Staff Handbook: Policies
Document owner: FAR
Student Welfare Policy
(Seniors, Juniors, Infants including EYFS)
The School contributes to students’ wider well-being by:
The School has policies to:
These are covered as follows:
All staff need to know that inappropriate behaviour towards children is unacceptable and may be an offence, even if it is consensual. This is covered in the Code of Conduct for Staff.
School staff have the right to use reasonable force and restrain students in certain circumstances. This is covered in the School Policy on Using Force to Restrain or Control Students and in the Code of Conduct for Staff.
These procedures are detailed in the Policy on Safeguarding and Child Protection Policy.
This applies where a person ceases to work in education and there are grounds to believe s/he may be unsuitable to work with children or may have committed misconduct. The Headmaster will report such instances to the Independent Safeguarding Authority.
Helping to Keep Children Safe
All staff who work with students must have basic training that equips them to recognise and respond to child welfare concerns. Teachers receive this as part of training leading to QTS but need further refresher training. Other staff and governors receive training when first appointed. The Designated Safeguarding Lead has refresher training every 2 years. All staff, including temporary staff, and volunteers working with children receive a written statement of the school’s policies and procedures including the name of Designated Safeguarding Lead. All teaching staff have refresher training in how to respond to child welfare concerns every year and this is monitored by the Continuing Professional Development Co-ordinator.
This provides opportunities for students to learn about keeping safe and who to go to for help. Students are taught e.g.:
Discussions cover issues such as family relationships and let students know they can talk about such problems. Staff are prepared for the possibility that this may lead to children reporting personal problems.
Staff and volunteers need to know how to respond sensitively to students’ concerns, who to go to for advice, and the importance of not guaranteeing confidentiality. The School demonstrates to students that it provides a safe environment where it is good to talk – e.g. by displays, references to children’s help lines, peer mentoring and annual assemblies.
Members of staff approached by students about CP issues listen positively and reassure the child; record the discussion; and take action in accordance with the School’s Child Protection Policy. Teachers are aware of the dangers of putting words into students’ mouths and asking leading questions, and notes of discussions with students carefully distinguish between facts, observations, allegations and opinion.
Staff are aware of the particular vulnerability to abuse of disabled students as detailed in the School’s Equal Opportunities policy.
The designated person for Child Protection ensures relevant agencies are involved as soon as possible.
This is a category of abuse and even witnessing violence is a form of abuse. There is an obvious link with behavioural problems including bullying. All form tutors, heads of year and heads of house watch out for this and report concerns to the nominated person for child protection.
Parents are aware of school duties to safeguard and promote the welfare of children, that this necessitates a Safeguarding and Child Protection Policy and procedures, and that a school may need to share information for this purpose with other agencies. This is referred to in the guide for parents. The Safeguarding & Child Protection is on the open section of the school’s website.
Usually staff seek to discuss concerns about welfare with the family and seek agreement for referrals to Children’s Social Care, unless it may put the student at risk. If there are doubts about involving the family the designated person clarifies this with the local agencies.
May 2016 FAR