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Child Protection Raising Awareness (CPRA)

September 2022 – Jon Galling, Senior Education Safeguarding Officer

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Key learning:�

By the end of this training participants will have....

What is safeguarding
What to look out for
What is your role within your setting
Being professional curious to what you see, hear and how you feel
What you need to do (reporting)
How to keep yourself and others safe

This training is an opportunity to

refresh, refocus and remind

that safeguarding is everyone’s responsibility.

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Safeguarding - Umbrella Culture

What is the difference between Safeguarding and Child Protection?

What does…

…the DSL and safeguarding team do?

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Safeguarding is…

Safeguarding is NOT…

Safeguarding and promoting the welfare of children is defined for the purposes of this guidance as:

• protecting children from maltreatment

• preventing the impairment of children’s mental and physical health or development

• ensuring that children grow up in circumstances consistent with the provision of safe and effective care, and

• taking action to enable all children to have the best outcomes.

someone else’s responsibility
something we

can ignore

Safeguarding - Umbrella Culture

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Safeguarding – Umbrella Culture

School and college staff are particularly important, as they are in a position to identify concerns early, provide help for children, promote children’s welfare and prevent concerns from escalating.

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Key documents

All staff should be aware of systems within their school or college which support safeguarding…this should include the:

Child protection policy
Behaviour policy
Staff behaviour policy (sometimes called a code of conduct)

But what else should you be aware of, should you know?

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Vulnerabilities

Traveller children
EHE (Elective Home Education)
Persistent absentee
Privately fostered children or those returning from care
Children with a mental health need
Children with a disability and/or specific additional needs
Children living with ACEs
Children with an imprisoned parent
Children at risk of being exploited (gangs, antisocial/sexualised behaviour)

Children with SEND (with or without an EHCP)
Young carers
Misusing drugs or alcohol themselves
Children missing from education/home/care home
UASC (Unaccompanied asylum children)
Homelessness
Excluded children
LGBTQ+

Who are the vulnerable

children at your setting?

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Me, you, us

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Categories of abuse

Physical

Emotional

Sexual

Neglect

Write a definition for each of the categories of abuse.

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Categories of abuse: Physical

A form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical symptoms may also be caused when a parent or carer fabricates symptoms of, or deliberately induces, illness in a child.

EMOTIONAL

PHYSICAL

VERBAL

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What are the signs and indicators we look out for

What might we expect to see presented to us by children and their families – EMOTIONALLY, PHYSICALLY AND VERBALLY

e.g. verbally for (think of different things for different categories) – it may be shouting at their peers, mimicking language used by perpetrator, it may be saying that they have a secret, it may be using language inappropriate for their age, not talking, speech and language delay etc.

e.g. emotionally – it may be lacking in self confidence, lack of aspiration, low mood, sofa surfing,

e.g. physically – it may be complaining of headaches and stomach aches, bruises, cuts, self harm, substance misuse, not reaching milestones in development

And then there are the other signs e.g. poor attendance, change of peer group,

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Categories of abuse: Emotional

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

PHYSICAL

VERBAL

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What are the signs and indicators we look out for

What might we expect to see presented to us by children and their families – EMOTIONALLY, PHYSICALLY AND VERBALLY

e.g. verbally for (think of different things for different categories) – it may be shouting at their peers, mimicking language used by perpetrator, it may be saying that they have a secret, it may be using language inappropriate for their age, not talking, speech and language delay etc.

e.g. emotionally – it may be lacking in self confidence, lack of aspiration, low mood, sofa surfing,

e.g. physically – it may be complaining of headaches and stomach aches, bruises, cuts, self harm, substance misuse, not reaching milestones in development

And then there are the other signs e.g. poor attendance, change of peer group,

Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning or preventing the child from participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone

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Categories of abuse: Sexual

Involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving violence, whether or not the child is aware of what is happening. The activities may involve physical contact or non-penetrative acts. They may also include non-contact activities. Sexual abuse can take place online, and technology can be used to facilitate offline abuse.

EMOTIONAL

PHYSICAL

VERBAL

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What are the signs and indicators we look out for

What might we expect to see presented to us by children and their families – EMOTIONALLY, PHYSICALLY AND VERBALLY

e.g. verbally for (think of different things for different categories) – it may be shouting at their peers, mimicking language used by perpetrator, it may be saying that they have a secret, it may be using language inappropriate for their age, not talking, speech and language delay etc.

e.g. emotionally – it may be lacking in self confidence, lack of aspiration, low mood, sofa surfing,

e.g. physically – it may be complaining of headaches and stomach aches, bruises, cuts, self harm, substance misuse, not reaching milestones in development

And then there are the other signs e.g. poor attendance, change of peer group,

Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing, and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse. Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. The sexual abuse of children by other children is a specific safeguarding issue in education and all staff should be aware of it and of their school or college’s policy and procedures for dealing with it.

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Categories of abuse: 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.

EMOTIONAL

PHYSICAL

VERBAL

www.devoneducationservices.co.uk

What are the signs and indicators we look out for

What might we expect to see presented to us by children and their families – EMOTIONALLY, PHYSICALLY AND VERBALLY

e.g. verbally for (think of different things for different categories) – it may be shouting at their peers, mimicking language used by perpetrator, it may be saying that they have a secret, it may be using language inappropriate for their age, not talking, speech and language delay etc.

e.g. emotionally – it may be lacking in self confidence, lack of aspiration, low mood, sofa surfing,

e.g. physically – it may be complaining of headaches and stomach aches, bruises, cuts, self harm, substance misuse, not reaching milestones in development

And then there are the other signs e.g. poor attendance, change of peer group,

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. Neglect may occur during pregnancy, for example, 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); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs

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Contextual Safeguarding

What are the contextual risks for your setting – write a definition.

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Prevent

Protecting pupils and students from radicalisation is part of the wider safeguarding duties of teachers, tutors and academics. The Prevent duty requires education providers to have clear policies in place to safeguard students and build their resilience to radicalisation in schools, further and higher education institutions.

It is important to emphasise that the Prevent duty is not intended to stop pupils debating controversial issues. On the contrary, schools should provide a safe space in which children, young people and staff can understand the risks associated with terrorism and develop the knowledge and skills to be able to challenge extremist arguments.

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Dispel those myths that radicalisation doesn't happen in Devon

Why would Devon (or your county/LA) be an attractive proposition to spread radical ideas and identify those vulnerable to radicalisation?

What are the signs and indicators a young person may be in the process of radicalisation/grooming?

What are the signs and indicators?

Secretive

Spending more time on own

Spending more time online

Change in friendship groups

Change in appearance

Talking/parroting radical view points

Unhealthy interest in extreme subjects/view points

WHAT SHOULD STAFF DO IF THEY HAVE A CONERN FOR A PUPIL?

HOW DO YOU IN YOUR SETTING IDENTFIY THOSE CHILDREN PERHAPS MIRE VULNERABLE TO RADICALISATION THAN OTHERS – e.g those with a grievance, those with SEND needs, those who have experienced previous childhood trauma AND HOW IS THIS VULNERABLILTIY DAHED WITH FAMILIES AND STAFF TO ENSURE THEY ARE SAFEGUARDED.

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Contextual Safeguarding

County Lines
Sexual (CSE)
Radicalisation/Extremism
Modern Slavery
Criminal
Gangs
Trafficking

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Mental Health

True or false.....

34% of children referred into the NHS for treatment are not accepted?

25% of Mental Health problems start by the age of 14?

13–15-year-old males are most at risk of developing a mental health problem.

1 in 10 children aged 5-16 are likely to have a mental health problem

39.2% of 6 – 16 year olds have experienced deterioration in mental health since 2017.

TRUE

FALSE - 50%

FALSE – 17–22-year-old females.

FALSE – 1 in 6

TRUE

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Mental Health

EMOTIONAL

PHYSICAL

VERBAL

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ALL staff should 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.

Only appropriately trained professionals should attempt to make a diagnosis of a mental health problem. Education staff, however, 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. Schools and colleges can access a range of advice to help them identify children in need of extra mental health support, this includes working with external agencies.

If staff have a mental health concern about a child that is also a safeguarding concern, immediate action should be taken, following their child protection policy, and speaking to the designated safeguarding lead or a deputy.

KCSiE 2022

How is mental health and wellbeing of pupils supported in your setting?

Mental Health leads/ambassadors?

Thrive? Specific programmes of support, PSHE? Etc.

What should everyone look out for and what should they do if they have a worry?

Signs of depression in children and teenagers can include:

persistent low-mood or lack of motivation

not enjoying things they used to like doing

becoming withdrawn and spending less time with friends and family

experiencing low self-esteem or feeling like they are ‘worthless’

feeling tearful or upset regularly

changes in eating or sleeping habits.

Signs of anxiety in children and teenagers can include:

becoming socially withdrawn and avoiding spending times with friends or family

feeling nervous or ‘on edge’ a lot of the time

suffering panic attacks

feeling tearful, upset or angry

trouble sleeping and changes in eating habits.

It can be hard to recognise the signs of self-harm in children and teenagers, but as a parent it’s important to trust your instincts if you’re worried something’s wrong.

Signs to look out for can include:

covering up, for example by wearing long sleeves a lot of the time, especially in summer

unexplained bruises, cuts, burns or bite-marks on their body

blood stains on clothing, or finding tissues with blood in their room

becoming withdrawn and spending a lot of time alone in their room

avoiding friends and family and being at home

feeling down, low self-esteem or blaming themselves for things

outbursts of anger, or risky behaviour like drinking or taking drugs.

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Childhood trauma

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Online: Areas of Risk

Content

Contact

Conduct

Commerce

being exposed to illegal, inappropriate, or harmful content, for example: pornography, fake news, racism, misogyny, self-harm, suicide, anti-Semitism, radicalisation, and extremism.

being subjected to harmful online interaction with other users; for example: 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.

risks such as online gambling, inappropriate advertising, phishing and or financial scams.

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Respond

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Barriers to reporting abuse

Lack of understanding
Lack of challenge
Communication
Dependency
Grooming
Trust

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Record

Write up the conversation/observation/incident using your settings reporting system.
Make this a matter of priority
In some cases, a body map will need to be completed as appropriate
Staff members MUST be responsible for ensuring they have access to the safeguarding reporting system and request further support/training if necessary
Record in the child’s own words
Think about the language you use
Don’t use nicknames of children, staff or parents.
Be professional in use of language
If a serious safeguarding concern, speak with the DSL/DDSL immediately!

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The member of staff should write up their conversation as soon as possible onto the schools electronic safeguarding system (i.e. CPOMS/My Concern)

Staff should make this a matter of priority

In some cases, a body map will need to be completed as appropriate

If the electronic safeguarding system is unavailable/problems accessing it, use a paper ‘Expression of Concern’ form

Staff members MUST be responsible for ensuring they have access to the electronic safeguarding system and request further support/training if necessary

Record in the child’s own words. Record what was exactly said, what questions were asked, who was present. Record facts! Help others understand why you have concerns about that child.

Think about the language you use; not ‘he was out of control,’ be precise ‘he was agitated, jumping about and turned over 2 tables’. Don’t use nicknames of children, staff or parents.

Remember parents and other professionals can request access to safeguarding records so maintain a professional stance. Safeguarding records can also form part of a court case.

If a serious safeguarding concern, speak with the DSL/DDSL immediately! The electronic safeguarding system also alerts the DSL/DDSL when they have access to a computer. Paper records should also be handed to DSL/DDSL. When scanning paper records into electronic system, be mindful the photocopier does not save this document/it is deleted.

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Respond

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How do you keep yourself safe?

Where or when are you most vulnerable?

What are the core elements of your settings Code of Conduct?

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As part of their whole school or college approach to safeguarding, schools should ensure that they promote an open and transparent culture in which all concerns about all adults working in or on behalf of the school or college (including supply teachers, volunteers and contractors) are dealt with promptly and appropriately. If implemented correctly, this should:

encourage an open and transparent culture

enable schools and colleges to identify inappropriate, problematic or concerning behaviour early

minimise the risk of abuse

ensure that adults working in or on behalf of the school or college are clear about professional boundaries and act within these boundaries, and in accordance with the ethos and values of the institution

Question 1

Physical contact

Control and physical intervention

Communication with a child, including Online safety

Intimate/personal care

One to one situations

Relationships

Question 2

Staff should:

Be responsible for their behaviour

Avoid conduct which would raise concern

Work in an open and transparent way

Discuss concerns / take advice from a senior member of staff

Apply the same professional standards regardless of culture, disability, gender, language, racial origin, religious belief / or sexual identity.

Monitor and review practice

Follow guidance, i.e. Staff Code of Conduct, Safeguarding Policy, Intimate Care Policy, Whistleblowing Policy, Safer Recruitment Policy)

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Whistleblowing

We all have a personal responsibility to act properly and professionally

If your concern is about a colleague (adult within your setting) contact the Head
If your concern is about the Head contact the Chair of Governors

Believe it can happen in your setting

You can also contact the NSPCC’s report abuse helpline: 0800 028 0285 or help@nspcc.org.uk

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What do you report?

The term ‘low-level’ concern does not mean that it is insignificant. A low-level concern is any concern – no matter how small, and even if no more than causing a sense of unease or a ‘nagging doubt’

Such behaviour can exist on a wide spectrum and could include, although not limited to behaviour that;-

is inconsistent with the staff code of conduct, including inappropriate conduct outside of work and
does not meet the harm threshold or is otherwise not serious enough to consider a referral to the LADO
being over friendly with children
having favourites
taking photographs of children on their mobile phone, contrary to school policy
engaging with a child on a one-to-one basis in a secluded area or behind a closed door, or
humiliating pupils.

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Professional Curiosity

Feel

See

Sense

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Next steps:

Reflect

Review

Update

Share

Devon safeguarding newsletter
Devon safeguarding team website – public and subscriber
Closed DSL Facebook group
Further safeguarding training
Devon safeguarding team advice and support
Mentoring / coaching
Resources & guidance
OMGS, Podcasts and Posters

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Devon safeguarding team:

Jon GALLING – Senior Education Safeguarding Officer

jonathan.galling@devon.gov.uk

01392 348682

07986421943

Lara STEAD – Education Safeguarding Officer

lara.stead@devon.gov.uk

01392 287216

07734979190

Caroline PINSENT – Senior Safeguarding Practitioner

caroline.pinsent@devon.gov.uk

01392 88071

07708316374

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