, financial, psychological or emotional. It can also include ill treatment that isn’t physical, as well as witnessing the ill treatment of others – for example, the impact of all forms of domestic abuse on children.
  3. Anyone can be a victim of domestic abuse, regardless of gender, age, ethnicity, socioeconomic status, sexuality or background, and domestic abuse can take place inside or outside of the home. Children who witness domestic abuse are also victims.
  4. Older children may also experience and/or be the perpetrators of domestic abuse and/or violence in their own personal relationships. This can include sexual harassment.
  5. Exposure to domestic abuse and/or violence can have a serious, long-lasting emotional and psychological impact on children and affect their health, wellbeing, development and ability to learn.
  6. If police are called to an incident of domestic abuse and any children in the household have experienced the incident, the police will inform the key adult in school (usually the designated safeguarding lead) before the child or children arrive at school the following day.
  7. The DSL will provide support according to the child’s needs and update records about their circumstances.

APPENDIX 10: Homelessness

  1. Being homeless or being at risk of becoming homeless presents a real risk to a child’s welfare.
  2. The DSL and Deputies will be aware of contact details and referral routes in to the local housing authority so they can raise/progress concerns at the earliest opportunity (where appropriate and in accordance with local procedures).
  3. Where a child has been harmed or is at risk of harm, the DSL will also make a referral to children’s social care.

APPENDIX 11: So-called ‘Honour-based’ Abuse

  1. So-called ‘honour-based’ abuse (HBA) encompasses incidents or crimes committed to protect or defend the honour of the family and/or community, including FGM, forced marriage, and practices such as breast ironing.
  2. Abuse committed in this context often involves a wider network of family or community pressure and can include multiple perpetrators.
  3. All forms of HBA are abuse and will be handled and escalated as such. All staff will be alert to the possibility of a child being at risk of HBA or already having suffered it. If staff have a concern, they will speak to the DSL, who will activate local safeguarding procedures.

FGM

  1. The DSL will make sure that staff have access to appropriate training to equip them to be alert to children affected by FGM or at risk of FGM.

Section 10 of this policy sets out the procedures to be followed if a staff member discovers that an act of FGM appears to have been carried out or suspects that a pupil is at risk of FGM.

  1. Indicators that FGM has already occurred include:
    1. A pupil confiding in a professional that FGM has taken place.
    2. A mother/family member disclosing that FGM has been carried out.
    3. A family/pupil already being known to social services in relation to other safeguarding issues.
    4. A girl:
      1. Having difficulty walking, sitting or standing, or looking uncomfortable.
      2. Finding it hard to sit still for long periods of time (where this was not a problem previously).
      3. Spending longer than normal in the bathroom or toilet due to difficulties urinating.
      4. Having frequent urinary, menstrual or stomach problems.
      5. Avoiding physical exercise or missing PE.
      6. Being repeatedly absent from school, or absent for a prolonged period.
      7. Demonstrating increased emotional and psychological needs – for example, withdrawal or depression, or significant change in behaviour.
      8. Being reluctant to undergo any medical examinations.
      9. Asking for help, but not being explicit about the problem.
      10. Talking about pain or discomfort between her legs.
  2. Potential signs that a pupil may be at risk of FGM include:
    1. The girl’s family having a history of practising FGM (this is the biggest risk factor to consider).
    2. FGM being known to be practised in the girl’s community or country of origin.
    3. A parent or family member expressing concern that FGM may be carried out.
    4. A family not engaging with professionals (health, education or other) or already being known to social care in relation to other safeguarding issues.
    5. A girl:
      1. Having a mother, older sibling or cousin who has undergone FGM.
      2. Having limited level of integration within UK society.
      3. Confiding to a professional that she is to have a “special procedure” or to attend a special occasion to “become a woman”.
      4. Talking about a long holiday to her country of origin or another country where the practice is prevalent, or parents/carers stating that they or a relative will take the girl out of the country for a prolonged period.
      5. Requesting help from a teacher or another adult because she is aware or suspects that she is at immediate risk of FGM.
      6. Talking about FGM in conversation – for example, a girl may tell other children about it (although it is important to take into account the context of the discussion).
      7. Being unexpectedly absent from school.
      8. Having sections missing from her ‘red book’ (child health record) and/or attending a travel clinic or equivalent for vaccinations/anti-malarial medication.
  3. The above indicators and risk factors are not intended to be exhaustive.

Forced marriage

  1. Forcing a person into marriage is a crime. A forced marriage is one entered into without the full and free consent of 1 or both parties and where violence, threats, or any other form of coercion is used to cause a person to enter into a marriage. Threats can be physical or emotional and psychological.
  2. It is also illegal to cause a child under the age of 18 to marry, even if violence, threats or coercion are not involved.
  3. Staff will receive training around forced marriage and the presenting symptoms. We are aware of the ‘1 chance’ rule, i.e. we may only have 1 chance to speak to the potential victim and only 1 chance to save them.
  4. If a member of staff suspects that a pupil is being forced into marriage, they will speak to the pupil about their concerns in a secure and private place. They will then report this to the DSL.
  5. The DSL will:
    1. Speak to the pupil about the concerns in a secure and private place.
    2. Activate the local safeguarding procedures and refer the case to the local authority’s designated officer.
    3. Seek advice from the Forced Marriage Unit on 020 7008 0151 or [email protected].
    4. Refer the pupil to an education welfare officer, pastoral tutor, learning mentor, or school counsellor, as appropriate.

APPENDIX 12: Preventing Radicalisation

  1. Radicalisation refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.
  2. Extremism is vocal or active opposition to fundamental British values, such as democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs. This also includes calling for the death of members of the armed forces.
  3. Terrorism is an action that:
    1. Endangers or causes serious violence to a person/people;
    2. Causes serious damage to property; or
    3. Seriously interferes or disrupts an electronic system.
  4. The use or threat of terrorism must be designed to influence the government or to intimidate the public and is made for the purpose of advancing a political, religious or ideological cause.
  5. Schools have a duty to prevent children from being drawn into terrorism. The DSL will undertake Prevent awareness training and make sure that staff have access to appropriate training to equip them to identify children at risk.
  6. We will assess the risk of children in our school being drawn into terrorism. This assessment will be based on an understanding of the potential risk in our local area, in collaboration with our local safeguarding partners and local police force.
  7. We will ensure that suitable internet filtering is in place, and equip our pupils to stay safe online at school and at home.
  8. There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. Radicalisation can occur quickly or over a long period.
  9. Staff will be alert to changes in pupils’ behaviour.
  10. The government website Educate Against Hate and charity NSPCC say that signs that a pupil is being radicalised can include:
    1. Refusal to engage with, or becoming abusive to, peers who are different from themselves.
    2. Becoming susceptible to conspiracy theories and feelings of persecution.
    3. Changes in friendship groups and appearance.
    4. Rejecting activities they used to enjoy.
    5. Converting to a new religion.
    6. Isolating themselves from family and friends.
    7. Talking as if from a scripted speech.
    8. An unwillingness or inability to discuss their views.
    9. A sudden disrespectful attitude towards others.
    10. Increased levels of anger.
    11. Increased secretiveness, especially around internet use.
    12. Expressions of sympathy for extremist ideologies and groups, or justification of their actions.
    13. Accessing extremist material online, including on Facebook, Twitter and other platforms.
    14. Possessing extremist literature.
    15. Being in contact with extremist recruiters and joining, or seeking to join, extremist organisations.
  11. Children who are at risk of radicalisation may have low self-esteem, or be victims of bullying or discrimination. It is important to note that these signs can also be part of normal teenage behaviour – staff should have confidence in their instincts and seek advice if something feels wrong.
  12. If staff are concerned about a pupil, they will follow our procedures set out in Section 11 of this policy, including discussing their concerns with the DSL.

Staff should always take action if they are worried.

APPENDIX 13: Sexual Violence and Sexual Harassment Between Children

  1. Sexual violence and sexual harassment can occur:
    1. Between two children of any age and sex
    2. Through a group of children sexually assaulting or sexually harassing a single child or group of children
    3. Online and face to face (both physically and verbally)
  2. Sexual violence and sexual harassment exist on a continuum and may overlap.
  3. Children who are victims of sexual violence and sexual harassment will likely find the experience stressful and distressing. This will, in all likelihood, adversely affect their educational attainment and will be exacerbated if the alleged perpetrator(s) attends the same school.
  4. If a victim reports an incident, it is essential that staff make sure they are reassured that they are being taken seriously and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting any form of abuse or neglect. Nor should a victim ever be made to feel ashamed for making a report.
  5. When supporting victims, staff will:
    1. Reassure victims that the law on child-on-child abuse is there to protect them, not criminalise them
    2. Regularly review decisions and actions, and update policies with lessons learnt
    3. Look out for potential patterns of concerning, problematic or inappropriate behaviour, and decide on a course of action where we identify any patterns
    4. Consider if there are wider cultural issues within the school that enabled inappropriate behaviour to occur and whether revising policies and/or providing extra staff training could minimise the risk of it happening again
    5. Remain alert to the possible challenges of detecting signs that a child has experienced sexual violence, and show sensitivity to their needs
  6. Some groups are potentially more at risk. Evidence shows that girls, children with SEN and/or disabilities, and lesbian, gay, bisexual and transgender (LGBT) children are at greater risk.
  7. Staff should be aware of the importance of:
    1. Challenging inappropriate behaviours
    2. Making clear that sexual violence and sexual harassment is not acceptable, will never be tolerated and is not an inevitable part of growing up
    3. Challenging physical behaviours (potentially criminal in nature), such as grabbing bottoms, breasts and genitalia, pulling down trousers, flicking bras and lifting up skirts. Dismissing or tolerating such behaviours risks normalising them
  8. If staff have any concerns about sexual violence or sexual harassment, or a child makes a report to them, they will follow the procedures set out in Section 9 of this policy, as appropriate.

APPENDIX 14: Serious Violence

  1. Indicators which may signal that a child is at risk from, or involved with, serious violent crime may include:
    1. Increased absence from school.
    2. Change in friendships or relationships with older individuals or groups.
    3. Significant decline in performance.
    4. Signs of self-harm or a significant change in wellbeing.
    5. Signs of assault or unexplained injuries.
    6. Unexplained gifts or new possessions (this could indicate that the child has been approached by, or is involved with, individuals associated with criminal networks or gangs and may be at risk of criminal exploitation (see above)).
  2. Risk factors which increase the likelihood of involvement in serious violence include:
    1. Being male.
    2. Having been frequently absent or permanently excluded from school.
    3. Having experienced child maltreatment.
    4. Having been involved in offending, such as theft or robbery.
  3. Staff will be aware of these indicators and risk factors. If a member of staff has a concern about a pupil being involved in, or at risk of, serious violence, they will report this to the DSL.

APPENDIX 15: Visitors

  1. All visitors to the School may be asked to bring formal identification with them at the time of their visit.
  2. A ‘visitor’ refers to an adult who is not employed by the School. This could be any of the following:
    1. A peripatetic music teacher.
    2. An enrichment provider.
    3. A sports coach.
    4. A visiting speaker.
    5. A Contractor.
    6. A parent.
    7. A Prospective Parent.
    8. A Volunteer.
    9. A Governor.

NB – This is an illustrative not an exhaustive list.

The Visitor Calendar/Arrival in School

  1. All planned visitors will be recorded on the Visitor Calendar, following completion of a Visitor Booking Form.
  2. Once on site, all visitors must report to reception first. No visitor is permitted to enter the School via any other entrance under any circumstances.
  3. At reception, all visitors must state the purpose of their visit and who has invited them. They should be ready to produce formal identification upon request.
  4. All visitors will be asked to sign the Visitors Record Book which is kept in reception at all times making note of their name, the time of their visit, their organisation, who they are visiting and car registration.
  5. All visitors will be required to wear an identification badge – the badge must remain visible throughout their visit.
  6. Visitors will then be escorted to their point of contact OR their point of contact will be asked to come to reception to receive the visitor. The contact will then be responsible for them while they are on site.
  7. The visitor must not be allowed to move about the site unaccompanied unless they are registered on the Approved Visitor List. These visitors will appear on the Calendar, for example, as Joe Bloggs Approved.

Approved Visitor List

  1. The School’s Single Central Record will act an approved visitor list, for visitors who frequently visit the School site to undertake work within the School (including contractors and supply staff). To qualify for the list the visitor must have demonstrated, prior to the visit that:
    1. They have a current clear enhanced DBS check and a copy of this has been registered on the School's Central Record AND
    2. A current clear DBS childrens' barred check has been undertaken AND visitors on the Approved List MUST follow the same procedures on entry to the premises (ie come to reception and sign in the visitors' book). A copy of the approved visitor list will be kept behind reception at all times.
    3. When these criteria are met, the visitor will appear on the Visitor Calendar as, for example Joe Bloggs Approved.

Visitors Departure from School

On departing the School, visitors MUST leave via reception and:

  1. Enter their departure time in the Visitors Record Book alongside their arrival entry.
  2. Return the identification badge to reception.
  3. A member of staff should escort the visitor to the reception.

Unknown/Uninvited Visitors to the School

  1. Any visitor to the School site who is not wearing an identity badge should be challenged politely to enquire who they are and their business on the School site.
  2. They should then be escorted to reception to sign the visitors' book and be issued with an identity badge.
  3. The procedures under 'Visitors to the School' above will then apply. In the event that the visitor refuses to comply, they should be asked to leave the site immediately and a member of the LT informed. The LT member will consider the situation and decide if it is necessary to inform the police.
  4. If an unknown/uninvited visitor becomes abusive or aggressive, they will be asked to leave the site immediately and warned that if they fail to leave the School grounds, police assistance will be called for.

Prospective Parents

  1. At times Prospective Parents will visit the School during the school day. These visits are by appointment only and will appear in the School Visitors Calendar.
  2. Prospective parents are expected to follow the normal visitor signing in procedure.
  3. Prospective parents will undertake a tour of the School and will be escorted by two Sixth Form students who have been briefed prior to the tour about:
    1. The ‘route’ to take.
    2. The importance of being honest about the School.
    3. How best to stay safe when escorting visitors – students are taught how to ‘keep safe’ as part of their curriculum and will be reminded of this prior to the tour.
    4. What actions to take if they experience inappropriate behaviour or they feel uncomfortable during the tour.
    5. The need to return visitors to reception.

Ownership and Date of next review

  1. This policy will be reviewed annually by Mark Brunker, Deputy Headteacher, and Geoff Greatwood, Safeguarding Link Governor.
  2. At every review, it will be approved by the full governing board.
  3. Policy owned by: FGB
  4. Last reviewed and approved on PENDING
  5. Next review due: PENDING